Strategic Leadership in Instructional Design

2017 ◽  
pp. 1570-1584
Author(s):  
Robin McDaniel
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Instructional Design ◽  
Strategic Leadership ◽  
Instructional Designers ◽  
Leadership Roles ◽  
Design Strategies ◽  
Post Secondary ◽  
Instructional Design Process ◽  
Internet Discussion

The dynamic growth of distance education (DE) in the higher education poses a challenge for both leadership and instructional design strategies in post-secondary institutions. Curricular efficacy and sustainability are dependent upon institutions of higher education adapting to changes by implementing strategies that will work to address the increasing necessity for engaging curriculum for students in the DE environment. Strategic leadership (SL) skills, combined with instructional design (ID) strategy, may provide a pathway towards academic accomplishment for both students and instructors in the higher education sector. Instructional designers with strategic leadership skills may assist institutions in developing and implementing DE courses. The question is, how can instructional designers accommodate the needs of a diverse group of students in the growing technology-rich educational environment, and does strategic leadership play a role? If so, how can instructional designers act strategically to design and develop DE courses that encourage active learning and continued interest in educational attainment? The focus of this chapter is on how instructional designers can take on strategic leadership roles to enhance distance education curriculum and instruction for overall student engagement. For the purposes of this chapter, distance education is defined as learning that occurs over the internet. Discussion includes how integrating strategic leadership into the instructional design process in distance education courses may result in increased student and institutional effectiveness.

The Distance Education Phenomena

2015 ◽  
pp. 112-142 ◽  
Author(s):  
Caroline M. Crawford
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Development Process ◽  
Instructional Designers ◽  
Community Of Learners ◽  
Global Community ◽  
Comfort Zone ◽  
Design And Development ◽  
Building Relationships ◽  
Instructional Facilitator

The Instructional Design field has been significantly impacted by the distance education phenomena. With the strengthening of the distance education presence, more focus has been framed around concerns related to interactive activities that built upon the importance of communications and building relationships between the course information, the learners, the instructional facilitator, and the larger community wherein the information may be more fully framed. The vast and ever-expanding distance education phenomena is moving beyond the traditional “comfort zone” of procedural Instructional Design expectations, towards a more holistic and innovative thoughtful multimedia-supported design and development process wherein the Instructional Designers must be able to engage more fully in the socio-engagement of the learner within a multimedia-supported global community of learners. This chapter describes the developments of distance education from the perspective of instructional designers.

Interactivity and Immediacy in Online Academic Programs

2016 ◽  
pp. 76-90
Author(s):  
Neal Shambaugh
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Distance Education ◽  
Instructional Design ◽  
Best Practices ◽  
Academic Programs ◽  
Faculty Members ◽  
Pedagogical Issues ◽  
Online Programs

Attention to the quality issues of distance education in higher education has focused primarily on courses. Entire academic programs are now delivered online, and faculty members must spend a significant amount of resources in addressing curricular-issues of online programs, as opposed to pedagogical issues for the courses they teach. Priorities for instructor interactivity and immediacy can become explicit goals for all learning experiences in academic programs. This chapter is organized in three parts: (1) the value of using interactivity/immediacy in the design of extended learning academic programs, (2) instructional design best practices for developing interactivity and immediacy in online academic programs, and (3) recommendations for different level of academic programs, including undergraduate, master's, doctoral, and specialized programs, including teacher education, certificates, and professional development.

Distance Education

2011 ◽  
pp. 1-20 ◽  
Author(s):  
Diane A. Matthews
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Classroom Environment ◽  
Teaching And Learning ◽  
The United States ◽  
Department Of Education ◽  
Learning Systems ◽  
Post Secondary ◽  
Advantages And Disadvantages ◽  
Virtual Universities

Technology-based distance education is emerging as an increasingly visible feature of post-secondary education in the United States (U.S. Department of Education, 1999). Educators have the opportunity to define, design, and manage effective and robust teaching and learning systems, programs, and courses. As distance learning becomes a serious alternative to the standard classroom environment, enormous opportunities and dilemmas present themselves for the players. This chapter examines the technology used in distance education; the type of student utilizing distance education; advantages and disadvantages for the student, the instructor, and the institution in the use of distance education; and the players involved—including higher education institutions, virtual universities, states, and consortia.

The Emergence of Distance Learning in Higher Education

2000 ◽  
pp. 143-156 ◽  
Author(s):  
Caroline Howard ◽  
Richard Discenza
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Distance Learning ◽  
Secondary Schools ◽  
Department Of Education ◽  
Post Secondary ◽  
On Line ◽  
Education Statistics ◽  
The U.S

Although distance learning is not a new phenomenon, recently there has been a huge jump in the number of organizations offering on-line instruction. The National Center for Education Statistics released a two-year survey on distance programs for higher education on behalf of the U.S. Department of Education. The survey reported that one-third of U.S. post secondary schools offered distance education in 1995, and an additional 25% planned to offer courses within the next three years.

Transforming Chemistry Curricula and Courses to Support Adult Learners

2020 ◽  
pp. 419-445
Author(s):  
Lisa J. Nogaj
Keyword(s):  
Distance Education ◽  
Education Research ◽  
Adult Learners ◽  
Adult Learning ◽  
Learning Theories ◽  
Instructional Designers ◽  
Unique Challenge ◽  
Chemical Education Research ◽  
Post Secondary ◽  
Adult Learning Theories

This chapter presents a compilation of best practices for preparing chemistry curricula and courses that consider the cognitive needs of adult learners. Chemistry instructors at the post-secondary level may receive little guidance on how to meet the needs of adult learners, members of a diverse undergraduate STEM student population. The author illustrates how adult learning theories and chemical education research can be applied to support reentry learners. Some aspects of distance education for adult learners in the sciences are examined, especially the unique challenge of offering laboratory coursework in this setting. The author makes recommendations for supporting faculty who engage in course revision with adult chemistry learners in mind. This chapter is relevant for university-level chemistry faculty, administrators and instructional designers.

The Role of Management in Instructional Design

2020 ◽  
pp. 265-287
Author(s):  
Tasha M. Brown
Keyword(s):  
Instructional Design ◽  
Project Management ◽  
Design Process ◽  
Professional Organizations ◽  
Instructional Designers ◽  
Budget Management ◽  
Course Content ◽  
Instructional Design Process ◽  
Body Of Knowledge

A great deal of instructional designers' time is spent designing the course content and managing projects. This chapter provides a comprehensive review of literature examining the project management knowledge, skills, and abilities performed by and expected of instructional designers from different sectors. To fully demonstrate the importance of management in the instructional design process, the author examines prior research and highlights the significance of reviewing the competencies and standards developed by professional organizations within the field. This chapter also discusses the importance of management to the instructional design process, how to successfully align and bridge the gap between instructional design models – ADDIE and SAM – and project management, as well as how the Project Management Body of Knowledge (PMBOK) complements the instructional design process. The author examines project management, cost and budget management, people management, and timelines and deadline management. The author concludes by explaining how the chapter will benefit new instructional designers entering the field while also enhancing current instructional designers' knowledge about management trends and expectations.

scholarly journals What is an ID?

2019 ◽  
Vol 23 (3) ◽  
Author(s):  
Olysha Magruder ◽  
Daniel Arnold ◽  
Mel Edwards ◽  
Shaun Moore
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Postsecondary Education ◽  
Collaborative Research ◽  
Research Team ◽  
Instructional Designers ◽  
Subject Matter Experts ◽  
Job Descriptions ◽  
Career Plans ◽  
Content Development

Instructional design positions in higher education require greater depth and breadth of knowledge, far beyond the bulleted qualifications found in typical job descriptions. The eDesign Collaborative Research Team wished to explore the discrepancies that exist between commonly identified competencies and those deemed necessary by instructional designers (IDs) actively working in postsecondary education. This study identifies the work performed by instructional designers and compares that work to the competencies and tasks identified in literature focused on instructional design and designers. Likewise, the study sought to explore the career plans and goals of IDs and their access to professional development. A majority (56%) described the ID role as a mix of both faculty and content development. When asked about what they would rather be doing with their time, an even mix between working with faculty more and working on content development more was observed. Many individuals also mentioned an interest in working more with technology and innovative projects. Collaboration with subject matter experts (SMEs), content experts, faculty, and instructors was by far the most important competency, both in importance and time spent. Research and marketing seemed to be least important and garnered the least amount of employee time.

Collaborative Instructional Design Strategies in an Online Health Systems Pharmacy Degree Program

2020 ◽  
pp. 24-41
Author(s):  
Bethany Simunich ◽  
Katie Asaro ◽  
Nicole Yoder
Keyword(s):  
Instructional Design ◽  
Health Care Professionals ◽  
Online Teaching ◽  
Research University ◽  
Degree Program ◽  
Instructional Designers ◽  
Public Research ◽  
Design Strategies ◽  
Graduate Degree Programs ◽  
Public Research University

This case study describes both the process and outcome for instructional design strategies used in the design and development of a fully online Health-System Pharmacy Administration (HSPA) M.S. degree program. The development of this online degree program was a partnership between two Midwest higher education institutions: a public research university (PRU) and an interprofessional health sciences university (HSU). The PRU had instructional designers experienced with creating fully-online graduate degree programs, while the HSU had knowledgeable faculty, staff, and administrators associated with the HSPA program. Instructional designers from the public research university designed the courses collaboratively with HSPA instructors, most of whom were health care professionals with minimal background in online teaching strategies. The instructional designers created an enhanced design process that infused the collaboration with faculty development in online teaching, as well as some amount of technology training for the Learning Management System used in the HSPA program.

scholarly journals INSTRUCTIONAL DESIGN FOR NURSING CARE TO NEONATES WITH CONGENITAL HEART DEFECTS

2019 ◽  
Vol 28 ◽  
Author(s):  
Simone da Silveira Magalhães ◽  
Edna Maria Camelo Chaves ◽  
Maria Veraci Oliveira Queiroz
Keyword(s):  
Distance Education ◽  
Instructional Design ◽  
Nursing Education ◽  
Nursing Care ◽  
Congenital Heart Defects ◽  
Congenital Heart ◽  
Process Analysis ◽  
Heart Defects ◽  
Internal Validation ◽  
Instructional Design Process

ABSTRACT Objective: to develop and validate instructional design for clinical nursing care to neonates with congenital heart defects in maternities, using distance education. Method: applied methodological research which consisted of an online course for nurses in neonate units. During the development of the instructional design, the selection and creation of the virtual didactic content were carried out and submitted to internal validation by experts from different areas - Neonatal Nursing, Cardiovascular Nursing, Education, Distance Education, Instructional Design and Informatics. The study followed steps adapted from the instructional design process: analysis (identification and understanding of educational problem), design (specification), development (production), and evaluation (reflection). Results: nine experts concluded the assessment of the instructional design; six were from the Southeast, two from the Northeast, and one from the South region of Brazil. Seven were higher education professors with experience in education, in addition to their expertise. The Nursing, Education, and Design experts agreed on 91% of the answers to assessed items for the educational technology, considering it adequate. The experts of informatics obtained an agreement in only 70% of the assessed items, considering them questionable. The evaluations and recommendations of the experts led to some changes during the creation of the instructional design, prior to the proposal for clinical validation. Conclusion: the instructional design was approved as per the agreement of the experts’ opinions (85%), and the validation strategy involved different backgrounds, thus qualifying the technology and pointing out the importance of the topic for the qualification of nurses, using distance education resources.

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