Right before I chose to pursue my master’s degree in Instructional Design, I played around with the idea of becoming a Certified Public Accountant. With no business-related coursework recorded on my undergraduate transcript, I undertook the necessary prerequisite classes in financial and managerial accounting and economics. I greatly enjoyed that pursuit for about one year until I came to the painful realization that very few people would hire an older person as an intern. This a-ha moment meant that it would be extremely difficult for me to meet the work experience requirements necessary for certification with the State. I then redirected my efforts into a field that capitalizes on my already-existing experience — Instructional Design. But during that year of exploring the world of accounting, I came across the term “WIP,” or “Work in Progress.”
Work in Progress
In accounting, WIP usually refers to a manufacturer’s asset account that is comprised of unfinished goods. This account reflects everything that has been plugged into a product – – – raw materials, labor, manufacturing overhead, if I remember correctly – – – with the intention of converting those items into saleable inventory. At this point in time, my current instructional design project is in WIP. Resources, intellectual assets, and labor have all been applied, but the project itself is an unfinished good. I’m taking comfort in the knowledge that accountants would still consider my project in its current state as an asset and not a liability. It retains its potential to become something of greater value.
Listening to my advisors…
Like most manufacturing executives, I am more successful when I take the advice of my assembled advisors. My Instructional Design peers have not let me down and have provided valuable feedback. At this point in time, I am still implementing earlier input by reworking my course into a fully asynchronous learning opportunity. Although this format does not align with my employer’s expectations, it has proven to be more straightforward and cohesive. I tend to design through the eyes of the learner, and I am now able to assume a consistent vantage point. Because I am currently adding directions to my assembled assignments, I reread my work with one question in mind: can the learner complete this assignment independently and at the time of their choosing? By focusing upon asynchronous instruction, my work is more targeted and productive.
Additional feedback has also led me to rework one of my objective, summative assessments into a rubric-guided project. Learners will now have the opportunity to demonstrate their learning by creating a case study on a natural or man-made disaster. I chose to embrace this suggested design change because a product-based assessment better supports constructivist learning. It also allows learners with differing strengths and abilities to find success.
Project management
My greatest challenge in this project has been to carve out the time necessary to create a quality instructional design piece. Due to extraordinary demands created by the coronavirus pandemic, my competing responsibility as a high school science teacher has exponentially consumed my life. Although I fully understand that the pace is extremely fast in the corporate environment, I believe I would have so much more to show for my efforts if this project were my full-time assignment. I do know that my years in education have prepared me to create instructional pieces efficiently and effectively on a daily basis, albeit not to this scope. I have to believe that, unlike my original goal of becoming a CPA, my age and experience are working in my favor as I strive to become an Instructional Designer.
Grrowing Ideas 