Inside “Learning Designers in Context”: Chapter 13

Abeo in a Global Corporation

Abstract:

Abeo, a learning design professional from Nigeria, transitioned from teaching chemistry and mathematics to educational technology. His role as an academic advisor, where students expressed dissatisfaction with coursework, inspired his career shift. Abeo pursued a master’s in educational technology at the University of Ibadan, securing a position in a multinational organization before graduation due to his expertise and work ethic.

So in terms of culture, in a way I will say culture affects my design. I remember an experience where I had to substitute a voiceover artist for someone with a neutral accent, just because I’m dealing with a global community. So, that is part of the considerations: Who is going to use this course? They are people who are not first users of English. They are not native speakers of English. There are people whose official language is not English. Like for example in Nigeria, if you have gone through the four year university program, you should be able to at least express yourself [in English] and you might not have the perfect diction. But at least you’ll be able to express yourself and understand other people when they speak. But in some other parts of the world, people probably go to school where they don’t even use English as a medium of instruction. So, they are now working and they can do what they’re supposed to do on the job, but they don’t speak English or maybe they just speak very little English. If you speak too much in these e-learning modules, they [trainees] will not really comprehend. So you need to at least make it [the English language] neutral with a very simple choice of words. You have to consider all of those inputs in your design when writing your scripts. In a global environment, we have to respect the place of diversity and include everyone.

This interview emphasizes the importance of mastering the ADDIE framework and project management skills for learning designers in multinational organizations. He highlights the importance of evidence-based practices in learning design. Abeo underscores the need for adaptability and iterative feedback to ensure high-quality instructional design tailored to diverse learner needs.

I will say you have to be in a way flexible, while you are still sticking to the principle of instructional design. We currently work with an agile approach, where as I’m doing this task, the other person is doing that task. We are working all together to ensure we deliver on time. So, if you’re not flexible there’ll be friction. Either with your colleague or with the stakeholder. You just have to, at times, consider other people’s view about what you are creating. You are creating in your mind and in your head. You may feel you’re creating wonders. But when people appraise it and give you feedback, you must actually evaluate it and be flexible. Don’t be rigid. Do not say: I’m an expert, I have a master’s, and that certification. So flexibility is number one Number two: Never sacrifice professionalism all in the name of probably saving costs for your employer.

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

Photo by Samson Ejim on Unsplash

Inside “Learning Designers in Context”: Chapter 12

Kaya in Higher Education

Abstract:

Kaya, a learning design professional in South Africa, works as an instructional design intern at the University of Johannesburg. Formerly a secondary school teacher of life orientation and English, she transitioned to learning design after pursuing a bachelor’s and master’s degree in ICT in education at the same university. Kaya’s passion for computer-based learning drove her career shift.

I decided to do a short course because I realized I need practical experience with regard to instructional design. I needed to have hands-on experience. I registered with the University of Pretoria, because it seemed to be the only university that offered a short course on international design, based on my research. It is further away from where I stay. I would have to drive for an hour to get there, but it was an online course. Fortunately, for me, I would go to work and then after hours I would engage with everything that my classmates were posting online and engage with the activities. I felt it was empowering for me, because it actually exposed me to other tools that I never thought I could use as a teacher. Also, as someone who wants to design learning material for online learning I really enjoyed the course. It was an 8 week course. After completing this course, I decided that I should just resign from my workplace and fully focus on looking for instructional design opportunities.I was looking for an instructional design internship opportunity. I got called to work as an instructional design intern at University of Johannesburg. I actually told them [hiring managers] that I did this course at University of Pretoria, and they liked that. I think it put me at an advantage! That’s how I got the position that I’m in now.

Key takeaways from this interview highlight essential competencies for South African higher education learning designers, including online solution development, collaboration with lecturers and team members, and creativity to adapt content for diverse audiences. Kaya emphasizes translating K-12 teaching experience into learning design practice and notes the importance of proficiency in African languages to engage effectively with course materials in multilingual contexts.

But now, I have to be able to convince people on what works or what cannot work. At the same time, I have to be creative to say, if we can’t do it like this way, we [can] do it in this other way. So, I believe now I have to be more creative. Because I want to present ideas and suggestions that are going to be interesting to people, that are going to wow them. At the same time, I do not want to forget that this is a professional course that I am working on. I am supposed to be professional, I can’t suggest options or develop content in a way that will suit younger children or that will suit secondary students when that is not my audience. As learning designers, you have to ask yourself: What is it that I need to do? The work should be professional, because at the same time, it will represent you as an individual and it will also be representing the institution.

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

Photo Credit: The Happy Challenge – Nelson Mandela Square, Gauteng

Inside “Learning Designers in Context”: Chapter 11

Evelyn in a Global Corporation

Abstract:

Evelyn is a learning design professional in Argentina. She studied at the Universidad de Buenos Aires to become a certified translator. She is also a faculty member at the Universidad de Buenos Aires, where she teaches as an adjunct instructor and at times collaborates with other faculty members conducting research. In addition to her undergraduate studies, Evelyn completed a two-year master’s program in pedagogy. Due to her fluency in both English and Spanish as well as her knowledge of pedagogy, she transitioned to a role in learning design, working at a global corporation with headquarters in Houston, Texas, with clients all over the world. In her interview, Evelyn emphasized openness to learning, creativity, and teamwork as vital competencies for instructional designers.

As an instructional design manager, also, I have one-on-one meetings with my instructional designers. They tell me about their agendas and the projects they are working on. Then we have some brainstorming sessions. I consider myself a very creative person. If they get together with the client and have a specific training need, they [the client] want something out of the box. They want something that is not the typical solution. Instead they are trying to find something new or something different. That is when we get together and have maybe a short brainstorming session. I tell them about other projects that we have made because I, as an instructional design manager, have my eyes on all the projects that we develop. Maybe we have done something for another client, and that solution worked well. Maybe we can leverage some of the things from that solution and apply them to this one. I like to call it or refer to it, as a source of inspiration. I give them options! Or, maybe I can say: What if we combine these two things and we have this other new stuff or something?

Her role includes managing client relationships, resolving project challenges, and mentoring team members. Key takeaways from this chapter highlight the importance of strong writing skills, proficiency in emerging technologies, and adaptability to cultural differences. As a leader, Evelyn advocates for instructional design innovation and collaboration across diverse teams.

Another important competency is their commitment, because of the way we work. We tell them [our instructional designers] that we do not expect them to know everything. But we want our instructional designers to be willing to learn. Therefore I need them to be committed to their product(s) or to what they are doing. I always tell them: each process and each project has its own constraints and limits. Perhaps it has to be ready in two weeks and you cannot create a piece of art (in two weeks). So, I get that. But, it is that commitment with what you do that in the next opportunity you will try to do something different, something better. I hate these misconceptions around e-learning: e-learning is boring or e-learning does not teach. These misconceptions exist, in part, because of how we do our work [as instructional designers]. Because we do e-learning as an additional bullet in our checklist. We are teaching and we are working, so I need to feel that commitment and that passion that at the end of the day we have for what we do.

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

Image by Brigitte Werner from Pixabay