Category: Multimedia

Inside “Learning Designers in Context”: Chapter 9

Isabel in the Government Sector

Abstract:

Isabel, a learning design professional in Peru’s government sector, transitioned into instructional design 20 years ago while working as an agronomist on a multidisciplinary team. Her initial role involved improving technical training for farmers to produce export-quality coffee by simplifying dense content and technical jargon. Isabel later pursued roles in non-profit organizations, driven by her passion for social development. 

I’m Peruvian! Right now, I’m working in an urban environment that is quite different from the rural environment, in which I worked for many years. For 15 years, I was working with people in rural areas in Peru where there is low quality of life and a lack of quality education. When I started that job, the people I used to train had some elementary education and some others had some secondary education. Today, I am in a different type of organization where the majority of the learners have a master’s degree. Some even have master’s degrees from abroad. So, as a learning designer I have shifted from working with different learner populations.

Key takeaways emphasize the importance of strong analysis skills in instructional design, particularly during the ADDIE framework’s analysis phase. Competencies include needs analysis, contextual understanding, and task analysis to transform complex content into digestible learning materials. Isabel also highlights leveraging cultural insights from diverse regions to tailor education for urban and rural learners. Her experiences underscore how instructional designers can bridge technical expertise with learner-centric approaches to create impactful training solutions across varied contexts.

There were other forms of culture represented in my work as a learning designer in the rural zone. For example, many women have authority at home. However, it is a public authority too. Many men trusted their wives so much when it came to making decisions. But in public, it is not acceptable that a woman would raise her voice or give her opinion. That behavior was reserved for the house. It made me realize that I also had to address the woman, even though the community leader was a man. So, it made me realize that we [the project team] had to work on two fronts. On the one hand, we worked creating training materials for the men but I also had to build confidence that change was important in the female group with the wives. It was very important to me when I arrived in a new rural community to understand the rules and that is why I took anthropology, because I learned that the performance changes that I wanted to do were not exclusively educational or learning issues, they were also cultural issues. Anthropology gave me some tools to identify the power players that were inside the community, sometimes, disguised. 

Romero-Hall, E. (2025). Learning Designers in Context: Examining Practices Across the Global South. Routledge. https://doi.org/10.4324/9781003270591

Photo by Alexander Schimmeck on Unsplash

Inside “Learning Designers in Context”: Chapter 8

Luna in a Higher Education Institution

Abstract:

Luna, based in Santiago, Chile, is a seasoned professional in education and e-learning. She holds degrees in English-Spanish interpretation and pedagogy, transitioning from teaching English to instructional design after earning a master’s in educational technology from Arizona State University in 2017. Luna has worked at institutions such as the Pontifical Catholic University of Chile, contributing to virtual course design. Currently, she leads distance education at Universidad de los Andes. 

What is my day-to-day? I work on a project that has four objectives and I am in charge of the third objective that has to do with the training of teachers in distance education. I do training, or look for training for teachers, on how to transfer face-to-face courses to e-learning with instructional design. I was looking for the [name of course] training and I have been motivated to get the professors enrolled in these courses. The other element of my job is the design aspect. I have to design a manual of good practices in distance education. I’m already in the part of collecting literature and looking for books that we buy on Amazon. All the literature is in English and there is almost nothing in Spanish. In the manual, I divided it into 10 sections. I have five chapters, they are not large chapters but five topics developed.

Key takeaways from this interview emphasize the importance of proficiency in authoring tools, multimedia, and project management for instructional designers. Luna advocates for building trust with faculty who are resistant to change. Luna’s leadership highlights the potential of instructional design to transform education through collaboration, evidence-based practices, and innovative technologies.

At my institution it is difficult as the professors are reluctant to change. For example, the university is implementing the HyFlex instructional modality and I did the training. I read the book from Dr. Brian Beatty. I took a five-day workshop with Dr. Beatty and I felt that I had knowledge needed. One day, I sat down with a professor who had researched some papers, then he talked to me about Hyflex and there were many things he (the professor) said that challenged the information I had shared from Dr. Beatty. I didn’t say anything to him (the professor) and I let it go. But, that part is kind of difficult. I don’t like working with the instructors because of that, their ego is so big that they don’t realize that they know their subject but they don’t know how to deliver that subject online and they might not even know how to do it in-person. I said that in a meeting and the director of accreditation told me: but Luna we (the instructors) have been here for so many years and I don’t think we have done it (teaching) so badly. I agree, but they could do it better.

Romero-Hall, E. (2025). Learning Designers in Context: Examining Practices Across the Global South. Routledge. https://doi.org/10.4324/9781003270591

Photo by Chalo Gallardo on Unsplash

Inside “Learning Designers in Context”: Chapter 1

Practice, Competencies, and Context

Abstract:

This chapter explores learning design competencies at the intersection of geographical, cultural, sectoral, and organizational contexts. It provides critical insights into how learning design practices are disseminated globally, emphasizing the evolving role of learning designers in diverse settings. The uneven dissemination of these practices across regions underscores the need to examine both similarities and differences in approaches worldwide. By critiquing the limited research on practitioners in underrepresented regions, particularly the Global South, this chapter advocates for a broader and more inclusive understanding of global practices. The chapter highlights the importance of culturally contextualized approaches to better address the unique challenges and opportunities faced by learning designers across varied contexts.

Despite the contextual differences in their work, one element that all practitioners share is their passion for and dedication to the learning design practice. As shown by the narratives shared in this book, learning design and technology is systematic but is also about questioning things (e.g., why are we using this particular method?) while considering all factors (e.g., have we done quality checks?) to create learning experiences that fully equip learners (e.g., what reading level is best for the learners? How can we design an engaging learning activity?). Learning design practice is about problem-solving with one’s team, connecting with one’s (internal or external) clients, and lifelong learning.

Google Book Preview:

You can read Chapter 1 using the Google Book preview link: Chapter 1.

Romero-Hall, E. (2025). Learning Designers in Context: Examining Practices Across the Global South. Routledge. https://doi.org/10.4324/9781003270591

Looking forward to #TESOL26

A few months ago I got a message from a former student, she is part of the TESOL leadership team and she had nominated me as the keynote speaker for their upcoming international convention. I was truly honored by the invitation!

This will be my first time at the TESOL International Convention but I am excited to engage with the members of this community. There is a tremendous amount of educational technology use by TESOL educators and professionals. Many of my educational technology colleagues were TESOL instructors prior to their transition into edtech and learning design.

The conference page and link to the conference are included here: https://www.tesol.org/in-person/

In the video included below, I give a short preview of my upcoming keynote address:

“Learning Designers in Context” is now published!

 I wanted to pass along that my latest book is now published and available!

Learning Designers in Context: Examining Practice Across the Global South examines learning design across professional sectors, local cultures, and geographic regions in the Global South, addressing the ways in which practitioners effectively draw on the knowledge, skills, and resources available to them. The book explores design and implementation in higher education, corporate, non-profit, and government sectors while attending to urgent cultural and geographic distinctions, these chapters vividly illustrate the roles, challenges, and opportunities of learning designers’ use in real-world settings home to specific demographics, traditions, socioeconomic parameters, and policy orientations. 

For more information about the book, and to order a copy (exam copies available), please visit: Learning Designers in Context (currently at a 20% discount). This file offers a brief sample of the book, including the table of contents and the concluding chapter: Book Sample including Table of Content and Chapter 15.

Please feel free to share with anyone who may find it useful.

A smiling person with curly hair and bright yellow glasses holds up a book titled Learning Designers in Context: Examining Practices Across the Global South by Enilda Romero-Hall. The person is wearing a brown fleece jacket and standing indoors. The book cover features purple and pink hexagonal graphics on a white background.

The acknowledgement

Five years ago, I embarked on this book writing journey. I had the idea to write this book even before my previous book “Research Methods on Learning, Design, and Technology” was published in October 2020. The email I sent to the publisher on July 17, 2020 read:

I have an idea for a book project and I am wondering if I could chat with you to discuss it. I want to know if this is a topic that would be considered before working on the book proposal

I knew exactly what I wanted to write. I was inspired by the findings of a book chapter (titled: “Educational Technologists in Latin America and the Caribbean: Perceived Importance of Competencies for Practice”) that I co-authored with my former graduate students: Leonor Adams, Erika Petersen, and Adriana Viana. In the process of disseminating the survey for data collection we came across pockets of learning designers throughout Latin America and the Caribbean. It made me wonder how much we had yet to learn from learning designers in other parts of the world and the context of their practice. 

I would like to express my gratitude to the learning designers who took the time to meet with me and share their journeys into learning design practice. Your bravery and sincerity are truly appreciated. Your willingness to open up about your experiences, challenges, and successes has provided invaluable insights that will undoubtedly enrich the field of learning design. Your contributions have not only enhanced this work but also inspired me personally. Thank you for your dedication and for being a source of inspiration to others in the profession. 

I am beyond grateful for the support of McFadden Hall for cheering me on throughout this process, brainstorming with me when I needed a voice of reason, and holding my hand when I just wanted to give up. 

Thank you to the University of Tennessee Knoxville for providing resources and funds, which were instrumental in facilitating various aspects of this book project.

Making it through every step (i.e., writing a proposal, submitting the IRB, conducting the interviews, formatting, transcribing, translating, editing the chapters, writing, and organizing) seemed like a massive ordeal while leaving through changes in my personal and professional life. I am so incredibly thankful for those who have, in many ways, inspired and encouraged me without even knowing it. Gratitude!

“Learning Designers in Context” Now Available for Pre-Order

I do not know how many people actually read this blog, but I figured I would go ahead and share that “Learning Designers in Context” is now available for pre-order.

It also is discounted right now, when you order it directly from the publisher: Pre-Order Here

The book is scheduled for release December 5th, 2025. Copies of the book will be shipped after the released date.

I have previously published two edited books (i.e., Research Methods in Learning Design and Technology, Feminist Pedagogy for Teaching Online) and it honestly feels so different promoting a solo-authored book! In previous instances, I wanted to recognized and disseminate their work of my colleagues who had their work in the edited books, so promoting those books felt easy! However, having to promote my solo-authored book is so hard. I feel like my introverted side all of a sudden takes over!

I also wanted to add that if anyone would like to get a copy of the book, feel free to send me an email. I am happy to share a PDF.

UTK STEM Education Seminar

This past week, I was invited to speak as part of the STEM education seminar sponsored by the Theory and Practice in Teacher Preparation (TPTE) Department STEM team. I am part of the STEM Education team in the department and this semester a group of colleagues are organizing this seminar with presentations for faculty and graduate students every two weeks. I have really enjoyed all of the presentations this semester. Our STEM Education team is doing really amazing work and I love learning about it.

For my presentation, I was a bit nervous because I was not sure how my work would relate to STEM education. I know educational technology is consider part of STEM education. However, I think of my work as more than just educational technology. I actually see Learning, Design, and Technology as the umbrella term under which educational technology, instructional design, instructional technology, learning engineering, and others similar terms come together. Perhaps one of my main concerns is that under the term STEM, learning design is primarily associated with the “technology” term which I really see as just one aspects of the far more complex ecosystems of the learning, design, and technology field.

The presentation focused on how it is okay to have many areas of research interest. We are often encouraged to stay very narrowly focused on a topic. But, what if you are curious about other topics and want to explore them? So, basically, I used myself as an example of an eclectic research agenda. My research has evolved so much and in part it due to my curiosity to explore other topics. This has also been true in my life, curiosity to try new things or study programs outside my focus has helped me evolve and grow. Here is the link to the slides, in case you are curious.

Podcasts for Learning Designers

Huge thanks to all my colleagues who shared their favorite learning/instructional design podcasts as well as other podcasts that related to education or education research. If you see this blog post and have a podcast recommedation(s) that is currently not included in this list, please post it in the comments. I will update the blog post as needed.

Here are links to other podcast list for learning/instructional design professionals:

Photo by Matt Botsford on Unsplash

#COVID19 briefs via Instagram

I arrived in Panama at the end of February, a week before the first COVID-19 case in the country was announced by government officials. Of course, COVID-19 had been an issue in many other countries so there was plenty of news coverage in the Panamanian news outlets and different media outlets on the Internet. However, after the first case of COVID-19 was announced in Panama the Ministry of Health became the main source of information and updates regarding the government’s response.

The social media accounts, and in particular, the Instagram account (@minsapma) for the Ministry of Health provided all the necessary information related to new cases, new policies, and public health campaign. The updates would include press conferences, twice a day, that were shared via Instagram live.

Probably one of my favorite elements of the use of Instagram to keep a country inform were the public health educational campaign. I am an instructional design faculty and teach multimedia design so I was impressed with the infographics and visual representation of the content shared (example of Instagram post below). Of course, I was also impressed with the rapid response that was taken to try to contain the spread of the virus. New measures were taken quickly. In a three-week period Panama went from business as usual to a country under a major lockdown (that is still in place today). 

I want to acknowledge that I appreciate the efforts made by the Panamanian Ministry of Health to use these medium to keep the citizens inform and educated. I know that other traditional outlets are been used to disseminate the message to Panamanian citizens such as the radio and television; however, this is great because I know that there are folks who spend more time on social media than watching TV or listening to the radio.

Trends in ID&T Database

The biggest benefit I get out of FB are the groups that I belong to. They are great for sharing resources and learning from others. Recently, in one of those groups a colleague from a different institution shared a link to the Trends in ID&T Database:

The Trends in ID&T Database is now live! You can access information from more than 80 resources pertaining to the innovations employed and valued in K-12 schools, higher education, and business and industry. We also welcome contributors to help keep the database current. Additionally, please feel free to use this resource within your classes! Find out more at trendsandissues.org