As an instructional designer, I often get asked about my transition from being a traditional classroom teacher to designing instructional materials. Yes, both roles revolve around the noble cause of education and learning. However, they are as different as apples and oranges, and shifting from one role to the other has been quite a journey filled with unexpected challenges.
When I was a teacher, my job was hands-on. I interacted with my students daily, delivering content, managing classroom dynamics, assessing student understanding, and giving immediate feedback. It was a role that required me to think on my feet and respond to the unique needs, abilities, and interests of my students in real-time.
Now, as an instructional designer, my work environment is significantly different. I work primarily behind the scenes, analyzing learning needs, designing instructional materials - from online courses to interactive simulations - and assessing the effectiveness of these materials. It's a role that requires me to anticipate learner needs and design solutions to meet these needs well in advance.
The most striking difference between the two roles lies in their approach to learning. As a teacher, my approach was more directive, guiding students along a predetermined path of learning. As an instructional designer, I've had to adopt a more constructivist approach, creating learning environments that allow learners to construct their own knowledge through exploration and discovery.
Though I work in the same broad field of education, the transition from teaching to instructional design was not as smooth as one might expect.
Firstly, the skillsets required for each role are quite different. As a teacher, I had honed my skills in classroom management, direct instruction, and formative assessment. Now, I've had to acquire new skills in multimedia design, technology integration, project management, and data analysis.
Secondly, the shift in perspective from being the primary source of knowledge to creating environments where learners can explore and discover knowledge on their own has been a significant adjustment. This shift required me to develop a different understanding of the learning process and a new mindset about my role as an educator.
Thirdly, the lack of direct interaction with learners has been a major adjustment. As an instructional designer, I am removed from the immediate learning environment and have to rely on feedback from others to assess the effectiveness of my designs. Initially, this led to feelings of disconnect and uncertainty, which were difficult to manage.
Finally, I faced practical challenges. I had to acquire new technical skills, like proficiency in authoring tools and learning management systems. The job market for instructional designers is also quite different, and it took me time and effort to find and secure a suitable position.
In the end, despite the initial challenges, the transition from teaching to instructional design has been incredibly rewarding. My journey has required a new mindset, new skills, and a willingness to adapt to new ways of thinking about learning and teaching. But as I shape the future of learning in this rapidly evolving educational landscape, I realize that each challenge I've faced has helped me grow professionally and personally. It's been a journey worth taking, and I wouldn't have it any other way.
