Reflection 1: Tasks and Instructional Design Application

1. Introduction

During my experience as an instructional designer, I worked across three different contexts: International Centre for Migration Policy Development, Rumie Academy, and American University of Beirut Global Health Institute.
These experiences allowed me to apply instructional design principles across various learning formats, including full e-learning courses, microlearning content, and academic modules. This helped me understand how instructional design can be adapted depending on learners’ needs and context.

2. Description of Tasks

Across these experiences, my main tasks included analyzing content, designing learning structures, and developing interactive materials.
At ICMPD, I worked on a full e-learning course on risk analysis for border security, where I structured content into modules. I developed interactive activities using SCORM/HTML5. For example, I designed branching scenarios where learners had to make decisions based on real -life border security situation in Iraq.
At Rumie Academy, I designed micro-learning “Bites,” which required simplifying information into short, clear, and engaging learning units. That was not an easy task because I had to select the essential information while removing the unnecessarily part with keeping the overall meaning. It was designed based on one objective with a duration of 5 to 10 minutes, so learners could complete it without feeling overwhelmed. This experience helped me improve my ability to simplify content while still making it useful and meaningful.
At AUB GHI, I developed comprehensive and highly structured academic e-learning modules that focus on aligning content with learning objectives and integrating feedback from multiple stakeholders. For example, I transformed dense academic information written by the subject matter expert (SME) into interactive slides using guided questions for feedback, click- to- reveal elements and drag -and -drop activities.
These tasks required consistency in instructional design while adapting to different learning formats.

3. Reflection Using the ADDIE Model

I applied the ADDIE model across all three experiences, adapting each phase based on the learning context.
In the analysis phase, I focused on identifying learners’ needs and context. For example, in ICMPD, I analyzed the needs of professionals working in a sensitive field, while in Rumie Academy I considered shorter attention spans in microlearning contexts. This phase required defining clear learning goals and understanding the target audience.
In the design phase, I structured content using principles such as chunking information, aligning learning objectives with activities, and organizing content into logical sequences. The design differed across contexts, with full modules in ICMPD, bite-sized content in Rumie Academy, and structured academic lessons in AUB GHI.
In the development phase, I created interactive learning materials and integrated multimedia elements to enhance engagement. I applied practices such as using scenarios for application, adding knowledge checks, and ensuring clarity and usability of content.
In the implementation phase, I ensured that the courses were accessible and adapted to the learning environment. This included preparing SCORM packages, testing usability, and adapting content to Arabic and local context when needed.
In the evaluation phase, I worked through feedback loops and made improvements based on stakeholder input. This included revising content, improving interactions, and ensuring alignment between learning objectives and outcomes.
This experience helped me understand that instructional design is not a fixed process, but a flexible and context-driven practice.

4. Overall Reflection

These experiences helped me understand that instructional design is not a fixed process, but a flexible one that depends on context. I learned how to adapt my design approach, manage tasks efficiently, and create meaningful learning experiences for different audiences.

5. Conclusion

In conclusion, working across ICMPD, Rumie Academy, and AUB GHI strengthened my ability to apply instructional design in real-world settings. It also increased my confidence in designing learning experiences that are both structured and engaging.