In a recent webinar, Judy Z asked, “What about those of us who have no control in the design of the class?”
Judy, unfortunately there are always limits imposed in most organizations…and you have to pick your battles.
It’s a bit simplistic, but I suggest drawing a line down the middle of a piece of paper, labeling one column “some will” and the other “some won’t.”
Sometimes others in the organization are open to evidence about how design can positively (or negatively) affect attention, cognition, and retention of learners.
And sometimes they don’t want to know, don’t want to change, or don’t care enough to want to know or change.
It’s a “company politics” thought, but you might benefit from identifying peers in the “some will” category and begin sharing with them the evidence and examples that support the case for design as a key component in how your learners learn.
One or two things will happen.
First, at very least you will get clearer and stronger in your own conviction. You may not affect the change you want entirely, but you will find ways to apply what you’ve learned.
Two, you may succeed, even slowly, in improving what comes from the instructional designers or whomever is giving you the material. And everybody wins!