IntroductionList of Author Blogs and Twitter AccountsIndex by AuthorIndex by TopicLicensing Information1. Innovation & Disruption25 Years of Ed TechIf We Were Really Serious about Educational TechnologyWe Can't Let Educators Off the HookInterventionsWaiting for O SupermanA Field Guide to "Jobs that Don't Exist Yet"A Definition of Emerging Technologies for EducationInnovation in Higher Education ... and Other Blasts from the PastTo Lecture Capture or Not to Lecture Capture?Possible Futures for Innovation and Technology in Higher EducationThis is Not the Online Learning You (or We) are Looking ForReclaiming Disruption2. Openness & SharingInto the OpenDefining the 'Open' in Open Content and Open Educational ResourcesExploring the Open Knowledge LandscapePlanning to Share Versus Just SharingThe Access Compromise and the 5th ROpen Textbooks? UGH.My Open Textbook: Pedagogy and PracticeRemix, Mashups, Aggregation, Plagiarism Oh MyCrossing the Field Boundaries: Open Science, Open Data & Open EducationThe CCK08 MOOCOERs: The Good, the Bad and the UglyWhat's Right and What's Wrong about Coursera-Style MOOCsOpening Up Open PedagogyOpen Pedagogy and a Very Brief History of the ConceptInternational Something: Why You Should Care #DigPedDoes Open Pedagogy Require OER?Pragmatism vs. Idealism and the Identity Crisis of OER AdvocacyOpen Ends?The Fallacy of 'Open'3. Identity & ParticipationThe Question Should be: Why Are You *Not* BloggingThe Kindness of BloggingAn Introduction to Connective KnowledgeRhizomatic EducationA History of Knowledge, Distributed Cognition, and the PhDSome Observations on PLE DiagramsE-Learning 2.0The Role of Personality in EducationDigital IdentitiesKithNobody's Version of Dumbsomething is rotten in the state of ... TwittercliqueonomicsColonisers and Edupunks (&C.)Digital Trespass and Critical Literacy #OER174. Equity & PowerThe Golden Age of Education that Never WasBlackboard Patents the LMSThe Glass BeesWhat Do We Owe Students When We Collect Their Data - A ResponseAI is Coming for Your Instructional and Learning Design Jobs, ApparentlyMOOCs and Directing an Academic FieldThe Audacity: Thrun Learns a Lesson and Students PayThe Lower Ed Ecosystem: Bootcamps Edition#BreakOpen Breaking OpenOpen Cyborgs at #ALTCPlatform Literacy in a Time of Mass GaslightingWhy We Shouldn't Let Economists Play with EducationConnectivity as PovertyReproducing Marginality?Inclusion AgainOER, Equity, and Implicit Creative RedliningFor Now, Our OwnConcluding ThoughtsAppendicesA List of Some Great EdTech BlogsRecommendations for Formal Learning

AI is Coming for Your Instructional and Learning Design Jobs, Apparently

Editor's Note

This was originally posted to George Veletsianos's blog [https://edtechbooks.org/-ptQ] on September 22, 2018.

For the most part, the early morning is my favorite time of the day. I like having a cup of coffee or tea, running, reading, writing, and just pretty much doing anything at 6am, than at 10am. This is not a productivity tip. You do what works for you.

What would have worked better for my productivity this morning was to have waited until later in the day to read Donald Clark’s predictions of AI radically transforming instructional design* jobs and replacing instructional designers (“adapt or die [https://edtechbooks.org/-tyVp]” he says). I don’t disagree with everything that he writes. We agree that in a largely interdisciplinary and complex endeavor as online learning designers need to make sense of AI/machine learning/etc, and developers need to make sense of how learning works. We also agree that most of online learning offerings could be amazing, but are often unexciting. And I really like some of his writing, such as his critique of the hole in the wall experiments [https://edtechbooks.org/-PeX].

That’s not where the problem lies. The problem is within this snippet:

AI is here. Few argue that is will change the very nature of employment and therefore it will change what you learn, how you learn and even why you learn. We are, at last, emerging from a 30 year paradigm of media production and multiple choice questions, in largely flat and unintelligent learning experiences, towards smart, intelligent online learning, that behaves more like a good teacher, where you are taught as an individual with a personalised experience, challenged and, rather than endlessly choosing from lists, engage in effortful learning, using dialogue, even voice. As a Learning designer, Interactive designer, project Manager, Producer, whatever, this is the most exciting thing to have happened in the last 30 years of learning. Make the leap!

The talk about AI “behav[ing] more like a good teacher” offering “typical cost reductions of 85-90% [https://edtechbooks.org/-tYj]” is incompatible with the claims that AI isn’t aiming to replace teachers or designers (a claim that Clark also makes in 2016 here [https://edtechbooks.org/-scE], even though he later notes that the time may not be 2018, but soon [https://edtechbooks.org/-YQB]). If you develop software to do the job that a designer does, you are, to a degree, working toward substituting people with software. There may very well be good reasons to do that, but don’t call upon designers to “adapt or die.” The message sounds more like this: We have developed software to change the functions of your job and we want you to develop a different skill set. If you don’t, we’ll replace you.

We haven’t yet reached the point where an independent AI decided to take on the job of the instructional designer.

I work with instructional designers, and train them. Are there parts of their job that would be better automated? Yes. But here’s the issue: That sort of work is not really instructional design work. That sort of work rarely involves the conceptualization and design of empowering, equitable, engaging, and rich learning environments. If Clark’s notion of the work that the instructional designer does envisions a person who enters text into pre-determined templates, and does similar work, then we aren’t talking about the same professional

Finally, I agree with Clark that it’s prime time for instructional design to undergo a process of transformation. Not for the reason Clark sees (AI), but because instructional designers are now, more than ever, necessary to support the design and development of rich and equitable learning environments. To do so, they need to be empowered more, not relayed to conduct the work that machines could do more efficiently. The preparation of instructional designers needs re-envisioning to support this goal, and that requires not only an understanding of technical phenomena (similar to what Clark calls for), but also a truly critical engagement with what ID is and what it should do. To that end, I am increasingly turning to feminist practices, which is a topic that probably deserves it’s own post.

Now, I’m going to go back to enjoying my coffee.

* Clark calls it learning design, I call it instructional design. The nomenclature varies between the UK (where he is) and North America (where I am), even if there are more similarities than differences between what learning and instructional designers to. For the purposes of this post, the differences are insignificant.

Suggested Citation

Veletsianos, G. (2019). AI is Coming for Your Instructional and Learning Design Jobs, Apparently. In R. Kimmons, EdTech in the Wild: critical blog posts. EdTech Books. Retrieved from https://edtechbooks.org/wild/ai_is_coming
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