7 Subject Expertise and Evaluation

Instructional designers (IDs) play a pivotal role in the design and evaluation of educational experiences. Their expertise in pedagogy, learning theory, and educational technology equips them to design courses that foster meaningful learning. However, a common question arises: How can IDs design and evaluate courses when they don’t know the content?  This chapter explains why instructional designers do not need to be SMEs to be effective, the value they bring to the educational process, and how they collaborate with SMEs to create impactful learning experiences.

The Role of the SME in Evaluation

But first, let’s talk about the role of the SME in evaluating courses. In the process of designing and evaluating educational courses, instructional designers (IDs) and subject matter experts (SMEs) play distinct yet complementary roles. While IDs focus on course structure, pedagogy, and user experience, SMEs bring specialized knowledge that ensures the course content is both accurate and relevant. This chapter delves into the crucial role SMEs play in course evaluation, highlighting their responsibilities and how they collaborate with instructional designers to create high-quality learning experiences.

1. Ensuring Content Accuracy and Relevance

One of the primary roles of an SME during course evaluation is to verify the accuracy of the content. SMEs meticulously review the material to confirm that all facts, data, and information are correct and align with current academic research or industry standards. This step is vital for maintaining the credibility of the course and ensuring learners are provided with reliable information.

SMEs also assess the content’s relevance to the stated learning objectives. They ensure that all topics covered contribute meaningfully to the learning outcomes and that the material reflects the real-world applications necessary for the learner’s success in the field.

2. Reviewing Depth and Breadth of Content

SMEs evaluate whether the course content offers an appropriate level of complexity for the target audience—whether it is introductory, intermediate, or advanced. They consider whether the material is presented at a depth that matches the learners’ needs, ensuring it neither overwhelms novices nor underserves advanced learners.

In addition, SMEs ensure that the course covers all necessary topics thoroughly. They check for balanced coverage, making sure that no critical details are left out and that excessive or unrelated content is avoided. This helps create a comprehensive learning experience that is neither too superficial nor overly detailed.

3. Reviewing Instructional Material Quality

SMEs contribute to the clarity and comprehensibility of instructional materials. They review explanations, examples, and supplementary resources to ensure that complex concepts are conveyed in a way that learners can understand. This feedback can help refine content so that learners at various levels can grasp the information effectively. SMEs may also suggest additional readings, articles, or multimedia resources that enhance the learner’s understanding of the topic. Their expertise allows for recommendations that add depth and variety to the learning experience.

The Role of Instructional Designers in Evaluation

Instructional designers are experts in the art and science of learning. Their competencies include understanding how learners absorb, retain, and apply information, as well as how to design content that supports these processes. These skills enable IDs to:

• Apply Learning Theories: IDs use theories such as constructivism, behaviorism, and cognitivism to shape learning environments that encourage active participation and knowledge retention.
• Utilize Design Frameworks: Models like ADDIE (Analysis, Design, Development, Implementation, Evaluation) and Bloom’s Taxonomy are central to how IDs approach course creation and feedback, ensuring that each stage is purposeful and effective.
• Incorporate Universal Design Principles: IDs integrate strategies that make learning accessible and inclusive, considering varied learning styles, abilities, and needs.

Evaluation is a key part of the instructional design process. When IDs assess a course, their focus is on elements such as:

• Alignment of Learning Outcomes and Assessments: IDs ensure that the learning goals stated at the beginning of a module are effectively assessed by the end.
• Content Organization and Navigation: They review whether the course structure allows for logical progression, easy navigation, and minimal cognitive load.
• Engagement and Interactivity: IDs evaluate whether the course incorporates elements that engage learners, such as multimedia, discussion forums, or practical exercises.
• Accessibility and Inclusivity: IDs check that the course adheres to standards for accessibility, making content available to learners with different needs and abilities.

These factors are essential regardless of the specific subject matter. By concentrating on these components, instructional designers ensure that a course meets quality standards and fosters a positive learning experience.

Wearing Both the ID and SME Hats

In some cases, professionals may find themselves taking on both the role of an instructional designer and a subject matter expert. This dual role can be both advantageous and challenging. When one person embodies expertise in both course design and the subject content, there are unique considerations to keep in mind to maintain objectivity, quality, and balance throughout the course development and evaluation processes.

Advantages of Being Both ID and SME

1. Streamlined Communication: One of the most significant advantages of wearing both the ID and SME hats is the elimination of back-and-forth communication between separate roles. Decisions can be made more swiftly, as the person in the dual role already possesses the relevant knowledge and design expertise.
2. Deep Integration of Content and Pedagogy: With expertise in both areas, the dual-role professional can seamlessly align course content with instructional strategies. This integration ensures that the learning materials and assessments are pedagogically sound and content-rich.
3. Unified Vision: The course can reflect a cohesive vision because one individual oversees both content accuracy and instructional strategy. This unity can help create a course that is both engaging and informative without disconnects between the content and its presentation.

Challenges of Being Both ID and SME

1. Potential Bias: One of the main challenges is maintaining objectivity. As an SME, there is a natural tendency to focus heavily on content depth and complexity. However, when acting as an ID, the goal is to simplify complex topics for the target learner. Balancing this dual focus can be difficult; there may be a risk of overloading learners with information or, conversely, oversimplifying key concepts.
2. Balancing Detail with Pedagogy: SMEs often have extensive knowledge and may assume that certain advanced details are necessary for learners. As an ID, it is important to step back and determine which details are truly essential and which might overwhelm or distract from the learning objectives.
3. Managing Time and Resources: Combining the roles of ID and SME can be time-intensive. The individual must allocate sufficient time to both aspects of course development, which requires disciplined time management and clear prioritization.

Wearing both the ID and SME hats can be a rewarding challenge that combines deep content knowledge with effective course design strategies. While this dual role offers significant advantages, such as streamlined decision-making and a unified course vision, it also demands careful balance, objectivity, and time management. By approaching each phase of the course creation process with a clear focus and involving external reviewers for additional perspectives, professionals can create courses that are engaging, learner-centric, and content-strong.

Conclusion

Instructional designers are the bridge between content experts and learners. They don’t need to be subject matter experts because their role is to shape how content is delivered in a way that enhances learning. By partnering with SMEs, maintaining an objective viewpoint, and applying universal instructional design principles, IDs create courses that are effective, engaging, and accessible. The distinct yet complementary expertise of both IDs and SMEs ensures that learners receive high-quality education that is both accurate and pedagogically sound.

Discussion Questions

1. Do you think instructional designers (IDs) need to be subject matter experts (SMEs) in the content they are designing courses for? What role does this distinction play in the design process?
2. In your opinion, what are the most significant benefits of having instructional designers and subject matter experts collaborate on course design and evaluation? How does this partnership enhance the quality of the learning experience?
3. The chapter mentions that an instructional designer’s distance from the content allows them to evaluate courses from a learner’s perspective. How does this “outsider” view contribute to better course design?
4. Consider the myths about instructional designers (e.g., they need to be SMEs to ensure content accuracy or create engaging content). How do these myths impact the understanding of the role of instructional designers in the educational process?
5. What are some strategies that instructional designers can use when evaluating a course without being an expert in its content? How can they ensure that the course meets educational goals even without deep subject knowledge?
6. Discuss the pros and cons of wearing both the instructional designer and subject matter expert hats. How can someone balancing both roles ensure that they remain objective and effective in both areas?
7. Why is it important for an instructional designer to focus on pedagogy and learner experience, rather than content expertise? How does this focus align with modern educational goals?