Bridging research and real-world practice to help instructional designers create meaningful learning experiences
Note: This Field Guide is in development as part of my graduate research at California State University, Monterey Bay, and I’ll be sharing updates along the way.
When I first volunteered for tasks similar to that of an instructional designer, I didn’t even know that is what the role was called. There was a new software or policy at work that had to get implemented yesterday. Who was able to step up and take the complex information and teach it to staff with actual results? Many times, that job fell to me, even though my job title was nothing close to instructional designer. Many successful projects later, I still felt like I had been handed a compass but no map, or at least the map but in pieces for this educational-type role. The theory was there…the ADDIE model, Bloom’s taxonomy, and a digital stack of research articles…but when the deadlines hit and stakeholders ask for results, I often found myself searching for quick, practical answers that simply weren’t on my radar, with limited time, support, and resources. The information was in several textbooks, sites, and videos but there was no time for me to find that information, and complete the project at hand.
And I know I’m not alone. From the initial research and conversations, many new (and accidental!) instructional designers start their careers feeling both prepared and unprepared at the same time. Prepared with theory, sometimes, yes. Unprepared for the messy, human, unpredictable reality of applying that theory in workplaces where technology is always changing, accessibility is not negotiable, and time is always short. Novice instructional designers often face a steep learning curve. As Fiock et al. (2022) observe, “novice designers struggle to make sense of instructional design theory due to its abstract and complex nature, the inconsistent use of theoretical terms and concepts within literature, and the dissociation of theory from practice” (p. 31).
That’s why I’m building The Instructional Designers’ Field Guide. It’s not only a research capstone study. It’s a bridge between what we learn in graduate programs and what we need on the job the very next day. A living resource filled with templates, checklists, and real-world strategies, because sometimes you don’t need a dissertation or full text book, you need a tool you can use right now* (The complete Field Guide is expected to be developed following thesis completion, anticipated 2026).
This project is rooted in research, but it’s also rooted in lived experience. My own background spans over twenty years of instruction education, multimedia design, mental health and healthcare initiatives, disability services, and state government training, with experience in disaster response. Across all of these fields, resilience, adaptability, and empathy matter just as much as technical skill. Instructional design isn’t just about making learning pretty or efficient. It’s about helping people thrive in environments that are often stressful, complex, and rapidly changing. That means we need tools and resources that translate theory into clear, usable steps on the job. We need ways to prevent burnout. We need to design for humans, not just for outcomes.
So why a Field Guide? Because instructional design today is less like a classroom and more like a wilderness. There are paths, yes, but also obstacles, unexpected turns, and moments where you wonder if you’re going in circles. A good field guide doesn’t walk the path for you, it equips you with the knowledge, tools, and confidence to find your way, no matter what challenges lie ahead.
This blog will share pieces of that journey: insights from research, lessons from peers, and strategies you can use in your own work. Along the way, I’ll also share the messy parts, the pivots, the questions, the “back to the drawing board” moments, because instructional design is as much about iteration as it is about innovation.
If you’re new to the field, I hope this becomes a resource you can lean on. If you’re experienced, I hope it sparks reflection, and maybe even a willingness to mentor the next generation. Because at the end of the day, instructional design is about people helping people learn. And that’s something worth doing well.
So here’s to maps, compasses, and field guides. Here’s to designing with heart as well as with skill. And here’s to building something together that makes this profession not just sustainable, but transformative.
Welcome to The Instructional Designers’ Field Guide. This is just the beginning.
✍️ This project is part of my Master’s capstone research at CSUMB. The website and articles are intended to share progress and resources, they are not part of research data collection. post was drafted by me with the support of ChatGPT (OpenAI), which I used to refine grammar and polish readability. All ideas and perspectives are my own.
Reference
Fiock, H., Meech, S., Yang, M., Long, Y., Farmer, T., Hilliard, N., Koehler, A. A., & Cheng, Z. (2022). Instructional design learners make sense of theory: A collaborative autoethnography. Educational Technology Research and Development, 70(1), 31–57. https://doi.org/10.1007/s11423-021-10075-8
OpenAI. (2025). ChatGPT [Large language model]. https://chat.openai.com/
The Instructional Designers' Field Guide 
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