How do you present your instructional design solutions?

This is true because if one doesn't know their audience they will fail to provide the right design. It's better to sir with them and discuss every single aspect of their personal lives as well as the demands they are looking for.

As a teacher, I will be biased towards the classroom - learners. My learners play a very important role in my instructional design because they are the ones that will benefit from the learning experiences I will create. Besides determining the objective, instructional method, and evealuation method, I will talk about a different one - determining potential barriers and resistance. I normally identify and address any barriers or resistances that may prevent my learners from learning effectively or applying their learning on the job. For example, Some audiences may have negative attitudes, low motivation, or lack of support from their peers or manageers. All those are taken care of during the instructional preparation stage.

The best way to get to know your audience is to ask them on their perspectives and address any concerns, clarifications, or interest before moving forward with the presentation. By using the audience perspectives and insight, the presenter has an opportunity to create a learning environment with room for dialogue and reflection based on the audience feed-back making the presentation relevant to them.

It is essential for the teacher or presenter to know and anticipate the expectations of the audience in order to remove barriers that teachers may have for implementing the lesson design or program model to impact learning.

The principle of what's in it for me (WIIFM) is critical when preparing a presentation for an audience. You can be presenting content that is amazing to one audience and the same content can be worthless to the other. Knowing your audience is key to an effective outcome.

Don't make it about you. Make it about your audience. When possible, put them at the center. Focus on what they will gain from following a certain course if action. And when doing that, make it concrete. Really dig deep in the research, to demonstrate exactly what happened when others followed that course if action, and why that happened. Your goal is to help your audience get over their own "inertia." It's always scary to change things and to go against our own standard way of doing things. The best way to encourage your audience to take the plunge and follow you: make it about them.

When defining the purpose of your presentation, you have to imagine what the end goal for your audience looks like. What will they walk away with after attending/consuming your presentation? The presentation is not to make You look smart. The end goal is to deliver value for your audience so they feel that it was worth their investment of time.

I agree with Mr. Rehamani. I am currently taking a course on course design. We are learning about "backward design," starting with your end goal or what you want your audience (or class) to remember from your lecture. I am enjoying this new perspective.

My experience is very clear in this aspect because a teacher's purpose varies according to the class. But in extraordinary cases when you are in an OPEN class involving mass from various backgrounds it is hard to make a lesson plan. In this case you cannot have a rigid structure or "curriculum" because anyone is eyeing on you for anything. And a teacher purpose can never be achieved when he is supposed to be at everyone's satisfaction. And essentially when he is open to non essential things and which are having no meaning for the audience or the pupil of the class and therefore for all these non essential things these OPEN CLASSES are created and the purpose of audience is to just malign the teacher and his dignity.

I really believe having a purpose is essential some of them are as follows: Clear Learning Objectives: Begin by stating the learning objectives clearly. This helps the audience understand what they will learn and what to expect from the presentation. Engaging Content: Use a variety of multimedia elements such as visuals, videos, and interactive activities to keep the audience engaged and enhance their understanding. There should also be a rationale: It involves designing and developing instructional materials and activities with a clear rationale to support learning objectives. The rationale helps to justify why specific design decisions are made, ensuring that the learning outcomes are achieved.

Part of structuring content includes taking a moment to verify the target audience is - indeed - who I prepared for. Recently, I found myself presenting a topic to a mixed audience, about a 50/50 split of experienced professionals and relative newcomers in the field. The good news was, I knew very few of them understood my topic, but I recognized the need to develop common ground between them to spark and sustain interest. So I started with some trivia on topics the older group knew well to engage any potential hecklers, then expanded to humorous then vs. now tidbits to prove my point: times had changed, but the field had not kept pace. After the brief history lesson, they were ready to listen.

Yes, I do follow the similar conventions for structuring the content and that are engaging and interactive. But nothing works when you are in bad environment , with evil people and dirty politics . And your life is intermingled with this type of surroundings from all dimensions . When you don't have your space to think and relax and do with you.

Choosing the right format of instructional design for your audience is about understanding the language of your audience. What works with lawyers will not work with construction workers. The way health professionals in the field consume content is very different than those in academia. Know your audience to be able to create appropriate type of content for them. Some examples of content: Videos, guided walkthroughs, inline help, images or animated images, quick tips, long form text, etc.

Even when using a presentation format, you want to engage the audience as much as possible. Use activities to engage your audience. Ask questions and relate the material through one-to-one interactions as much as it is possible. The best presentations have things like group activities, and when the presentation is complete allow for follow-up.

I agree with Gretchen, it is all about engaging the students. It can also have great value to have students to collaborate with different formats if relevant to the assignment. The choice of format depends very much on the students and the type of presentation. Additionally, it is also important that the format support the learning outcomes and the narrative of the content.

I have used almost every format for my representations for years in different classes in different school and in interactions. And thankful to my mentors and teachers for guidance and educating me (updating me, if precisely). I would say I am successful regarding this and thankful for all the support and for providing me everything necessary to represent myself and my representations.

Some people say that when they present they are "as cool as a cucumber". I would argue that they are also as effective as a cucumber ??. It's actually a good thing to not be as cool and to be a bit nervous before each presentation. I still feel like that even though I've been presenting in front of audiences for more than two decades now. The nervousness when preparing and getting in front of the audience happens because you care about delivering an effective presentation. You care about your audience. This also means that when you get in front of the audience, you'll be ready and you'll be enthusiastic about delivering on their end goals. That's what really matters.

I agree that the practice of the presentation is very essential. What I found that most of the presenters prepare amazing power point presentations but due to lack of practice they are unable to deliver their content properly and missed the important information. So, to deliver the content properly one must practice atleast 2-3 times before delivering the presentation.

I am clear from the beginning (to the extent to the particular case or to the person or people). Yes , few anticipations are there like- 1.Unwanted and unnecessary involvement in personal life. 2.Unnecessarily intermingling unwanted things , so that the normal life can be destroyed. 3.A set target to ruin the life and family. 4.Target the personal life with certain ideas or ideology. 5'Describing my life as a THREAT to the mass or to the public. 6.My routine or living as a THREAT to the society. 7.A teacher is a IDEAL and DON'T HAVE A PERSONAL LIFE.

Teaching someone is an opportunity and a privilege. And it should be treated as such. You will never get a second chance to make a first impression. When designing, preparing and finally delivering the presentation, we have to keep the end goals of our audience in mind. Nothing else matters. Your audience does not care if you make some mistakes during the process. They do care about you being successful at the end because your success ultimately translates into their success as well.