Demystifying Instructional Design, Episode 33: Exploring AI and Instruction Design with Dr. Luke Hobson

Episode Summary

Introduction to AI and Instructional Design
Dr. Luke Hobson, an instructional design leader at MIT and educator at the University of Miami, shares his expertise in integrating generative AI (Gen AI) into instructional design. With experience creating meaningful learning experiences, Dr. Hobson dives into the potential of AI to streamline design processes, empower educators, and enhance learner engagement. In this podcast episode, he highlights the role of AI in making instructional design more accessible and effective, offering insights from both his professional practice and experiments with AI tools.

Applying AI in ADDIE and Beyond
Dr. Hobson explains how AI can assist in every phase of the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation. By crafting custom GPTs, he demonstrates how aspiring instructional designers can use AI for tasks like analyzing learning needs or designing scenarios. However, success relies heavily on the user’s ability to craft effective prompts and refine AI-generated outputs. AI tools are not a replacement for expertise but serve as an evolving assistant for thoughtful instructional design.

Experimentation and Challenges with AI
Dr. Hobson reflects on the importance of experimentation in mastering AI tools. From improving learning objectives using a UDL framework to creating simulations with GPT-4, his journey reveals both the strengths and limitations of AI. While tools like ChatGPT can generate customized simulations or learning activities, challenges like AI’s occasional inaccuracies (e.g., “hallucinated” citations or vague learning objectives) remind users to approach these tools critically. Nevertheless, AI-driven innovations, such as personalized learning tracks and immersive scenarios, hold immense promise for the future.

Predictions for AI in Instructional Design
Looking ahead, Dr. Hobson envisions a future where AI supports personalized learning by offering varying difficulty levels or custom scenarios tailored to learners’ goals and experiences. He also highlights the potential of immersive technologies like VR and AR to enhance scenario-based learning, from corporate training to healthcare simulations. While challenges remain, the rapid advancement of AI technology suggests exciting possibilities for the instructional design field.

Conclusion
The conversation with Dr. Hobson underscores the transformative potential of AI in instructional design. As tools become more sophisticated, educators and designers must focus on using AI thoughtfully to enhance learning outcomes without sacrificing the quality of human insight and creativity.