<transcript><audio_69>necessity and by the way depending on the context or the situation this will change some of the parts will increase or decrease get thicker get thinner but it depends on you and you as an</transcript><caption><image_70>The image shows a group of three women sitting at a table in a conference room. They appear to be engaged in a discussion or discussion. The woman in the center is wearing a black blazer and glasses and has her hand on her chin, as if she is deep in thought. The other two women are also looking at a laptop screen. The table is covered with a white tablecloth and there is a red folder and a water bottle on the table. The background is a wooden paneled wall with the logo of the conference room on the top right corner.</caption><transcript><audio_71>instructional designer so if someone comes to you and says this is how you do instructional design they're not a good designer if they come to you and say oh yeah yeah yeah this is a starting point</transcript><transcript><audio_72>but I may need to stretch this part or Shrink this part or expand that part ah now now they're probably a good instructional designer again please don't accept everything I'm saying just because I happen to be the keynote but hear it and</transcript><caption><image_73>The image shows a man standing in front of a projector screen and speaking into a microphone. He is wearing a dark suit and glasses and appears to be giving a presentation. On the screen behind him, there is an image of a stack of books and a logo for the University of South Africa. The man is holding the microphone in his right hand and is gesturing with his left hand as he speaks.</caption><transcript><audio_74>then see if it has resonance with you let me move on so when I think about instructional design and I think about the people who have to do or design teaching and learning materials we're</transcript><transcript><audio_75>talking about a process whatever process does you use even if you don't use Addie we're talking about it being learner centered student centered goal oriented generative focusing on</transcript><transcript><audio_76>meaningful performance when I teach this class back at the University of Georgia one of the first things I say to the students especially if they've never heard of it before is you don't have to always do instructional design every</transcript> necessity and by the way depending on the context or the situation this will change some of the parts will increase or decrease get thicker get thinner but it depends on you and you as an instructional designer so if someone comes to you and says this is how you do instructional design they're not a good designer if they come to you and say oh yeah yeah yeah this is a starting point but I may need to stretch this part or Shrink this part or expand that part ah now now they're probably a good instructional designer again please don't accept everything I'm saying just because I happen to be the keynote but hear it and then see if it has resonance with you let me move on so when I think about instructional design and I think about the people who have to do or design teaching and learning materials we're talking about a process whatever process does you use even if you don't use Addie we're talking about it being learner centered student centered goal oriented generative focusing on meaningful performance when I teach this class back at the University of Georgia one of the first things I say to the students especially if they've never heard of it before is you don't have to always do instructional design every
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