To make complex ideas and big projects manageable, I break them down into small, actionable tasks starting with tapping any prior knowledge learners may have. This philosophy of Instructional Design is rooted in my experiences as an educator, researcher, customer service representative, and curriculum developer. I am, therefore, an enthusiastic proponent of Instructional Scaffolding. Instructional Scaffolding prompts eLearners to gradually build upon their knowledge so that they can move steadily forward in their mastery of skills and critical thinking. With these eLearning goals in mind, I utilize specific ePedagogies to foster active eLearning environments that encourage the development of cognitive complexity and critical thinking—ever mindful of Bloom’s Taxonomy and ADDIE modality.

To encourage eLearning transfer, I take a multi-step approach in alignment with ADDIE standards. When in the midst of course build, I start with Process Scaffolding. This method identifies the course’s final deliverable and unpacks that deliverable’s underlying learning objectives. Often final projects, at first glance, can seem overwhelming. ELearners can potentially struggle with time management, anxiety, and general overwhelm. Course Deliverers, meanwhile, might grapple with providing consistent feedback. Nuance gets sacrificed as deadlines loom. But Process Scaffolding avoids these pitfalls by breaking large assignments down into components that stack upon each other.

As an Instructional Designer, I must listen to stakeholders to understand a course’s aims. I then figure out how the course’s summative tasks can be broken down into smaller, more manageable formative assessments. Sequencing, too, becomes a necessary component of this process. I must order assignments with an eye towards understanding what skills eLearners must master before they can complete the next step in the series. This gradualist process allows eLearners to develop higher order skills—skills that are transferable into professional environments. This approach, too, provides eLearners with confidence. For Course Deliverers, Process Scaffolding makes the eLearning process more transparent, and it allows for routine feedback and early intervention.

As eLearners master new skills, it is my hope that they, too, grow as critical thinkers. Consequently, as eLearners are working on honing their skills, I, as an Instructional Designer, look to develop Critical Thinking Scaffolding. This process, like its peer, moves learners from lower order critical skills towards more complex, higher order critical thinking skills in accordance with Bloom’s Taxonomy. This is why, in most assessments, I include open-ended questions that allow learners to showcase higher order thinking and solutions. While making both learning and assessment fun through various forms of Gamification, eLearners become more engaged as well as interested in their own learning.

With the understanding that companies spent a lot of money onboarding and training employees, it's imperative that I play my role effectively so learners feel they receive all the necessary knowledge required to do their tasks effectively and feel supported by the company that has invested in them.