Communication & Feedback Philosophy
An Instructional Designer is a communicator. It’s a skill exercised when working with stakeholders and SMEs regarding course needs and design. It’s practiced when giving feedback to others. It’s critical for teamwork. And it’s also in presenting clear messages to all when managing projects. Thankfully, my background has allowed me to successfully hone my craft in effective communication.
When managing projects, I send detailed and timely messages that ensure to best ensure all parties are on the same page. I anticipate questions and address them. I also develop timelines that work well for all involved.
When providing feedback to others, I check to ensure my commentary is: specific, constructive, detailed, and respectful.
Communication & Feedback Samples
View the samples below to see how I’ve provided meaningful, constructive, and respectful feedback to others. Additionally, these samples illustrate setting clear expectations to the audience.
Scroll through the gallery to see some “in action” examples.
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![Screenshot of feedback tool for a course outline]()
Compliment and Critique
When someone has done something well, they deserve to be complimented for that. Critical commentary is also better received when both parties feel respected and valued. In this sample, I had some questions for a SME about their anticipated learning activities for a future course.
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![Screenshot from Storyline Training]()
Show, Don't Tell
This mantra from my years teaching writing carries through my Instructional Design work. Feedback is best when shown instead of merely told to the recipient. For this particular corporate compliance training, I noticed issues with the readability and clarity of the task required for the learner. To communicate this, I highlighted the portion of concern. My message to the designer here indicated a request to change the font color of the headings and font size for improved readability. I also would change the wording of the instruction so the learner better understands what they have to select.
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![Screenshot of feedback on a student paper in Blackboard]()
Be Specific
Vague feedback isn’t helpful. Instead, I try to point to exact moments where I have a comment. This helps the recipient know where the comment originated. I also try to provide explanations that allow the recipient to understand my position.
This example is from a student essay in the Blackboard LMS. However, this technique can be employed in any document-sharing tool.
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![Screenshot from a Canvas course discussion board]()
Meaningful Contributions
Discussion boards are an often lamented practice in asynchronous courses; however, they can be valuable when participants provide contributions with real value. Whenever I take part in a learning community (such as this example from a Faculty Learning Community on Open Educational Resources), I try to contribute valuable content and be a helpful community member.
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![Screenshot of a rubric]()
Clear Evaluation Criteria
When submitting work for evaluation, learners must know how they will be evaluated. Using rubrics is an essential tool for this. Personally, I find rubrics with clear descriptors such as this to be highly effective. They also work well for peer review activities to further enhance clear performance expectations.
This sample is taken from a research project in a course designed to help “undecided” college students determine a major. This project called for learners to research a prospective career and report their findings in a presentation or flyer. This was used in the Canvas LMS.
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![Screenshot of a Canvas announcement]()
Timely Messages with an Effective Method
The method to deliver a message and the time in which it is delivered is of utmost importance. It’s critical to weigh the pros and cons of each method. This example illustrates a whole class announcement in Canvas with some timely reminders and general feedback for the group. However, this method is only fitting when the message is intended for the group.
