Networking in the Instructional Design Field

Blogging has opened the opportunities for educators to improve the curriculums as it is a two way street of communication for peers to elaborate on their thinking (Ferriter, 2009).

In the blog “Cognitive Load Theory: Instructional Design to support all online learners,” Groshell shared a simplified version of the theory using icons to make it relatable to the audience. The cognitive load theory informs us that while learning, memories are often overloaded. In order to avoid this and support the learners, as an instructional designer, Groshell mentions:

  • Reduce the amount unnecessary items that are not relevant
  • Break down information into smaller pieces
  • In the early stages, provide multiple examples
  • Have the learners recite what they have learned to verify understanding
  • Gradually pull away as the learners knowledge develops

In this blog, Groshell provides other resources to explore the cognitive load theory, including a QR code that brings the reader to a practice guide for cognitive load theory, which will benefit my skills in the instructional design field.   

Cognitive Load Theory, Executive Function, and Instructional Design – Education Rickshaw

Another blog I saved was written by Christopher Fosdick “What is ADDIE in Instructional Design”. Fosdick starts with an analogy for the acronym ADDIE with comparing building a learning curriculum to building a home. While creating a training program it is important to:

  • Analyze – gather information and conduct research
  • Design – generate the blueprints
  • Develop –  utilize the information from the blueprints to start building
  • Implement – carry out the project
  • Evaluate – conclude if the desired outcome was reached

Following these steps will help to reduce time and money, identify the goals, deadlines and provide consistency and coherence. Throughout the blog, Fosdick uses the Socratic method of continuously challenging the reader by asking questions about their own projects. It allows the reader to dive deeper into thought and come up with innovative ideas.

The final blog I selected “5 Facilitation Tips for More Engaging and Interactive Remote Learning” relates to my new role as a Lead Qualified Trainer at my job. I am responsible for enrolling the New Employee Orientation (NEO) and the Train the Trainer program. Due to the pandemic, these tasks are performed virtually.

The author begins the introduction with providing a scenario of a facilitator Rob that is comfortable in his role in a classroom setting, but is facilitating remotely for the first time. Rob made a few mistakes that could have been prevented if he followed the tips below:

  1. Give it your all – Even though the facilitator is not face-to-face, it is important to have the same charisma as the classroom session. Dress to impress, greet members once they arrive the session and arrive early to prepare.
  2. Frequently ask various questions – Use open-ended questions to have participation in the discussions and specifically let participates know how to answer (chat box, emoji’s, or answer aloud). Do not be afraid of silence when asking a question. Rephrase the question if after 10 seconds you do not receive a response.
  3. Avoid oversharing – Share what is necessary to prevent distractions. Zoom in on the important information.
  4. Provide breaks – Be clear on the time to return by using a visual cue. As a facilitator, be back on time to set the tone for the session.
  5. Open the floor to others – Create breakout groups for people to participate in the discussions. It allows peers to interact with each other and bring together their understandings of the topics.

To conclude in the article, the author provides constructive feedback and coaching for Rob for his next session. This article has many tips that I can always refer to before and after I facilitate my first sessions.

5 Facilitation Tips for More Engaging and Interactive Remote Learning | Scissortail Creative Services, LLC (

In conclusion, the RSS has made it easy for people to get the information from different blogs and keep track of updated blog entries. It allows the blogger to subscribe to pages that filters the content in which interests the reader and provides a networking system that did not exist before (Ferriter, 2009). I look forward to use blogging as a resource moving forward in my instructional design career.


Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership, 66(5), 34–38.

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