Oftentimes, new IDs can get bogged down by the steps involved in ISD frameworks and project scope. For content experts, the lack of clarity or even the complexity of frameworks can be an overwhelming experience. We still want to use ISD frameworks, but it needs to be introduced to experts slowly and in practical ways that relate to the project.

Any required quality assurance rubrics or standards (Quality Matters, the Kirkpatrick model, or your company's rubric) that the organization may have, it is important to meet instructional alignment using backward design regardless of preference for a particular instructional systems design framework. As designers, we always want to understand the intended goals of any learning experience and gather evidence that learners are able to meet the objectives.

In my experience, I noticed that most experts are able to set up instructional sequences, but often fail at setting up proper assessment of learning outcomes. For this particular reason, I ask experts to provide ideas on how to assess learners from their domain expertise based on intended outcomes. This way, I am enabling experts to think about assessment while they put together a general outline of how learning experiences should unfold and assessed. This also provides an opportunity to learn more about instructional strategies used in the subject matter or domain.

IDs should always reflect on the day-to-day tasks involved in projects. While ADDIE and SAM frameworks are popular, IDs need to get the full picture before worrying about how to accomplish development tasks. Instead, be concerned and invest a lot of time analyzing (1) requirements, (2) audience, (3) instructional activities, and (4) formative and consummative components.

More importantly, these components and requirements must have instructional alignment to support learners in attaining goals and sustaining motivation. Also, if the instructional design team is small or relies on one person wearing several hats at once, both instructional developer and designer, it is also important to understand the technologies and tools involved in creating learning experiences.

While objectives and assessment are based on the pedagogical needs of learners, and not on the tools being used to develop an intervention, technology should also be a consideration in development because of project timelines and budget. So developing a learning experience do not always require the most technological advanced solution, but the right solution that fits the bill.

ID workflows, or the major tasks involved in instructional design projects, comes from ISD frameworks. These tasks involve going through the instructional design process to properly assess requirements, assessment, and activities, However, the day-to-day tasks or micro steps that occur during development can be time-consuming, such as creating objectives, uploading assessment items, or creating instructional modules. To be more efficient, find ways to standardize smaller steps. For example, having standardized templates and assessment components from publishers can save time in development. A quick tip on assessment is to create assessment items using the GIFT format or a CSV bulk upload rather than entering them manually in the LMS.

IDs can also standardize certain elements to address critical elements in quality assurance rubrics. Take a look at the Quality Matters Higher Education rubric. For example, templates can be created ahead of time for syllabi, instructional modules, presentation activities, and animated interactions to address accessibility and instructional alignment. Thinking ahead of time can free valuable development time, but it also ensures that required elements are already present.

In terms of project management, project logs can be standardized to reflect important milestones and tasks. I also recommend having a small portfolio sample of past projects as a conversation starter with clients.

I broadly put professional development in two categories: pedagogy and technology. When seeking PD in terms of pedagogy, IDs need to learn other methods of teaching that are suitable for different domains and instructional contexts. Other than linear structures in learning experiences that designers are accustomed, learning different learning designs from research evidence produces alternative instructional strategies for designing and developing creative learning experiences.

Not all learning designs need to in a linear fashion to support learning tasks, but it can also rely on different learning tasks, resources, and supports to enable learning. Oliver (1999) provides several examples of how to support teaching and learning in web-based environments. Of course, choosing a particular strategy will depend on project requirements. It also important to learn other types of pedagogical approaches applied to online and blended environments, such as problem-based, project-based, microlearning, micro credentialing, informal learning, adaptive learning, and gamified learning.

In terms of technology, developing skills in web design, e-learning authoring tools, and video/audio editing are not always required. When pedagogy meets technology, however, it helps designers and stakeholders to conceptualize a product quickly through prototypes, wireframes, and mockups.