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.

1. How can an Instructional
Designer help ?
Inge de Waard

2. Who produces world renowned documentaries?

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. 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. Reducing workload①
• Additional pedagogically sound brain
• Support EdTech options
• Translating your ideas into pedagogical solutions
① after an initial workload rush

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. 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. 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. Evaluation • Learning analytics analysis and recommendations
• Learning / teaching evaluation
• Developing process

10. Learning analytics teacher dashboard
(peergrade)

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. 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. 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. Instructional Design
Variation
• Simple to complex
• Variation within opposing learning
parameters
• Innovative (research-based) approaches

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. 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. Innovative (research-based) approaches
Innovation with a well-founded
pedagogical reason
• Augmented reality
• Alternate reality games
• Using available mobile sensors in BYODs

18. Process
overview
• Continuity and context
• Reflect global classroom in media & content
• Creativity and other meta-skills

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. 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. 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. 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. Kick-off practical: aligning Production, Interactions
(present/needed), Quality versus Time

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. Contact me here or later
25
E-mail: ingedewaard (at) gmail.com
Blog: ignatiawebs.blogspot.com
Twitter: http://twitter.com/Ignatia
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