Design Begins With The Problem: Why Great Learning Starts With Discovery
When I transitioned into Instructional Design from my background as an English as a second language (ESL) educator, I brought both hands-on experience with learners and formal training from a certification program. While the program helped me create a foundation in understanding learning theories and instructional methodologies, I developed my design approach through years of hands-on work with adult learners. Long before entering the field of Instructional Design, I was developing learning experiences centered on real-world communication needs and had learned to begin with the problem.
In my ESL teaching experience, I worked with business professionals who relied on clear, confident English communication to succeed in demanding roles. I did not rely solely on frameworks or buzzwords; I focused on understanding their challenges and created materials that met their immediate needs. That learner-centered mindset has become the cornerstone of how I design learning experiences.
Many Instructional Design projects claim to be learner-centered, but often rush to solutions without first gaining a clear understanding of who the learners are, what they experience, and the barriers that may hinder their success. This tendency to skip the discovery phase and not begin with the problem is not usually due to a lack of care, but rather a broader pattern of jumping to symptoms instead of identifying root causes.
It is not a matter of carelessness—it is a habit of assuming we already know the problem. Without a thoughtful discovery phase rooted in curiosity and empathy, even the most polished solutions can fall short by treating the surface symptoms while missing the deeper realities learners actually contend with.
I have come to realize that designing based on secondhand assumptions about learner needs is fundamentally different from understanding those needs firsthand. Relying on incomplete insights risks building solutions that appear right on paper but fail in practice. It is like drawing a map without ever walking the terrain. The consequence? Training that sounds logical but misses what truly matters.
What "Learner Needs" Really Means
"Learner needs" is a phrase we often hear, yet it's reduced to superficial data points—pre-assessment scores or content preferences. In reality, truly understanding learner needs requires a much richer, more nuanced approach that goes beyond surface-level metrics to grasp the full context of the learner's challenges, motivations, and environments. To unpack this further, several common design pitfalls reveal where a deeper understanding of learner needs is often missing, usually due to key factors being overlooked or misunderstood. These include:
1. Context Over Content: Without Context, Content Falls Flat
Knowing what learners do not know is important, but understanding what they do every day is even more so. In my ESL teaching, fluency was not about grammar drills or diversifying the clients' vocabulary; it was about enabling professionals to lead meetings, close deals, and communicate their thoughts and feelings clearly in English.
The stakes were high, and success depended on how learning materials aligned with their real-world challenges. The same applies in Instructional Design: if we neglect context such as job roles, workplace culture, or communication norms, our solutions risk feeling generic or irrelevant. Contextual relevance demands we ask whether training truly supports the learner's daily work and unique circumstances.
2. Stakeholder-Led Is Not Always Learner-Centered
Now I must be honest and say that some Instructional Designers do act as order-takers, producing exactly what stakeholders request without question. Stakeholders might request Instructional Designers to create courses like "Professional Communication Skills for Impact and Influence" or a "Five-Module Time Management Program." These trainings often miss the mark because stakeholders, who are not the end users, may not fully understand or convey the real challenges learners face.
Stakeholders often review employee metrics and assume they are pinpointing the root problems, then bring in Instructional Designers to build training that addresses these perceived gaps. Well-intentioned though they may be, these efforts often fall short because they fail to begin with the problem and rest on untested assumptions. Stakeholders might think they understand what is needed, but overlook the deeper issues that remain unresolved.
Despite good intentions, these initiatives often miss the mark by relying on unchecked assumptions. Stakeholders might feel confident in their understanding of the problem, yet overlook the more complex, underlying issues that truly affect learner performance. This is where Instructional Designers must move beyond simply delivering content and become intentional, investigative partners in the learning process.
3. Cognitive Load And Cognitive Fit
Identifying learner needs is only the first step; how that information is delivered is just as important. Minimizing cognitive overload is critical, but equally important is achieving cognitive fit—aligning content structure with how learners naturally think and process information. I have found that even well-organized content can fail when it does not mirror learners' mental models or decision-making processes.
For example, a simple linear compliance decision tree might appear clear-cut, but often conflicts with the complex, unpredictable decisions learners encounter in real life. Without cognitive fit, training risks frustrating or confusing learners rather than empowering them.
4. Language Accessibility
In multinational environments, where English is often a second language, language accessibility is a vital yet overlooked factor. Fluent English speakers can easily overlook how complex language can hinder comprehension for others.
I have learned to ask: Am I using idioms or jargon that do not translate? Is my language unnecessarily dense or formal? Could visuals or examples clarify the message? Clear, respectful communication is not about "dumbing down" content—it is about reducing barriers and honoring diverse linguistic backgrounds to create truly inclusive learning.
5. Overlooking Emotional Needs
One of the biggest pitfalls in Instructional Design is neglecting the emotional experience of learners. Corporate training often focuses on content and metrics, but if learners feel anxious, frustrated, or disengaged, even the best materials will not stick.
We must ask: Does this design build confidence? Does it anticipate moments of confusion or discouragement? Does it allow safe failure and encourage trial and error? For learners—especially those navigating a second language or unfamiliar environment—emotional safety and confidence are not optional but are essential for engagement, comprehension, and long-term success.
Learner Focus Is The Heart Of Effective Design
At its core, Instructional Design is about serving the people who will engage with our work—the learners. While stakeholders may define the initial request, it is critical to look beyond those surface directives and begin with the problem to uncover the deeper challenges, contexts, and needs of learners through thoughtful discovery and analysis.
Prioritizing the learner perspective, even when mediated through stakeholders, allows us to design solutions that support meaningful growth and performance, rather than just ticking boxes. This learner-first mindset is the foundation of effective design, and it begins by asking the right questions before building a single slide or interaction.
As a formally trained Instructional Designer with experience in learner-centered education, I am committed to applying these best practices thoughtfully from the outset. Instructional Design is an iterative process grounded in reflection, curiosity, and a dedication to creating learning experiences that are relevant, engaging, and supportive of the learners' goals.
Looking Ahead: Continuing The Conversation On Instructional Design Pitfalls
This article is the first of an ongoing series exploring the common pitfalls in Instructional Design—and how we can address them with thoughtful, learner-centered strategies. If any of these insights resonate with your organization or reflect challenges you've seen in your training programs, I'd welcome the opportunity to connect.
As an Instructional Designer and eLearning developer with a background in ESL and adult education, I bring a practical, inclusive approach shaped by real-world experience and a deep commitment to learner success. Let's work together to create learning solutions that are not only well-crafted but truly impactful.
