Principle 4
Continuously Evolve
Continuously evolve based on feedback and data
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Instructional design is never a static process. When done well, a learning experience evolves with every iteration. I view every rollout as an opportunity to gain new insights and embrace new opportunities to improve. I embrace feedback as a powerful tool for growth, believing no design is ever truly perfected. This mindset keeps me open to change and highly flexible in my approach. I work hard to always be open to fresh, creative approaches that better serve learners, and I actively seek out innovative solutions rather than relying on what’s been done before.
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My continuous improvement process is driven by data and feedback. I anchor all changes in the original learning objectives, using them as a compass to guide decisions and maintain alignment. Before launching updates, I revisit those goals to confirm that the revised experience continues to meet its intended results. And I collaborate closely with subject-matter experts to ensure my revisions remain true to the integrity of the content. This iterative process allows me to design learning this is responsive to learners’ needs.
Principle 4 In Action
Project Overview
At Partners for Rural Impact, we needed a flexible solution to teach foundational skills in Results Based Facilitation (RBF), a core competency for staff and community leaders. RBF is a robust framework for leading effective meetings that move from talk to action. Ideally, we wanted to provide all staff and leaders with an in-depth RBF training, but time and funding constraints made that difficult. To address this, I developed a self-paced online course that would make essential RBF skills accessible to a broader audience.
My Role
I collaborated with a subject-matter expert to identify the most critical RBF skills for all leaners. Using Articulate Storyline, I designed an interactive online course hosted on our organization’s LMS. The course emphasizes application and reflection, asking learners to complete tasks that are directly relevant to their work, such as drafting meeting agendas. The goal is not to just deliver content, but to drive implementation of skills that empower participants to advance the impact of their work. I created a learning experience that is practical, empowering, and directly connected to learners’ real-life work.
Instructional Approach
From the beginning, I approached the course as a living product. After the first iteration was completed by eight staff members, we received valuable feedback that highlighted two key areas for improvement: the relevance of scenarios and the variety of activities. Some learners felt the scenarios used for activities didn’t reflect their work, while others liked the scenarios as they were. To meet the needs of both groups, I created new scenarios while retaining the original scenarios. I introduced scenario choice, allowing learners to select the scenario that best fit their learning. Some learners also found the repetition of certain tasks frustrating. Knowing that repetition is both key to learning and can feel tedious, I redesigned activities to be more scaffolded and varied. Learners still practice the same skill multiple times, but each iteration asks them to do so in more advanced and complex ways. This approach maintains the benefits of repetition while ensuring each task builds on the previous in a meaningful way.
Outcome
The honest feedback we received allowed me to make targeted improvements that significantly enhanced the course. Staff members across teams have now completed the training and shared positive feedback about its relevance and impact. The course continues to evolve through ongoing revisions, guided by learner input and anchored in the original learning objectives. This iterative process ensures the training remains responsive, effective, and aligned with our mission to build leadership capacity across rural communities.