Most college professors know little or no education, at least when they start their career. They generally stand out as experts in a certain area –biology, law, engineering, etc.–, but knowing little or nothing about teaching and much less instructional design. This is one of the fundamental reasons why it is common to find university professors who handle their subject very well, but are not able to facilitate the learning process of students.
Those who understand and worry about having no idea how to carry out a pedagogical process can confront the problem and start a learning process. Either through a formal education process or with the support of more experienced colleagues, a path of growth is carried out that implies - at least - knowing how to design an effective course and knowing some learning models.
Since I started my teaching career in 2009, I have always been concerned about this gap, I knew well how to do my job, but I had no idea how to make it understood by others. For this reason, I relied on many teachers who reached out to me and accompanied me in the early stages of the process. In parallel, I got involved in different preparation courses. The most important was the one-year Diploma called Comprehensive Training for the teacher Aletheia, where I learned about topics such as: micro-teaching, instructional design, technological innovation in the academic field, evaluation models, communication and motivation.
In that program I was able to share with professionals from different careers and I began to notice that my training as an architect had facilitated the process of approaching education. At that time it was no more than a curious observation, but over the years I have been systematizing the common points between architecture and instructional design; the same ones for which the transfer from one area to the other was natural for me. Briefly, I present a list of some of those similarities below.
Instructional design is just that: design. Design theory is a body of knowledge that can be considered independent of the specific fields where design takes place.  The theory and methodologies of design do not belong to a single discipline, on the contrary, they are common to many of them, with architecture perhaps being one of the cases where work is done in greater depth. An example of this fact is ADDIE (analysis, design, development, implementation and evaluation), the instructional design method that is probably the most widespread and whose stages are perfectly applicable in other design processes.