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.

Instructional Challenges in Higher Education Online Courses Delivered through a Learning Management System by Subject Matter Experts

2011 ◽  
pp. 330-341 ◽  
Author(s):  
George L. Joeckel III ◽  
Tae Jeon ◽  
Joel Gardner
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Management System ◽  
Online Courses ◽  
Learning Management System ◽  
Instructional System ◽  
Instructional Designers ◽  
Subject Matter Experts ◽  
Learning Management ◽  
Instructional Challenges

The authors are Instructional Designers developing online courses in higher education. These courses are facilitated by Subject Matter Experts and delivered through a Learning Management System. They propose that instructional alignment with pedagogic beliefs is the best instructional foundation for original course designs in this instructional context, and examine three factors unique to this context. They propose new instructional design models and a new instructional system of design to address the instructional challenges specific to their learning system context.

Virtual/Mixed Reality

2018 ◽  
Vol 6 (1) ◽  
pp. 33-47
Author(s):  
Dale Crowe ◽  
Martin E. LaPierre
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Mixed Reality ◽  
Digital Natives ◽  
Instructional Designers ◽  
Subject Matter Experts ◽  
Exploratory Case Study ◽  
Information Systems Professionals ◽  
Generational Shift

Use of classroom and online learning and administrative technologies in schools and higher education institutions has grown at an exponential pace. With growth comes expectations by students of using new and emerging technologies to support their learning. Such expectations are due in part to the generational shift from digital immigrant to more students being digital natives, and is particularly true for Gen z/iGen/Centennials (born in 1996 or later). The purpose of the critical review and exploratory case study was to gain insights from 18 instructional designers, information systems professionals, and content/subject matter experts pertaining to the current and future use of virtual/mixed reality technologies for both public and higher education.

Virtual/Mixed Reality

2019 ◽  
pp. 382-398
Author(s):  
Dale Crowe ◽  
Martin E. LaPierre
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Mixed Reality ◽  
Higher Education Institutions ◽  
Instructional Designers ◽  
Subject Matter Experts ◽  
Exploratory Case Study ◽  
Information Systems Professionals ◽  
Generational Shift

Use of classroom and online learning and administrative technologies in schools and higher education institutions has grown at an exponential pace. With growth comes expectations by students of using new and emerging technologies to support their learning. Such expectations are due in part to the generational shift from digital immigrant to more students being digital natives, and is particularly true for Gen z/iGen/Centennials (born in 1996 or later). The purpose of the critical review and exploratory case study was to gain insights from 18 instructional designers, information systems professionals, and content/subject matter experts pertaining to the current and future use of virtual/mixed reality technologies for both public and higher education.

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.

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.

Instructional Challenges in Higher Education Online Courses Delivered through a Learning Management System by Subject Matter Experts

2010 ◽  
pp. 273-283 ◽  
Author(s):  
George L. Joeckel III ◽  
Tae Jeon ◽  
Joel Gardner
Keyword(s):  
Higher Education ◽  
Subject Matter ◽  
Management System ◽  
Online Courses ◽  
Learning Management System ◽  
Instructional System ◽  
Instructional Designers ◽  
Subject Matter Experts ◽  
Learning Management ◽  
Instructional Challenges

The authors are Instructional Designers developing online courses in higher education. These courses are facilitated by Subject Matter Experts and delivered through a Learning Management System. They propose that instructional alignment with pedagogic beliefs is the best instructional foundation for original course designs in this instructional context, and examine three factors unique to this context. They propose new instructional design models and a new instructional system of design to address the instructional challenges specific to their learning system context.

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.

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