Instructional designers’ shifting thinking about supporting teaching during and post-COVID-19

2021 ◽  
pp. 1-21
Author(s):  
Jingrong Xie ◽  
Gulinna A ◽  
Mary F. Rice ◽  
Deborah E. Griswold
Keyword(s):  
Instructional Designers

Emergency LMS Training During COVID-19 at an African University of Technology

2020 ◽  
Vol 11 (1) ◽  
pp. 113-113
Author(s):  
Leanri van Heerden
Keyword(s):  
South African ◽  
Instructional Designers ◽  
Delivery Mode ◽  
Skills Acquisition ◽  
Online Delivery ◽  
Face To Face ◽  
Department Of Health ◽  
University Of Technology ◽  
E Learning ◽  
Participant Perspectives

After the #FeesMustFall strikes that have been haunting South African universities since 2015, Instructional Designers felt pretty confident that they can drive their institutions through any dilemma. Along came the 2020 COVID-19 epidemic and they realised they have been playing in the kiddie pool all along. On 23 March 2020, President Cyril Ramaphosa announced a national lockdown level 5 to start on 26 March 2020 (Department of Health, 2020). Three days head start for a three-week lockdown (which was eventually extended till the time of writing) was a logistical nightmare for even the most technology driven universities. All staff were sent home with only enough time to grab their office plants and laptops and no idea how they were going to move forward. The issue with staff and students all working from home is that the lecturers working at the Central University of Technology (CUT), being primarily a face-to-face delivery university, was completely unprepared for moving their traditional and blended approaches to completely online. In their study, Mogeni, Ondigi and Mufo (2020) found that most of the investigated teachers were not empowered enough to deliver instruction fully online and either needed to be retrained, receive further specialised training or be trained completely from scratch. A lack of confidence in the delivery mode of instruction will cause even the most knowledgeable subject spcialist to fail in their task. At the CUT lecturers needed a way of quickly acquiring the necessary skills to deliver their content and assessments on the institution Learning Management System (LMS). The aim of this paper is to measure participant perspectives of an emergency intervention to facilitate the process of online delivery skills acquisition quickly and online. To ensure relevant results a systematic process of designing an intervention and recording participant perspectives is necessary. This extended abstract will take a look at the methods used to drive the paper, briefly discuss the results and findings, and lastly explore the implications and significance of the research for the use of higher education institutions for emergency LMS training. Keywords: LMS training; e-Learning; Online Instruction; Instructional Design

scholarly journals Emergency Online Learning in Low-Resource Settings: Effective Student Engagement Strategies

2021 ◽  
Vol 11 (1) ◽  
pp. 24
Author(s):  
Victoria Abou-Khalil ◽  
Samar Helou ◽  
Eliane Khalifé ◽  
MeiRong Alice Chen ◽  
Rwitajit Majumdar ◽  
...  
Keyword(s):  
Online Learning ◽  
Collaborative Work ◽  
Instructional Designers ◽  
Online Classes ◽  
Education Students ◽  
Low Resource Settings ◽  
Low Resource ◽  
Engagement Strategies ◽  
Sequential Mixed Methods ◽  
Screen Sharing

We aim to identify the engagement strategies that higher education students, engaging in emergency online learning in low-resource settings, perceive to be effective. We conducted a sequential mixed-methods study based on Moore’s interaction framework for distance education. We administered a questionnaire to 313 students engaging in emergency online learning in low-resource settings to examine their perceptions of different engagement strategies. Our results showed that student–content engagement strategies, e.g., screen sharing, summaries, and class recordings, are perceived as the most effective, closely followed by student–teacher strategies, e.g., Q and A sessions and reminders. Student–student strategies, e.g., group chat and collaborative work, are perceived as the least effective. The perceived effectiveness of engagement strategies varies based on the students’ gender and technology access. To support instructors, instructional designers, and researchers, we propose a 10-level guide for engaging students during emergency online classes in low-resource settings.

scholarly journals A Curriculum for Enhancing Physician Teaching Skills: The Value of Physician-Educator Partnerships

2021 ◽  
Vol 8 ◽  
pp. 238212052110320
Author(s):  
Mara M Hoffert ◽  
Karla D Passalacqua ◽  
Alexis Haftka-George ◽  
Odaliz Abreu Lanfranco ◽  
Robert A Martin
Keyword(s):  
Clinical Teaching ◽  
Cultural Humility ◽  
Teaching Skills ◽  
Instructional Designers ◽  
Successful Implementation ◽  
Central Feature ◽  
Learning Approaches ◽  
Clinical Environment ◽  
Teaching Behaviors ◽  
Training Outcomes

Developing as a physician requires an enormous amount of complex training, and quality of instruction greatly affects training outcomes. But while physicians are expected to teach trainees within the clinic, they often do not receive formal training in effective instructional practices. Providing faculty development programs is one way that institutions can help physicians develop teaching skills, but these programs often are developed without the input of educational specialists and not based in educational theory. In this methodology paper, we describe a 5-module curriculum that was developed in a cross-disciplinary collaboration between instructional designers and physician faculty. By merging educational and medical expertise and using adult learning theory with the Charlotte-Danielson educational framework, an essentials for clinical teaching educational endorsement program (ECTEEP) was created as a feature of the institutional curriculum within a large, urban teaching hospital. Here we describe how the program was developed through a physician-educator partnership, outline the program’s key content, and highlight essential aspects of successful implementation. The ECTEEP incorporates active learning approaches within an abbreviated format, distilling 5 critical aspects of effective teaching that are relevant to the clinical environment: cultural humility and safe learning environments, instruction practices for engaging learners, instruction and assessment strategies, receiving and giving feedback, and mentorship and coaching. A central feature of the program is that facilitators actively model the teaching behaviors they are conveying, which underscores the critical importance of facilitator preparation and skill. Our curriculum is offered here as a basic template for institutions that may want to establish a program for enhancing physician teaching skill.

scholarly journals Bridging Disciplines with a New and Interactive Online Course: Drug & Nutrient Interactions

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 604-604
Author(s):  
Sara Police ◽  
Jessie Hoffman,
Keyword(s):  
Student Engagement ◽  
Course Design ◽  
Online Course ◽  
Instructional Designers ◽  
Due Dates ◽  
Nutrient Interactions ◽  
University Of Kentucky ◽  
Student Cohorts ◽  
Graduate Certificate ◽  
Nutritional Sciences

Abstract Objectives The purpose of this project was to design, develop and implement an online two-credit course, Drug & Nutrient Interactions, as an elective for a new online Graduate Certificate in Applied Nutrition and Culinary Medicine at the University of Kentucky. Methods Drug & Nutrient Interactions was designed to meet the needs of select student cohorts: undergraduate Pharmacology minors, graduate students enrolled in the Masters in Nutritional Sciences program, and online graduate certificate students. Faculty within the Dept. of Pharmacology and Nutritional Sciences and the Division of Clinical Nutrition were consulted to identify curricular gaps and to avoid redundancy across programs. Instructional designers were consulted to identify evidence-based best practices in online course design and teaching. Results Content of the Drug and Nutrient Interactions course is structured within four thematic modules: 1. Introduction to Pharmacology and Food & Drug Interactions, 2. Exploring Drug-Nutrient Interactions, 3. Genes, Bugs & Time, and 4. Current and Future Directions in Nutrition & Pharmacology. Each module is three to four weeks in duration, to span a 14-week semester. Each week, students’ tasks include reading, watching, writing, and reviewing content related to the student learning objectives. Methods to promote student engagement with the content recur week-to-week, to ensure consistency for students’ experience. An eBook was written by the instructors to provide a current and interdisciplinary review of the intersections of nutritional sciences and pharmacology in the course. In lieu of proctored online exams, module-level assignments assess students’ achievement of learning outcomes. Drug & Nutrient Interactions launched in fall 2019 with nine students enrolling and completing the course. Course analytics track student engagement by logging page views and participation. Increasing students’ page views and participation align with due dates for module assignments. Therefore - in spring 2020, deadlines were shifted to a weekly timeline to foster consistent engagement. Conclusions Instructors should explore various methods to foster student-content, student-student and student-instructor engagement in an online learning environment. Funding Sources This course project was funded by a UK Online award & an Alternative Textbook grant.

Management checklists for instructional designers

NSPI Journal ◽  
1978 ◽  
Vol 17 (7) ◽  
pp. 3-15 ◽  
Author(s):  
Jerry L. Brown
Keyword(s):  
Instructional Designers

Outcomes-based approach to quality assessment and curriculum improvement in higher education

2014 ◽  
Vol 22 (2) ◽  
pp. 158-168 ◽  
Author(s):  
Maureen Tam
Keyword(s):  
Higher Education ◽  
Quality Assessment ◽  
Student Learning ◽  
Learning Outcomes ◽  
Instructional Designers ◽  
Content Type ◽  
Curriculum Improvement ◽  
Improving Student Learning ◽  
Views And Perceptions ◽  
Traditional Structures

Purpose – This paper was written for practitioners in higher education, including academics and instructional designers who are engaged in curriculum revision. It aims to examine the notion of outcomes-based education, survey the literature and provide a critical review of the outcomes-based approach to quality assessment and curriculum improvement in higher education. The outcomes-based approach is completely student-centred, which focuses on what students know and can actually do. Sharpening the focus onto student learning outcomes goes beyond mere tinkering with traditional structures and methods; it really constitutes a paradigm shift in educational philosophy and practice. Design/methodology/approach – This paper begins with a summary of developments in institutional quality assessment and curriculum improvement in higher education in recent decades. Then, it identifies the underlying concepts and principles that characterize the outcomes-based approach for the design and improvement of curriculum and instruction in higher education. Finally, the outcomes-based approach is critically reviewed for its value from the perspectives of both practical and philosophical considerations. Findings – In so doing, it is directed to the heightening of sensitivity as to the manner and situations in which the outcomes-based approach may be employed. Originality/value – A final note is that while learning outcomes approaches are useful, care is needed to take into account the different views and perceptions of those involved in defining learning outcomes and to keep the ultimate goal of improving student learning clearly in mind. Care must also be taken to avoid rigidity and conceptual reification during implementation in curriculum and instructional design.

Ask the instructional designers: A cursory glance at practice in the workplace

2012 ◽  
Vol 51 (7) ◽  
pp. 21-27 ◽  
Author(s):  
Ingrid Thompson-Sellers ◽  
Brendan Calandra
Keyword(s):  
Instructional Designers

Mobile Applications as Tools to Support Embodied Learning

2012 ◽  
Vol 2 (4) ◽  
pp. 1-16 ◽  
Author(s):  
Andre R. Denham ◽  
Javier Gonzalez-Sanchez ◽  
Maria-Elena Chavez-Echeagaray ◽  
Robert K. Atkinson
Keyword(s):  
Learning Environments ◽  
Mobile Technology ◽  
Mobile Applications ◽  
Distinct Type ◽  
Instructional Designers ◽  
Formal Learning ◽  
Embodied Learning ◽  
Future Directions ◽  
Current State ◽  
Instructional Content

Mobile learning (mLearning) is a rapidly expanding area of educational research. Theorists, researchers, and instructional designers are excited about the potential contributions of mobile technology to the field of education. Mobile tools such as Apple’s iPad or Galaxy Tab have sparked this interest based on their ability to provide high-powered computing within a small, extremely portable form factor. Learners are no longer constrained by the desktop or the power cord of a laptop. Unfortunately, much of mLearning research has focused on transferring eLearning on to mobile devices, instead of investigating the unique characteristics of mobile tools that can be used to define mLearning as a distinct type of learning. This paper begins the task of situating mLearning as a distinct type of learning by first considering the theoretical and pedagogical affordances unique to it. Then, the authors transition into a discussion of embodied learning and how the literature related to this field supports the use of mobile tools for educational purposes that go well beyond the deliver of eLearning instructional content. From there, the authors move to a discussion of the logistical challenge of melding mobile tools within formal learning environments. Next, the paper reports the results of an investigation into the current state of mLearning applications and how the majority of these applications fail to leverage the hardware features of mobile tools that can potential result in deeper understanding of concepts and skills. Finally, the authors provide implications and future directions for developers and educators.

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