ID is short for Instructional Design. We can sit down sometime to discuss the difference between ID and Learning Design, and how this differs from Learning and Teaching and the role of  pedagogy. There is also designing for User Experience (UX) and…

iDesignX LIVE! February 2020

The high, the low and the fuzzy: How I stopped worrying and learned to love Design Thinking collaborations. Recorded at iDesignX LIVE! Sydney, 26 February 2020

This presentation offers insights into:

  • the role of Learning Design
  • how Learning Design fits within an organisational context
  • challenges and obstacles to workflow and processes
  • potential sources of conflict
  • addressing and resolving challenges, conflict & obstacles

After this presentation, participants will be able to:

  • compare a range of design thinking strategies, approaches and activities that are valuable in instructional design and course development
  • describe typical obstacles, challenges and potential solutions associated with using design thinking approaches within a collaborative context

Moodlemoot 2019 (Melbourne)

Event Website

Confessions of a Learning Designer Working Harmoniously with an SME

Slides: Working harmoniously with an SME – Mark Parry – AFTRS

A Sprint to Design, Develop & Deliver Rapid Course Development

Slides: A sprint to design, develop and deliver – Rapid Course Development – Mark Parry – AFTRS

Using technology to support student reflection

Technology. We’re surrounded by it, and so are our tech-savvy students. In many cases, our students are very comfortable with the latest technologies and have a good grasp of how to use them. There is also the emerging student attribute of self-reflection and evaluation: “What went well?”; “What didn’t go so well?”; “How might you improve for next time?”

The challenge is changing the way students, especially adult learners, use these technologies within the classroom when they have already established fixed ways of doing things. With some simple planning, teacher consideration and guidance, these technologies can be used to benefit students’ learning and guide their reflection process.

In this recording, Mark Parry highlights some of the ways he and his colleagues use technology to support student reflection when facilitating face-to-face and blended courses. Mark demonstrates how everyday technologies can be used to help you support students to reflect upon a range of learning outcomes related to core knowledge and transferable skills including communication, time management, working within a team, problem-solving and developing a strong work ethic.

Using technology to support student reflection from Learning and Teaching at Navitas on Vimeo.

Getting Organised for using Multimedia in Learning

About the three-hour workshop:

Teachers and trainers often use tools and resources to assist learning. The past few years have seen a huge increase in the availability and use of various forms of audio-visual (AV) and other online media – video, animation, music, podcasts, photo sharing, blogs etc.

These tools and techniques are increasingly being incorporated into corporate and workplace training contexts—face-to-face, e-learning and blended delivery. Human Resources and other departments use tools and media to broaden the scope, efficiency and appeal of their training programs, often within tight budgets, deadlines and delivery constraints. Getting organised improves the efficiency of any course development.

With a whole world of multimedia possibility, navigating around the territory can be an exciting and productive process. With so many options, it’s sometimes overwhelming and difficult to know where to start. As with any learning, it’s always a great idea to examine your initial aims, objectives and training needs.

Learning requirements are typically expressed in terms of knowledge, skills, behaviour and attitude and are often documented in the form of a training plan, syllabus, unit of competence, performance criteria etc. These aims and objectives provide important structure and direction for the development of tools and resources used in any course or training program.

In this workshop you will:

  • Analyse your training needs with reference to delivery requirements and potential use of media
  • Become aware of the scope and potential of using media tools and audio visual in training
  • Identify and locate various online and other multimedia tools
  • Use online tools to create a simple learning resource
  • Become aware of the many benefits of using multimedia in learning
  • Plan for your own learning requirements, incorporating media in your training program.

Please Note: To get the most out of this workshop, participants are encouraged to bring a sample of their own training documentation and/or aims and objectives (where available).

idesignx 2014

mparry_ilearnx2014 (pfd from powerpoint presentation) from idesignx 2014, featuring an instructional design overview of two projects: Hunter TAFE and Clinical Skills. More info is outlined in the following video (20 mins):

 What is ID?

When I run professional development sessions with teachers, I am often asked to provide an overview of the role of an instructional designer (after all – with a room full of teachers – why is there a need for an instructional designer?).  In an attempt to communicate these ideas broadly, I have produced a simple narrated powerpoint slideshow. Check out the clip below:

Elearning and the Role of Instructional Design 

Whilst using a simple narrated powerpoint has its limitations, one positive is that it enables very quick resource development!

Typical Questions


  • What are the learning outcomes?
  • Who are the learners?
  • How will learners typically engage with the course? (ie duration, context etc)
  • Is there any assessment?
  • more questions!


  • What are some engaging ways to present course content?
  • What is a typical learner pathway?
  • Will social media play an important role?
  • Will the design be informed by a particular learning theory? (eg constructivist)
  • Where will the course be hosted/stored?
  • What Learning Management System (LMS) will be used?
  • more questions!


  • What technologies will be used to build the course?
  • Are there technical requirements, specifications and guidelines?
  • Does the project require media specialists? (eg video production)
  • What is the role of the Subject Matter Expert (SME) within the project workflow?
  • How will content review and user testing be integrated?
  • more questions!


  • Where will the course be hosted/stored?
  • What Learning Management System (LMS) will be used?
  • Will teachers need professional development (PD) or other support to run the course?
  • Have any new issues emerged since the course is up and running?
  • Will the course need monitoring? (eg discussion forums)
  • How are students engaging with the course?
  • Does the course need to communicate with other IT systems?
  • What is the role of the teacher/mentor/facilitator once the course is up and running?
  • more questions!


  • Are students able to use the course to achieve learning outcomes?
  • Did the course meet its aims?
  • Is the course enjoyable, hectic or tedious?
  • Was the budget well-allocated?
  • more questions!

The ADDIE model is very nicely illustrated in this infographic that I found at e-Learning Infographics:

Find more education infographics on e-Learning Infographics

Instructional Design & Media Production

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