Episode Description
Good teaching is powerful, but it can also hide a trap: when a class goes well, we assume the design must be strong. Jackie unpacks a common myth in instructional design and education that shows up everywhere from K-12 to corporate training and higher ed: good teaching equals good instructional design. They’re connected, but they’re not the same job, and confusing them can leave gaps in practice, assessment, accessibility, and real-world performance.
We talk through why this belief has lasted so long, especially because teaching is the most visible part of learning while instructional design happens behind the scenes. Jackie breaks down what designers actually do: analyze learner needs, clarify measurable goals, sequence content, build practice, plan feedback, choose tools, design assessments, and evaluate whether the learning experience worked. That work becomes even more critical in online learning, blended learning, self-paced courses, and scalable training where an instructor cannot adjust everything in real time.
You’ll leave with a concrete “myth reset” and a simple review process you can run on one course, lesson, module, or training: What should learners be able to do by the end? Where do they practice? How will they get feedback? How does the assessment connect to the goal? What support is built in before learners get stuck? Pick one improvement and bring teaching and design together with intention.
If this helps you rethink your next learning experience, subscribe, share the show with a colleague, and leave a review so more instructional designers and educators can find it.
🔗 Episode Links
Please check out the resources mentioned in the episode. Enjoy!
Myth Reset Case File: Teaching vs. Instructional Design
Understanding by Design by Grant Wiggins and Jay McTighe
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