In the world of education and training, instructional designers play a pivotal role in shaping learning experiences. They are the architects behind the scenes, crafting materials and strategies to facilitate effective learning. But are instructional designers considered teachers? In honor of today (May 7), being National Teacher Day in the United States, let’s look at the similarities and differences between these two roles to help us decide.
Defining the Roles
First, let’s review the traditional responsibilities of instructional designers and teachers:
Instructional designers. Instructional designers (IDs) are professionals who use pedagogical principles, technology, and instructional strategies to create engaging learning experiences. They work closely with subject matter experts (SMEs) to analyze learning needs, design curriculum, develop materials, and evaluate learning outcomes. Their focus is on creating structured, efficient, and effective learning environments.
Teachers. Teachers are directly involved in delivering instruction to learners. They engage with students in classrooms, online platforms, or workshops to facilitate learning. Teachers employ diverse methods to convey information, stimulate critical thinking, and assess understanding. Their role extends beyond content delivery to mentorship, guidance, and fostering a supportive learning community.
What are the Similarities?
Focus on learning. Both instructional designers and teachers share a common objective: fostering learning. They are committed to helping learners acquire knowledge, develop skills, and achieve desired learning outcomes.
Pedagogical expertise. Both roles require a solid understanding of pedagogical principles and learning theories. Whether designing a curriculum or delivering a lesson, effective teachers and IDs rely on evidence-based practices to optimize learning experiences.
Responsibility for content delivery: Teachers are responsible for delivering content directly to learners, whether through lectures, discussions, or activities. In the recent past, it was generally accepted that teachers are the people actively engaged in the teaching process, whereas IDs designed the materials and framework teachers used. However, with the explosion of eLearning, IDs are involved in the teaching process through personalization, gamification, and interactivity such as augmented reality (AR) and virtual reality (VR).
Assessment and evaluation. Both roles involve assessing learner progress and evaluating the effectiveness of instructional methods. It used to be understood that IDs design assessments to measure learning outcomes, while teachers use various evaluation techniques to gauge comprehension and provide feedback. In today’s technology-driven learning environment, however, IDs can also gauge comprehension and provide feedback with the help of artificial intelligence (AI), data analytics, and various quizzes that test a learner’s retention of knowledge.
What are the Differences?
While researching this question, I found that the differences between teachers and students changed depending on the year an article was published; most information written since 2020 tended to see IDs as more integral to teaching than earlier work did. However, there were rumblings about the evolving role of IDs even before then. In 2018, Sean Michael Morris, co-author of An Urgency of Teachers: The Work of Critical Digital Pedagogy, wrote:
“[When] handheld devices now create the filter through which we meet one another, date one another, and form lasting, meaningful productive collegial relationships, it’s frankly absurd to think that teaching and learning would remain untouched by the changes wrought upon our social and professional lives by digital technology. To make any assumption of what teaching is today is hubris at best.”
Direct interaction with learners. The man distinction I found between instructional designers and teachers is the level of direct interaction with learners. While instructional designers primarily work behind the scenes, teachers have direct contact with students, guiding them through the learning process, addressing questions, and providing support.
Professional background and training. While there may be overlap in the skills and knowledge required for instructional design and teaching, professionals in each field often have distinct backgrounds and training. Instructional designers may have expertise in educational technology, instructional design models, and curriculum development, while teachers may have specialized training in pedagogy, content knowledge, and classroom management.
My Opinion
Note that when I wrote about the distinct roles, I mentioned that these were “traditional” responsibilities. Education and training have changed dramatically over the past decade, particularly since “The Before Times” pre-2020. The Covid-19 pandemic shutdown drastically changed how we look at teaching and training, how content is delivered, and the tools used to increase efficiency, engagement, knowledge retention, assessments, and feedback.
After some thought, I believe that IDs are teachers — perhaps not in the traditional sense of interacting one-on one with learners, but the lines are blurring as eLearning becomes the norm, particularly in workplace training initiatives. Several reasons why I consider IDs to be teachers include:
Focus on learning. The main objective of teachers and IDs is helping people learn and retain knowledge. These learners may be school children, college or post-graduate students, factory workers, corporate leaders, etc. Learners may come from various backgrounds and cultures, prefer learning in different ways, and use a plethora of content delivery systems (classrooms, mobile phones, computers). Both teachers and IDs take all these – and more – into consideration when teaching and creating content.
Content delivery. Teachers and IDs are responsible for content delivery. We think of teachers as standing in front of a classroom delivering lessons, helping those who need extra support. Some may envision something similar but in a virtual classroom on their computer screens. However, IDs are also responsible for ensuring information is shared in the best possible manner. They create modules that are mobile friendly so that learners can access content from just about anywhere at any time. They often include extra resources for users who need a little extra help. The difference here is that a teacher is seen, while the actual ID is not, though there may be exceptions where an ID includes a video of themselves teaching within the training.
Personalization. I’d argue that it’s easier for IDs than traditional teachers to customize learning. This has nothing to do with the ability of traditional instructors, to be sure! It’s about classroom sizes. Classroom sizes in schools have been increasing for decades, and teachers have little time to offer personalized help to each member of their class. Sometimes aides are available to help in-person or virtually, but teachers have to teach to the common denominator of a class. Those who learn very quickly tend to get bored, and those who learn more slowly feel left behind. The same is true for corporate training classrooms. Those of us of a certain age remember days-long training, sitting in large cold rooms full of people, where there’s not enough water or healthy food. We usually had a brief period where we could ask questions, but after a few inquiries we had to move on to maintain a schedule.
Modern IDs, however, can shake things up with eLearning, where personalization is one of the selling points. Instead of long, time-consuming courses, today’s trainings are modular and easy to assemble, disassemble, and reassemble into personalized configurations based on specific learning needs. What is available to one worker as a stand-alone eLearn may be part of a larger plan for someone else. Learners can choose learning materials that suit their own preferences, creating a more customized and engaging experience. AI and machine learning (ML) algorithms allow eLearning platforms to evaluate and analyze individual learner data, creating customized learning experiences that are in high demand for maximizing efficiency and success of training initiatives. Users can track their progress, set goals, and access content specifically made for their needs. Every interaction is tracked, and that data is used to gain insights into a learner’s behavior helping L&D see where additional training may be necessary.
Immersive learning. AR and VR allow participants to practice and apply skills and knowledge in real-world situations that are risk-free. As the Digital Learning Institute puts it, learners can “work in the job without being on the job.” Research indicates that learners using these tools tend to be more focused on learning than those who don’t, improving their knowledge and skill retention. In fact, 40 percent of VR learners show improved confidence when compared to classroom learners.
Gamification also plays an important role in immersive learning, as one study found that participants in game-based learning show an 83 percent increase in motivation compared to traditional learning. Games are naturally engaging; simulations, puzzles, and other interactive learning experiences make learners feel more invested and connected to training, which leads to improved knowledge retention. This is one reason why in-person and virtual instructor-led instruction often include games that not only break up some of the monotony of classroom training but teach skills in a different manner. Gamification also provides organizations and learners with immediate feedback and measurable progress, and users can practice and redo games until they are happy with the results, also improving retention rates. Gaming is also a team-building activity. Encouraging members to play games together helps develop collaboration while individuals learn and practice new skills and strategies, improving both communication and cooperation abilities, which leads to increased productivity and work performance.
Feedback and Assessments. Most IDs create content to help learners and their employers meet specific desired outcomes, it is true. However, that doesn’t mean they don’t also gauge comprehension and offer feedback. I think teachers and IDs are very similar in this case, as teachers also must often meet specific desired outcomes. Comprehensive teaching objectives for both teachers and IDs should include knowledge comprehension and retention as part of required outcomes.
Today’s IDs create assessments that provide immediate acknowledgement of correct answers or offer explanations for incorrect responses. AI-enhanced content delivery platforms allow IDs to provide real-time feedback and recommendations for learners. For example, chatbots powered by natural language processing (NLP) can engage learners in interactive conversations, answer questions, and provide guidance throughout their learning journey. Additionally, AI algorithms can analyze learners’ interactions with digital content to identify areas for improvement and tailor future learning activities accordingly. These chatbots can assist learners at any time, wherever they are, pointing them to relevant resources. While I admit that AI does not understand the subtle nuances of human communication and cultural differences, these chatbots can answer the majority of questions from users and steer them in the direction of the information they need.
Final Thoughts
The roles of instructional designers and teachers have undergone significant evolution, fueled by technological advancements and shifting paradigms in learning. Traditionally, instructional designers have been seen as the architects of learning experiences, crafting materials and strategies to optimize learning outcomes. Meanwhile, teachers are the frontline facilitators, directly engaging with learners to impart knowledge and foster understanding. However, as eLearning becomes increasingly prevalent, the boundaries between these roles are blurring.
The core similarities between instructional designers and teachers lie in their shared commitment to fostering learning and their mastery of pedagogical principles. Both are responsible for content delivery and assessment, albeit through different mediums and methods. The most notable distinction lies in the level of direct interaction with learners.
Despite these differences, the constantly changing education environment challenges traditional notions. With the rise of eLearning, instructional designers are assuming more active roles in the teaching process, leveraging personalization, immersive technologies like AR and VR, and AI-driven tools to enhance learning experiences. They are no longer just creators of content but facilitators of learning journeys.
In this modern context, the line between instructional designers and teachers is disappearing. As we embrace the transformative potential of technology and adapt to new paradigms of learning, it becomes clear that instructional designers are indeed teachers in their own right, shaping the future of education and training.
Related Blogs
Mastering Kirkpatrick: Unleashing Training Excellence
The Role of AI in Instructional Design: Collaborator, Not Competitor
From Novice to Ninja: Expert Insights for Aspiring Instructional Designers
Resources
Apostolopoulos, Aris. “The 2019 Gamification at Work Survey.” Talent LMS. 8/29/19. Accessed 4/29/24. https://www.talentlms.com/blog/gamification-survey-results
“From Concept to Completion: Microlearning Design Best Practices.” MATC Group. Accessed 4/30/24. https://www.matcgroup.com/instructional-design/from-concept-to-completion-microlearning-design-best-practices/
“Measuring Microlearning Mastery: Metrics that Matter. MATC Group. Accessed 4/29/24. https://www.matcgroup.com/business/measuring-microlearning-mastery-metrics-that-matter/
Morris, Sean Michael. “Instructional Designers Are Teachers.” Hybrid Pedagogy. 4/12/18. Accessed 4/9/24. https://hybridpedagogy.org/instructional-designers-are-teachers/
“Revolutionizing Your eLearning: 2024 Trends.” MATC Group. Accessed 4/29/24. https://www.matcgroup.com/business/revolutionize-your-elearning-2024-trends/
“Soft Skills Training in Enterprise: A Study.” PWC. 6/25/20. Accessed 4/30/24. https://www.pwc.co.uk/issues/technology/immersive-technologies/study-into-vr-training-effectiveness.html
“The Role of AI in Instructional Design: Collaborator, Not Competitor.” MATC Group. Accessed 4/30/24. https://www.matcgroup.com/instructional-design/the-role-of-ai-in-instructional-design-collaborator-not-competitor/
