Can You Turn This PowerPoint into an E-Learning Course?

It's a request many instructional designers receive. Each time I hear it, I'm reminded of how misunderstood our profession still is. From the outside, it may seem like we simply create training, build presentations, develop e-learning, and design workshops. Those tasks are certainly part of what we do, but they are not the essence of our work. They are the outcomes of our efforts.

Understanding the Core of Instructional Design

The issue is not about creating learning. The real challenge lies in understanding how to improve performance.

It Starts with Questions, Not Content

People often assume my work begins when someone asks for training. It doesn't. It starts with questions.

• What problem are we trying to solve?

• Is this really a learning issue?

• What are people struggling to do?

• What does success actually look like?

  
  

I've learned that many workplace problems have nothing to do with a lack of knowledge. Sometimes the process is broken. Sometimes expectations are unclear. Sometimes people have never been given the right tools to succeed. Creating training before understanding the problem is like prescribing medication before making a diagnosis. It may help, but it may not.

I Wear the Hat of a Performance Consultant

One of the most valuable parts of my role happens long before I open an authoring tool. I spend time understanding the work itself. This means asking questions, interviewing subject matter experts, observing tasks, reviewing procedures, identifying risks, and understanding the environment in which people perform. The better I understand the work, the better I can design learning that supports it. Effective training doesn't start with content; it starts with context.

I Become a Translator

One of the challenges I genuinely enjoy is working with subject matter experts. Whether they're engineers, technicians, safety specialists, or other professionals, they possess an incredible depth of knowledge. The challenge isn't that they know too little; it's that they know so much. Much of their expertise has become automatic. They make complex decisions without consciously thinking about them anymore. My job is to uncover that invisible expertise and translate it into learning experiences that make sense for someone still developing those skills. The goal isn't to simplify expertise; it's to make it accessible.

I Think Like a Learning Scientist

People don't learn just because information is presented to them. If that were true, every presentation would change behavior. Every policy would be followed. Every procedure would be remembered. We know that's not how learning works. People learn when they understand why something matters, when they can connect it to what they already know, when they practice applying it, and when they receive meaningful feedback. That's why instructional design is as much about psychology as it is about content development. The issue is not whether learners completed the course. The issue is whether they can do something differently afterward.

I Wear the Project Manager Hat Too

Instructional design is often imagined as a creative profession. And it is. But creativity is only one piece of the puzzle. Every project involves timelines, reviews, competing priorities, stakeholder expectations, revisions, approvals, and countless moving parts. Some days, I spend more time coordinating people than creating learning. Without project management, even the best instructional design never reaches the learner.

Creativity Has a Purpose

People often notice the visuals, interactions, and activities in a learning program. What they don't see are the decisions behind them. Every image should support understanding. Every scenario should feel authentic. Every interaction should have a purpose. Good instructional design isn't about making learning entertaining; it's about making learning meaningful. Sometimes the most effective design is the one learners barely notice because everything simply makes sense.

Technology Is Only Part of the Story

Yes, I work with learning management systems, authoring tools, multimedia software, AI, accessibility standards, and a growing list of digital technologies. But knowing how to use software doesn't make someone an instructional designer. Technology helps us build learning, but it doesn't tell us what learners need. It doesn't identify performance gaps, and it certainly doesn't replace critical thinking. Tools evolve, but the principles of good learning design remain remarkably consistent.

Communication Is the Skill That Connects Everything

If someone asked me which skill instructional designers use most often, my answer wouldn't be Storyline or PowerPoint. It would be communication. Every day, I move between conversations with business leaders, subject matter experts, project sponsors, managers, learners, and fellow learning professionals. Each conversation has a different purpose. Each audience has different priorities. Being able to listen carefully, ask thoughtful questions, challenge assumptions respectfully, and communicate complex ideas clearly may be the most important skill of all.

So… What Does an Instructional Designer Actually Do?

People often ask what software an instructional designer should learn. I think there's a better question.

• Can they identify a performance problem?

• Can they analyze the work?

• Can they collaborate with experts?

• Can they communicate effectively?

• Can they design learning that helps people perform with greater confidence and competence?

  
  

Because instructional design has never been about building courses. It's about helping people succeed in their work. The course is simply one of the tools we use to get there.

Final Thoughts

When people look at the photo accompanying this article, they usually notice the multiple arms. I hope they also notice what they represent. Every arm symbolizes a different role I step into throughout my day:

• Consultant

• Analyst

• Researcher

• Writer

• Designer

• Project manager

• Technology specialist

• Communicator

  
  

Some days, I wear one hat at a time. More often, I wear several before lunch. That's exactly what makes instructional design such a rewarding profession.

The Future of Instructional Design

As we move forward, the landscape of instructional design continues to evolve. New technologies, methodologies, and learner needs are emerging. Staying ahead of these changes is crucial. I believe that embracing innovation while maintaining a strong foundation in proven principles will lead to the most effective learning experiences.

Embracing New Technologies

The rise of AI and machine learning is reshaping how we approach instructional design. These tools can analyze learner data, personalize experiences, and provide insights that were previously unavailable. However, it's essential to remember that technology is a means to an end. The focus should always remain on the learner's needs and the desired outcomes.

Continuous Learning and Adaptation

In this fast-paced environment, continuous learning is vital. I make it a priority to stay updated on industry trends, attend workshops, and engage with fellow professionals. This commitment to growth not only enhances my skills but also enriches the learning experiences I create.

Building Collaborative Relationships

Collaboration is key in instructional design. Building strong relationships with stakeholders, subject matter experts, and learners fosters an environment of trust and open communication. This collaboration leads to more effective training solutions that truly address performance gaps.

Measuring Success

Finally, measuring the success of our training initiatives is crucial. I focus on collecting feedback, analyzing performance data, and making necessary adjustments. This iterative process ensures that our learning solutions remain relevant and effective.

In conclusion, instructional design is a multifaceted profession that goes beyond creating courses. It's about understanding the complexities of learning and performance, and it requires a diverse skill set. By embracing the roles of consultant, translator, scientist, project manager, and communicator, I strive to create meaningful learning experiences that drive real change.

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For more insights on how to improve workplace performance through practical, human-centered learning solutions, visit Learning by Hoda.