How can an Instructional Designer help?

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The purpose of this presentation is to give an easy overview of what an Instructional Designer can add to transform courses given by Higher Ed teachers. This presentation was given in Stockholm, Sweden as part of the SELECT 2017 InnoEnergy meeting. This meeting brought all the SELECT partners together to see which educational elements could be transformed into online nuggets, modules or courses.

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How can an Instructional Designer help?

  1. 1. How can an Instructional Designer help ? Inge de Waard
  2. 2. Who produces world renowned documentaries?
  3. 3. You are the Expert The teacher is the Expert • Expert in your field/s • Experienced with (online) learning • Comfort, capacity & content So what can an Instructional Designer do for you?
  4. 4. Introducing the Instructional Designer • Valuable member of the interdisciplinary MOOC team • Expert in online learning and differentiating pedagogy • Reducing your workload • Enhancing your course quality Support the overall goal: additional pedagogical brain & production manager.
  5. 5. Reducing workload① • Additional pedagogically sound brain • Support EdTech options • Translating your ideas into pedagogical solutions ① after an initial workload rush
  6. 6. Additional pedagogical brain • Theoretically accomplished professional: a variety of theoretical frameworks at their disposal • Continuity within a given – institutional or teacher preferred – theoretical approach • Instructional Designers will find solutions for your teaching challenges
  7. 7. Support EdTech options • Video scripting and production (liaison with media production team) • Ensure granularity (content nuggets) for meaningful reuse in other courses (online or blended) - repository Limiting workload to scripting by adding: • The ‘hand that writes’ (hand actor) • Animations (cartoons, mixed media, visualising essence)
  8. 8. Translating your ideas into (additional) pedagogical solutions Video content Self- assessment Assignment Evaluation Good start, but sad if you repeat this approach endlessly Using a fixed approach will not outrank the average MOOC IDs invest time coming up with additional solutions, so you can focus on content We are all creatures of habit, IDs are trained to add variance
  9. 9. Evaluation • Learning analytics analysis and recommendations • Learning / teaching evaluation • Developing process
  10. 10. Learning analytics teacher dashboard (peergrade)
  11. 11. Learning analytics analysis Classic: which content is viewed: incomplete, repeatedly for one section, downloaded more, skipped, … and what does it tell us? 1 Social learning: peer review meta skills: who is consistently on target with peer reviews, who isn’t. Where to intervene, and where to leave it 2 What skill, capacity, intended learning is not measured yet needed, and how could we measure it? (we measure what we know, keep eyes open for emergence) 3
  12. 12. Learning and Aligned Teaching evaluation • Feedback from teachers & students • Does the learning/teaching process transform Intended Learning Objectives into Achieved Learning Objectives? (in-process quality assurance) • How can we contextualize the assignments/content nuggets… to fit different locations and infrastructural realities? • Increase of self-directed learning? Quality Assurance Intended Learning Objectives Achieved Learning Objectives
  13. 13. Developing process • Can we reuse parts of this course in others (disseminate what is made) = granularity level educational resources databank = repository • Disseminate what works through organisation/s & departments • Investigate novel approaches in Technology Enhanced Learning research
  14. 14. Instructional Design Variation • Simple to complex • Variation within opposing learning parameters • Innovative (research-based) approaches
  15. 15. Simple to complex • Getting the variety of learners aligned (content wise) at the start (might demand pre-course modules/nuggets, prerequisites) • Do the learning steps allow a Zone of Proximal Development if social learning is part of the learning process? • Is there a clear learning curve pushing the boundaries of knowledge?
  16. 16. Variation within opposing learning parameters Work in progress: the Instructional Design Variation Matrix • Using opposing learning parameters to diversify learner actions • Flipped learning network (have a look) Individual learning Social learning Memorisation Process understanding Watching video Peer review collaborations Security standards Systems thinking
  17. 17. Innovative (research-based) approaches Innovation with a well-founded pedagogical reason • Augmented reality • Alternate reality games • Using available mobile sensors in BYODs
  18. 18. Process overview • Continuity and context • Reflect global classroom in media & content • Creativity and other meta-skills
  19. 19. Continuity & context • Continuity and context relevance throughout the course • Is there continuity in the theoretical framework for education that is currently used? • Considering a variety of contexts (challenge driven ed): do the learning actions allow these contexts to be integrated in the solutions? • Intellectual Property Rights and Copyrights per country/region
  20. 20. Reflect the global classroom in media & content • Ensure global diversity or specific target populations to increase participant sensitivity • Use Instructional Design Instruments that measure the diversity in terms of gender, age, looks (e.g. voice over diversity, visual skin diversity…)
  21. 21. Creativity & unmeasured meta-skills • Creativity and other meta-skills: meta knowledge: situate it & train it • Instructional designers use neurobiological findings: e.g. increase conscious theta-wave use, spaced learning…
  22. 22. Instructional design = multiple purposes • Support your expertise (interdisciplinary team, teacher leads) • Ensure high quality content and design (adding instructional and pedagogical expertise) • Reduce workload (in the longrun) • Instructional Designers embrace your content ideas and fill in possible gaps
  23. 23. Kick-off practical: aligning Production, Interactions (present/needed), Quality versus Time
  24. 24. A great Instructional Designer? • Proven theoretical EdTech foundation • Broad interest with experienced hands-on projects • Having an active professional online network (lives online) • Knowledgeable but prepared to listen and work with the teachers
  25. 25. Contact me here or later 25 E-mail: ingedewaard (at) gmail.com Blog: ignatiawebs.blogspot.com Twitter: http://twitter.com/Ignatia Publicaties: http://www.ingedewaard.net/pubconsulpres.htm Presentaties: http://www.slideshare.net/ignatia LinkedIn: http://www.linkedin.com/in/ingedewaard

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