Successful instruction does not need to be created from the bottom up for each new instructional project. The challenge area, “Integrate existing instructional materials in the design” addresses this concept by asking graduate students to verify their ability to seek out, validate, properly source, and integrate existing materials into their instructional designs. For this challenge area, I selected the preteen drawing workshop I created as part of the EDCI 572 class (Introduction to Learning Systems Design). As part of the workshop materials, I included two different video tutorials focused on two distinct instructional areas of the workshop.

The proper usage of existing materials is a net gain for the field of instructional design. It increases the efficiency of the designers, exposes learners to new perspectives, and allows designers to incorporate instructional elements (such as video) that may have been out of their fiscal or time budgets to produce on their own. The use of other’s work allows presents an important opportunity for instructional designers to ensure their behavior is aligned with their professional ethics. Appropriate referencing, citation, and permissions are critical when incorporating existing materials into your own design plan. For my workshop design, I chose two short video tutorials – one focused on facial proportions and one focused on shading with pencils (they are highlighted in pink on pages 29 and 31). These were the two major drawing skill categories that were being taught in the workshop, so the video content aligned perfectly. Additionally, the videos were short; one was six minutes, the other was three minutes. The learner audience was preteens; they tend to gravitate towards shorter instructional chunks and enjoy video deployment, so it was a good fit. The videos were watched in their entirety by the designer (me) to ensure alignment. When they were deemed appropriate, the owner of the videos was contacted via email to gain permission to use the videos. The scope of the project and intended use was described. The owner of the videos granted permission and the videos were included in the workshop materials. Additionally, in alignment with my personal and professional ethics, the videos and creator were properly credited and referenced in all workshop materials.

This was not the first time I have used previously created content in instruction before. However, in most previous cases, the client provided me with the materials they would like to be used in the instructional product. Alternately, materials may be used as references or sources, not as integrated components. This situation was different in that I was responsible for selecting, ensuring appropriate usage, and integrating the materials into a seamless workshop experience. I did not alter or modify the videos in any way. I merely included them as they were in the workshop I designed. They were an excellent fit within the scope of the project and they were of higher quality than I would have been able to produce in the required timeframe, making their inclusion a strategic choice.

Including the two video tutorials meets the challenge threshold because it clearly shows that I am able to find, select, integrate, and ethically and professionally credit existing instructional material. As instructional design work continues to become increasingly collaborative, I look forward to continuing to source existing materials, whether produced by me or another, when it makes sense to do so. Part of the growth in this area is exercising wisdom in knowing when it is worth it to create something from scratch and when existing materials are a better choice. That is something I plan to focus my efforts on as I progress professionally.