As I end the semester with this class, I look back and reflect on the knowledge and understanding I’ve gained in Instructional Design. I have learned about the different models and phases instructional designers use — the processes used on how to conduct assessments and evaluations. Plan learning events, develop instructional strategy, and how to collaborate and communicate properly. The last couple of chapters were collaboration and communication, as well as the define phase of instructional design. The collaboration cycle that Cenamo and Kalk describe consists of three aspects assemble, synthesize, and check and confirm. This is known as the ACS cycle, which is used by instructional designers as they spiral through the five phases. This is a cycle that helps instructional designers obtain certain information about who the learners are, their needs and characteristics, and helps them move from one phase to another in the five phases of instructional design. The chapter references key personnel that instructional designers generally work with, which are SMEs, clients, other instructional designers, and production specialists (video producer, programmer, graphic artist, and audio engineers). The project team isn’t always going to be the same for every project that an instructional designer works; however, the main people involved are generally those mentioned above.

Communication is essential in completing a project. Cenamo and Kalk provide a few strategies as to how to best communicate with the project team, such as frequency, making sure everyone can get ahold of one another utilizing phone, email, or another source of communication. Along with making sure to recognize other team members when tasks get completed. Through reading this chapter and throughout the semester, I have come to a better understanding that instructional design is an iterative process and is continuously changing. There can be specific ways to accomplish your goal depending on the type of project you’re working on, and then there can be multiple plans of attack on a project, it just depends on what works best for the team. An instructional designer rarely works alone and is always collaborating and communicating with other members of the project team, so it’s vital that they find the most efficient and effective ways to communicate with their team.

Throughout the semester, I have been given tools, resources, and guidance to become a proficient instructional designer. The readings and diagrams from class have been immensely helpful in my understanding of instructional design. I know there is still a lot of information to learn in this field, but I have been given introductory insight and am excited to gain more knowledge to become the instructional designer I can be.