scholarly journals Proposed Model for Inter-Institutional Collaboration on Instructional Design Projects

2021 ◽  
Vol 1 (1) ◽  
Author(s):  
Andrew Blick ◽  
Todd Waters
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Instructional Designers ◽  
Institutional Collaboration ◽  
Collaborative Processes ◽  
Current Trends ◽  
Complex Design ◽  
Proposed Model ◽  
Collaborative Efforts ◽  
Review Current

Instructional design requests are multi-faceted and complex, necessitating a broad skill set and efficacious problem-solving procedures. While individual instructional designers in higher education are effective in their work, partnering with designers from other higher education institutions allows them to leverage one another’s experiences, skills, and approaches to these complex design requests. There is much research regarding instructional design processes, but there is none that addresses inter-institutional collaborative efforts to address complicated instructional design requests from faculty and subject-matter experts. In this article, we review current trends and discussions of instructional design models and practices and applicable communication theories and practices. We then propose a model for cross-institutional collaboration based on instructional design, communication, and collaborative processes.

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.

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.

scholarly journals Developing Online Engineering Courses: A Resource Kit for Collaboration Between Faculty and Instructional Designers

2020 ◽  
Vol 49 (1) ◽  
pp. 49-58
Author(s):  
Hui-Ching Kayla Hsu
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Instructional Design ◽  
Cognitive Load ◽  
Course Design ◽  
Online Courses ◽  
Learning Theories ◽  
Instructional Designers ◽  
Mutual Understanding ◽  
Instructional Design Principles

The rise of online courses has created an ongoing demand for instructional designers in higher education. Collaboration between faculty and instructional designers in developing online engineering courses has therefore increased. Potential challenges during the collaboration can be addressed when faculty and instructional designers have a mutual understanding of instructional design principles. This article provides a resource kit that contains a synthesis of online learning theories and examples collected from online engineering courses. These examples can help create a course design that recognizes students’ cognitive load and provides meaningful interactions.

Courseware Copyright: Whose Rights are Right?

2006 ◽  
Vol 34 (2) ◽  
pp. 173-186 ◽  
Author(s):  
Ke Zhang ◽  
Alison A. Carr-Chellman
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Higher Education Institutions ◽  
The United States ◽  
Instructional Designers ◽  
University Personnel

This article discusses the difficult issues of balancing faculty and university rights and responsibilities regarding courseware developed either as commissioned or non-commissioned work in higher education. The article addresses the varied concerns among university personnel and higher education institutions, reviews two major models for developing institutional courseware copyright policies, and investigates related policies at three major universities in the United States. The investigation and discussion focus on how these policies may affect higher education institutions and instructional design faculty and service instructional designers in universities.

scholarly journals Learner Characteristics and Motivation: How to Achieve Efficient and Effective Learning

2015 ◽  
Vol 8 ◽  
pp. 165 ◽  
Author(s):  
Catherine Marie Fraser Bates
Keyword(s):  
Higher Education ◽  
College Students ◽  
Instructional Design ◽  
Teaching And Learning ◽  
University Faculty ◽  
Instructional Designers ◽  
Teacher Interaction ◽  
Learner Characteristics ◽  
Effective Learning ◽  
Education Conference

During the Society for Teaching and Learning in Higher Education Conference 2014, a workshop was held three consecutive times as part of the Pedagogical Speed Dating sessions to introduce experienced college/university faculty and instructional designers to an approach to instructional design that is based on increasing motivation. The purpose of the workshop was to demonstrate the use of Keller’s ARCS Model of Instructional Design for Motivation, specifically how to achieve effective learner/learner, learner/content, and learner/teacher interaction. The discussion focusses on the experiences of typical university and college students.

scholarly journals The Collaborative Mapping Model: Relationship-Centered Design for Higher Education

2019 ◽  
Vol 23 (3) ◽  
Author(s):  
Jason T Drysdale
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Curriculum Design ◽  
Model Development ◽  
Instructional Designer ◽  
Leadership Theory ◽  
Instructional Designers ◽  
Survey Question ◽  
Mapping Model ◽  
Collaborative Mapping

Instructional designers list one of their primary obstacles as collaborating with faculty (Intentional Futures, 2016).  Additionally, instructional designers experience a high degree of role misperception and struggle to advocate for clear and defined roles (Drysdale, 2018).  In order to address these challenges, I created the Collaborative Mapping Model (CMM), a model of instructional design for higher education instructional designers that puts relationship at the center of design and addresses issues of scale, quality, and empowerment.  I first identified four primary roles of instructional designers in higher education by evaluating the industry standard models of instructional design, comparing their structure and usage for relevance to the consultative role designers assume in higher education. The collaborative designer role had no associated model of design, and led to the development of the model. Development was informed by several key theories, including authentic leadership theory (Kiersch & Byrne, 2015), shared leadership theory (Bolden, 2011), and appreciative inquiry (Kadi-Hanifi et al., 2014). After several years of implementation and refinement, I developed an action research study to determine the effectiveness of the model.  I administered a mixed methods survey to a group of 50 faculty who had designed a course in partnership with an instructional designer through the CMM.  Among other results, 92% of respondents (n=37) indicated an improvement in the quality of their courses and 73% (n=37) saved time by working with an instructional designer in the CMM.  Key themes from the qualitative survey question included value and respect for the expertise of the instructional designer, a significant improvement to the online courses designed and developed through the CMM, and enthusiasm for continued collaboration with instructional designers.  This study describes the development of the model, an overview of theoretical influences and processes, and the effectiveness of the Collaborative Mapping Model of instructional design.Keywords: instructional design, instructional design models, collaboration, faculty partnership, advocacy, leadership, course mapping, curriculum design, professional roles

How Instructional Designers Work and Think in Online Higher Education

eLearn ◽  
2021 ◽  
Vol 2021 (10) ◽  
Author(s):  
Les Howles
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Best Practices ◽  
Online Courses ◽  
Critical Evaluation ◽  
Instructional Designer ◽  
Instructional Designers ◽  
Online Higher Education ◽  
Learner Centered ◽  
Short Essay

This article summarizes the main themes and chapters for The Learner-Centered Instructional Designer (Stylus Publishing, 2021) and provides a critical evaluation and recommendations for prospective readers. The book consists of 19 short essay-like chapters where 20 experienced instructional designers cover a range of topics related to instructional design consulting in higher education. The various authors share practical strategies and best practices about working with instructors to create online courses.

CURRENT TRENDS IN SOLID WASTE MANAGEMENT IN HIGHER EDUCATION INSTITUTIONS. THE CASE OF WEST BANK REGION, PALESTINE

2018 ◽  
Vol 17 (8) ◽  
pp. 1887-1896
Author(s):  
Issam A. Al-Khatib ◽  
Stamatia Kontogianni ◽  
Majed I. Al-Sari ◽  
Hani Al Rajabi
Keyword(s):  
Higher Education ◽  
Waste Management ◽  
Solid Waste ◽  
Solid Waste Management ◽  
Higher Education Institutions ◽  
West Bank ◽  
Current Trends

Hallucinogen Use in College Students: Current Trends and Consequences of Use

2020 ◽  
Vol 9 (2) ◽  
pp. 115-127
Author(s):  
Lena S. Jia ◽  
Jessica A. Gold
Keyword(s):  
College Students ◽  
Drug Class ◽  
Positive Effects ◽  
Current Trends ◽  
College Population ◽  
Therapy Studies ◽  
Recreational Use ◽  
Perception Disorder ◽  
Review Current

Hallucinogens are a drug class that is growing in popularity with college students. Recent experimental trends, such as microdosing, have helped promote the use of hallucinogens on campus, and students may be tempted to use these substances due to their beliefs about the drugs’ positive effects on mood. Although hallucinogens are not currently an established form of medical therapy, studies have shown that they have significant benefits as adjunctive treatments for psychological disorders. However, the recreational use of these drugs in college students often occurs in uncontrolled doses or with drug mixing, which is often dangerous. Furthermore, students with mental health disorders may have their symptoms masked by hallucinogenic drug use, which could delay treatment and have serious consequences. Long-term use of these drugs may also result in tolerance or hallucinogen persisting perception disorder. This article attempts to review current information regarding hallucinogen use and how it applies to the college population.

Sign in / Sign up

Export Citation Format

Share Document