As the training and development field evolves and attracts a different pool of professionals with diverse skills and experiences, new questions arise: Have the competencies of instructional design (ID) changed? Should they change? How has ID evolved over the past few decades? Are trainers' competencies keeping up with the pace of change?
Ancient peoples invented colorful stories about powerful gods expressing themselves through the physical world. They were trying to make sense of their world, using the only tools available at the time.
Similarly, educators have developed many theories about the learning process over the years. However, now that science has developed tools to test these theories, some of them are proving to be false. Learning styles is one of those former "truths" that many in the field now classify as "myth.
The very essence of who we are as learners, as well as how and why we are learning, is fundamentally different. So different, in fact, that it should dramatically change how you design instruction. Yet, way too often it doesn't. Many instructional designers continue to design courses that resemble classes they attended in school.
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