Designing Learning, Not Just E‑Learning with Connie Malamed
Breaking into instructional design can feel like standing at the edge of a maze made of tools, terms, and templates, but the path clears when you start with a simple truth: design for how people learn, not for what software can do. That framing sits at the heart of our conversation with Connie Malamed, author of Visual Design Solutions and Visual Language for Designers, and the force behind The eLearning Coach. Connie’s guidance reframes early steps for newcomers: resist the temptation to equate instructional design with e‑learning production, and instead build a foundation in learning science, cognitive load, and relevance. When you understand the limits of working memory, the role of prior knowledge, and how dual coding strengthens retention, every visual, word, and interaction gains purpose. It also helps you see why “dumping” content doesn’t work and why you should design to cut noise, guide attention, and make meaning obvious. Beginners who do this learn faster, build better, and stand out sooner.
One consistent theme is cognitive load. Working memory is narrow and easily taxed; visual clutter, competing signals, and dense text all choke understanding. Connie emphasizes prioritizing white space, alignment, and clear hierarchy so learners can process information without friction. Dual coding theory suggests that pairing words with well-chosen visuals or audio can boost recall, but execution matters: avoid redundancy where on-screen text mirrors narration, choose graphics that explain rather than decorate, and use cues—like highlights and arrows—to guide attention. Accessibility runs alongside clarity. Color cannot be the only signal; contrast must be sufficient, and color palettes should accommodate color vision deficiencies. The payoff is universal design that serves more learners: neurodivergent audiences, people with visual sensitivities, and busy professionals consuming training on low-energy days. Small choices—toning down saturation, simplifying backgrounds, limiting fonts—scale into better outcomes.
For those entering the field without returning to school, Connie recommends three pragmatic moves: join communities that support skill-building and feedback, self‑study foundational texts like Design for How People Learn, and practice “talent stacking.” Talent stacking means combining your unique strengths—maybe writing, video, facilitation, and analytics—to create a profile that’s hard to replace. Pick one area to go deep, such as accessibility, visual design, AI, or video. Depth gives you an anchor; breadth lets you collaborate and adapt. Layer in UX practices—personas, empathy maps, rapid prototyping—to keep the learner front and center and to design with evidence rather than assumptions. These methods lift your analysis phase and sharpen your solutions. They also improve interviews: you can describe who you designed for, why, and how your choices reduced friction and increased effectiveness.
The portfolio is your proof of work. Instead of showcasing a string of tool demos, build one complete project that follows the full instructional design cycle end to end. Start with a scenario relevant to your target sector—corporate, government, association, or higher education—and show analysis, audience insights, business goals, and performance gaps. Present your design approach, content decisions, prototype screens, and a finished artifact: an e‑learning module, a job aid, a facilitator guide, or a video script. If you can volunteer with a real audience, even better. Keep your example politically neutral and skill-focused, and design for adults—especially if you’re pivoting from K‑12. Hiring managers often scan quickly; help them navigate: a concise case narrative, skimmable visuals, and direct links to the best parts. Above all, be meticulous: no broken links, no typos, and consistent visual language. Sloppy details quietly kill strong work.
Avoid the “page‑turner” trap. If your course could be a PDF with next buttons, you’re not leveraging the medium. Real interactivity simulates decisions, encourages exploration, and presents meaningful consequences. Open with a short story or challenge rather than a bulleted list of objectives. Use branching scenarios, role‑switch perspectives (like playing the quality assurance lead to illuminate compliance), and simple games to make the application the default. Where screen space forces “click to reveal,” keep it purposeful and light, and move quickly into practice. Match the form to the function: a job aid might outperform a module; a five‑minute demo might beat a 45‑minute course. When you plan with constraints—attention, time, environment—you design materials that respect learners and produce results.
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Photo by ROMAN ODINTSOV: https://www.pexels.com/photo/person-writing-on-a-notepad-beside-a-laptop-5912280/
Jackie Pelegrin
Instructional Designer, Author, College Professor, and Podcast Host
Jackie, an Arizona native, leverages decades of experience as an instructional designer within both higher education and the corporate world. She holds an MBA and a Master of Science in Instructional Design and Technology, both acquired through online learning. In addition to her full-time role, Jackie serves as an adjunct instructor, teaching online courses at Grand Canyon University. During her leisure time, she delights in reading books across a range of genres, enjoying movies and TV shows, playing games, listening to uplifting music, and spending quality time with her family and friends.
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