Interview with an Instructional Designer
Interview with an Instructional Designer
I have worked with individuals who design instruction for K-12 settings, including my supervisor at Great Leaps Academy, who developed the math curriculum used in our classrooms. However, there are areas of instructional design beyond primary education that I know little about. For this assignment, I wanted to explore unfamiliar territory by interviewing someone working in a different area of instructional design. I joined the online group Instructional Designers in Education, where I connected with Amy Eno, an instructional designer. While Eno doesn't work directly in education, she is writing a dissertation on teachers transitioning to instructional design. Curious about her focus on helping teachers break into the field, I requested an interview.
I have worked with individuals who design instruction for K-12 settings, including my supervisor at Great Leaps Academy, who developed the math curriculum used in our classrooms. However, there are areas of instructional design beyond primary education that I know little about. For this assignment, I wanted to explore unfamiliar territory by interviewing someone working in a different area of instructional design. I joined the online group Instructional Designers in Education, where I connected with Amy Eno, an instructional designer. While Eno doesn't work directly in education, she is writing a dissertation on teachers transitioning to instructional design. Curious about her focus on helping teachers break into the field, I requested an interview.
To start the conversation, I introduced myself as a current educator in a self-contained classroom at Great Leaps Academy and a first-semester graduate student studying Instructional Design & Technology. I shared that while I had some instructional design experience from my undergraduate studies and was familiar with the systems approach and ADDIE model, my practical application was limited to my classroom. I hoped Eno could shed light on how instructional design is applied in real-world settings.
To start the conversation, I introduced myself as a current educator in a self-contained classroom at Great Leaps Academy and a first-semester graduate student studying Instructional Design & Technology. I shared that while I had some instructional design experience from my undergraduate studies and was familiar with the systems approach and ADDIE model, my practical application was limited to my classroom. I hoped Eno could shed light on how instructional design is applied in real-world settings.
My first question was about her role and place of work. Eno shared that she has spent the last seven years working in the non-profit sector of instructional design. Currently, she is the Senior Manager of Education & Learning Technology for the American Dental Hygienist Association and has also worked as an instructional designer for the International Association of Firefighters. Before transitioning to instructional design, Eno was a high school teacher for about five years.
My first question was about her role and place of work. Eno shared that she has spent the last seven years working in the non-profit sector of instructional design. Currently, she is the Senior Manager of Education & Learning Technology for the American Dental Hygienist Association and has also worked as an instructional designer for the International Association of Firefighters. Before transitioning to instructional design, Eno was a high school teacher for about five years.
When I asked about her transition from classroom teaching to instructional design, Eno described it as "a happy accident." She pursued a master's degree in Instructional Technology while teaching, though she hadn't originally planned on becoming an instructional designer. However, she discovered that she enjoyed instructional design more than traditional education, particularly because it offered more opportunities for growth compared to the limited options in classroom teaching—“unless you want to be an administrator,” she noted. As a classroom teacher myself, I could relate to her perspective and the desire for growth beyond the constraints of K-12 education. I appreciated Eno's discussion of her transition, as I’ve often been concerned about the challenges of moving from classroom teaching to instructional design.
When I asked about her transition from classroom teaching to instructional design, Eno described it as "a happy accident." She pursued a master's degree in Instructional Technology while teaching, though she hadn't originally planned on becoming an instructional designer. However, she discovered that she enjoyed instructional design more than traditional education, particularly because it offered more opportunities for growth compared to the limited options in classroom teaching—“unless you want to be an administrator,” she noted. As a classroom teacher myself, I could relate to her perspective and the desire for growth beyond the constraints of K-12 education. I appreciated Eno's discussion of her transition, as I’ve often been concerned about the challenges of moving from classroom teaching to instructional design.
Feeling intimidated by the breadth of instructional design, especially outside of primary education, I asked Eno about areas such as higher education and corporate settings. She explained that instructional design varies by context, and her experience in the non-profit sector is similar to corporate work. She noted that instructional designers in corporate settings collaborate with both internal and external subject matter experts (SMEs), utilizing a range of authoring tools to create asynchronous online courses, synchronous courses via platforms like Zoom, and, less frequently, in-person training sessions—especially since the pandemic. Corporate instructional design also tends to involve more stakeholders. On the other hand, instructional designers in higher education focus primarily on helping faculty develop their courses and work extensively within Learning Management Systems (LMS). Eno described corporate instructional design as more of “doing everything,” although she emphasized that the field is diverse, and experiences vary.
Feeling intimidated by the breadth of instructional design, especially outside of primary education, I asked Eno about areas such as higher education and corporate settings. She explained that instructional design varies by context, and her experience in the non-profit sector is similar to corporate work. She noted that instructional designers in corporate settings collaborate with both internal and external subject matter experts (SMEs), utilizing a range of authoring tools to create asynchronous online courses, synchronous courses via platforms like Zoom, and, less frequently, in-person training sessions—especially since the pandemic. Corporate instructional design also tends to involve more stakeholders. On the other hand, instructional designers in higher education focus primarily on helping faculty develop their courses and work extensively within Learning Management Systems (LMS). Eno described corporate instructional design as more of “doing everything,” although she emphasized that the field is diverse, and experiences vary.
Eno’s insights into the different contexts of instructional design prompted me to ask about the technologies and software commonly used in the field. I also wanted to know if there were specific programs I should prioritize learning before entering the field. She explained that while it's difficult to "master" an LMS without practical experience, learning authoring tools is essential. Eno recommended I start with Articulate, which offers a trial program, and mentioned that Articulate Rise and Storyline are particularly useful. She also emphasized the importance of learning basic video and photo editing skills, as visual design plays a key role in creating effective learning experiences. In her words, instructional designers must always consider "people’s ability to digest your learning experiences." I plan to follow her advice and continue honing these skills as I study design.
Eno’s insights into the different contexts of instructional design prompted me to ask about the technologies and software commonly used in the field. I also wanted to know if there were specific programs I should prioritize learning before entering the field. She explained that while it's difficult to "master" an LMS without practical experience, learning authoring tools is essential. Eno recommended I start with Articulate, which offers a trial program, and mentioned that Articulate Rise and Storyline are particularly useful. She also emphasized the importance of learning basic video and photo editing skills, as visual design plays a key role in creating effective learning experiences. In her words, instructional designers must always consider "people’s ability to digest your learning experiences." I plan to follow her advice and continue honing these skills as I study design.
We also discussed portfolios, and I asked Eno what should be included in mine. She suggested practicing by creating instructional materials for people in my life who could act as SMEs and ensuring that any content I include in my portfolio can be applied to adult learning. Since my experience is mainly with children, I need to translate that into an adult learning context. Eno recommended showcasing a variety of materials, such as an asynchronous training module, resources for in-person training, and perhaps an infographic, along with explanations of why and how each piece was designed. With this advice in mind, I plan to revise and expand my current portfolio.
We also discussed portfolios, and I asked Eno what should be included in mine. She suggested practicing by creating instructional materials for people in my life who could act as SMEs and ensuring that any content I include in my portfolio can be applied to adult learning. Since my experience is mainly with children, I need to translate that into an adult learning context. Eno recommended showcasing a variety of materials, such as an asynchronous training module, resources for in-person training, and perhaps an infographic, along with explanations of why and how each piece was designed. With this advice in mind, I plan to revise and expand my current portfolio.
One of my biggest concerns about instructional design is working on topics where I am not the subject matter expert. I asked Eno for advice on collaborating with SMEs. Her primary advice was to avoid “imposter syndrome.” While I won't be an expert on every topic, that doesn’t mean I won’t be able to create meaningful learning experiences. According to Eno, instructional designers often become semi-experts alongside the SME. This advice was reassuring, and I will keep it in mind as I move forward. Eno also emphasized the importance of focusing on learning objectives when working with SMEs, explaining that narrowing down what the learner truly needs to know makes the process easier.
One of my biggest concerns about instructional design is working on topics where I am not the subject matter expert. I asked Eno for advice on collaborating with SMEs. Her primary advice was to avoid “imposter syndrome.” While I won't be an expert on every topic, that doesn’t mean I won’t be able to create meaningful learning experiences. According to Eno, instructional designers often become semi-experts alongside the SME. This advice was reassuring, and I will keep it in mind as I move forward. Eno also emphasized the importance of focusing on learning objectives when working with SMEs, explaining that narrowing down what the learner truly needs to know makes the process easier.
I feel fortunate to have spoken with Amy Eno about instructional design. As an expert in the field, she provided valuable advice and insights, particularly regarding transitioning from teaching to instructional design, the diverse contexts of instructional design, and the skills and technologies used in the field. I plan to apply her advice as I continue to build my skills, develop my portfolio, and eventually transition into the field of instructional design myself.
I feel fortunate to have spoken with Amy Eno about instructional design. As an expert in the field, she provided valuable advice and insights, particularly regarding transitioning from teaching to instructional design, the diverse contexts of instructional design, and the skills and technologies used in the field. I plan to apply her advice as I continue to build my skills, develop my portfolio, and eventually transition into the field of instructional design myself.