As an instructional designer, I view my work as a reflection of my values, ethics, and professional disposition. My approach is rooted in the belief that all learners deserve representation and equitable access to learning opportunities. At its core, instructional design is not just about creating content—it’s about embodying honesty, integrity, and professional competence in every project I undertake.

Ethics in instructional design go beyond adhering to codes or principles—they are practices we engage in daily. As Moore and Tillberg-Webb (2023) observe, "Ethics are a thing that we do and are facets of the problems we work on every day." These practices guide how I design, develop, and evaluate learning experiences. My work is shaped by a commitment to these guiding principles:

1. Representation and Accessibility: I believe learning should be accessible to everyone. This means designing materials that reflect diverse perspectives and ensuring that accessibility is prioritized—not as an afterthought, but as an integral part of the process.

2. Professional Integrity: Instructional design requires honesty—not just in the materials we present but in how we approach challenges and opportunities. If faced with content or decisions that conflict with my values, I strive to advocate for the right approach. As Moore (2021) notes, designers should engage in “reflection-in-action,” asking critical questions about ethics alongside function and feasibility throughout the design process.

3. Commitment to Quality: Phoning it in is never an option. Every project I work on deserves my full effort, not only to meet the needs of learners but to honor the trust placed in me as a professional. I aim to ensure that content is accurate, balanced, and promotes critical thinking—encouraging learners to analyze and question rather than accept information uncritically.

4. Collaboration and Feedback: Building relationships with subject matter experts and stakeholders is key to creating meaningful learning experiences. Open communication and a willingness to engage with feedback ensure that the content I design is respectful, relevant, and aligned with ethical standards.

This reflective practice ensures that my designs align not only with professional standards but also with the values and commitments that define me as a designer. Ultimately, my goal is to create learning experiences that empower all learners, foster inclusivity, and uphold the highest standards of honesty, integrity, and professional competence. Instructional design is more than a profession—it is a responsibility to do what is right and to ensure that every learner has the opportunity to succeed.

References

• Moore, S. L., & Tillberg-Webb, H. K. (2023). Integrating ethics into instructional design courses and curricula. Applied Ethics for Instructional Design and Technology: Design, Decision Making, and Contemporary Issues. https://doi.org/10.59668/270.17960

• Moore, S. (2021). The design models we have are not the design models we need. The Journal of Applied Instructional Design, 10(4). https://dx.doi.org/10.59668/329.5266