The document outlines the essence and misconceptions of instructional design, emphasizing it as a structured method for developing educational content to solve specific problems. It gathers insights from various instructional design teams on common issues faced, project selection, and team structures, while also discussing the importance of collaboration with faculty and technology integration in course design. Additionally, it highlights lessons learned from the PT5 instructional design team, focusing on enhancing technology literacy among future educators.

1. Instructional
Design:
What It Is. What It Isn’t.

2. Three Things
1. What design teams typically do
2. Snapshot of other local design
teams and design teams around
the nation
3. Lessons learned from the PT5
Design Team

3. Instructional Design is an
organized approach to
developing, designing, and
delivering course content.

4. Design projects begin with an
identified problem.
A solution to the problem is
addressed in the project scope.
Success is measured by
predetermined variables.

5. What Instructional
Design Is Not

6. Blackboard
Instructional Design is not…
Uploading
Converting
or
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7. What Instructional
Design Is

8. Design projects begin with an
identified problem.
A solution to the problem is
addressed in the project scope.
Success is measured by
predetermined variables.

9. CommonDesign
Problems
•Navigational
•Multimedia
•Digital resources
•Assessment
•Pedagogical

10. Navigation
Students complain
materials are hard to
locate or course
looks outdated?
• Redesign course
navigation and create
consistent content
structure
• Redesign all
presentation materials
with consistent
template
• Build complete course
in a Bb sandbox to zip
for reuse

11. Multimedia
Course media comes
from various
locations and needs
better organization?
Instructor wants to
flip course instruction
and activities?
• Create a branded
location for course
media – YouTube,
Vimeo, or iTunesU
• Script essential
instruction, create a
recording timeline, edit
and produce, organize
on a course channel
(above)

12. Digital Resources
Digital course texts
come from various
locations?
Digital content curated
from Open Educational
Resources?
Faculty author their own
content?
• Collect digital files and
produce a single course
publication
• Curate OER content
into a single course file
or publication
• Design and publish a
digital companion to
their course

13. Assessment
Students consistently fall
short of specific learning
outcomes?
Textbook assessment
cartridge has more
capability than is being
used?
Assessments are ready
for review?
• Create interactive
benchmark assessments
for key learning outcomes
• Review assessment
cartridge options for
creating quiz and test
banks
• Curriculum map the
course content alignment
to assessment

14. Pedagogical
Procedural course –
mastery of skills
Case study course –
application of skills
Conceptual course –
instruction of concepts
• Audit content for depth
of procedural rehearsal
and feedback prior to
mastery
• Build media rich case
study materials and
authentic assessments
• Appraise instructional
content and develop
aligned teaching
material

15. CommonDesign
Problems
•Navigational
•Multimedia
•Digital resources
•Assessment
•Pedagogical

16. What Other
Instructional Design
Teams Say About
Themselves

17. University of Wisconsin-Stout
Purdue
San Diego State University
Roosevelt University
Montana State University - Billings
Duke University School of Nursing
Weber State University
University of Illinois at Urbana Champaign
Kent State
California Baptist University
Middle Tennessee State University
Brown Wisconsin - Madison
University of Wisconsin-Milwaukee
Penn State
Chatham University
Rio Hondo College
Baker College
Loyola Marymount College
Tulsa Community College
University of Maryland – Baltimore County
Baldwin Wallace University
University of Arkansas – Fort Smith
Western Wyoming Community College
University of Redlands
Iowa State University
Azusa Pacific University
Cal Poly - Pomona
Auckland University of Tech

18. Instructional Design Snapshot
1. What is the reporting structure of your
design unit?
2. What best describes how design projects
are selected at your institution?
3. Which roles comprise your Design Team?
4. What best describes who completes the
design project?
5. Describe the breadth of your design team's
support.
6. How many total members are part of your
design team staff?

19. Reporting
Line for
Instructional
Design
Services
Academic
(Provost,
Academic
Affairs, Dean)
47%
Institional
Technology
(CTO, CIO, IT)
41%
Self Contained
Unit
6% Other
6%

20. Who
Determines
ID Projects?
Faculty
55%
Program Chairs
17%
Deans
21%
Faculty + Dean
4%
ID Team
3%

21. Design Team
Roles
0 5 10 15 20 25 30
Other
Outside Agency
Librarian
Design Lead
Faculty Subject Matter Expert
(SME)
Instructional Technologist,
Specialist
Instructional Designer

22. Design
Workload
Faculty SME
completes the
work: Design
Team trains
36%
Design Team
completes the
work: Faculty
SME provides
content
17%
Combination of
Design Team +
SME
36%
Other
11%

23. Design
Team Staff 10+
12%
8-9 people
0%
6-7 people
17%
4-5 people
46%
2-3 people
25%

24. Azusa Pacific
Loyola Marymount
Cal Baptist
Cal Poly - Pomona
University of
Redlands
San Diego
State University
Online Course Development: We work
with subject matter experts to design and
develop 100% online courses.
Faculty Support: We assist faculty who
want to integrate technology into their
face-to-face or blended courses.
Instructional Design is still fairly new however
our School of Education (SOE) has pushed
forward with many hybrid and online courses.
Because our campus is at 2 different places
(SOE and everyone else), the support is also
split. SOE is focused on creating standards
and implementing Quality Matters, keeping
the Instructional Designer in a consulting
role. We also have Instructional
Technologists who will facilitate training. The
goal is for this to be a faculty directed and
owned process for the University with
training/consultation from Instructional
Technologists and Designers.
Cal State
San Bernardino
The entire university and extended
university are supported by our design
team.
As part of the instructional technology (IT)
team, I provide professional development
(face to face, blended, and fully online),
individual consultation, and collaborative
instructional design services to faculty within
the division.
I personally support a specific college
80% of my time and the entire
university 20% of my time. The majority
of instructional designers on my
campus support the entire university.
Our department supports the entire university
and as the instructional designer I work
mainly with faculty but will try to gather data
from students to better help in the designing
process.
Faculty submit a request for Instructional
Design services, 2 team members receive
the requests and bring the info to a weekly
meeting of the eLearning team. The team
evaluates workloads and determines who
will take on each request. (In addition to
current workload, individual colleges, faculty,
type of request, etc...are all considered when
assigning new requests.)

25. PT5 Instructional
Design Team –
Lessons Learned

26. 1. To improve the technology literacy of
future educators by modeling exemplary
use of learning technologies in their
teacher preparation program
2. Improve program completion and
graduation rates of future teachers from
community college to 4-year college
PT5 • Title V • HSI • Part A

27. Grant
Objective5
This goal has been
addressed with a 2-prong
approach:
1. Instructional
Designers paired with
with Lead Instructors
2. Professional
Development with all
Educational Studies
Instructors & Curriculum
Lab Specialists
by 2016, a
minimum of 11
Educational
Studies courses
will be redesigned
to include
technology rich
course content in
both on ground
and hybrid
delivery.

28. Budget
Year 1 Year 2 Year 3 Year 4 Year 5 Total
Personnel $156,578 $169,810 $183,350 $185,750 $196,663
Non
Personnel
$43,422 $55,190 $41,650 $39,250 $28,337
Total $200,000 $225,000 $225,000 $225,000 $225,000 $1,200,000

29. #1 Problem Identified by ID Team
Leads:
Faculty SME’s meeting
project timelines.
Instructional design is
intensive work which
requires time
The project moves at
the pace of the SME

30. Instructional
Design:
What It Is. What It Isn’t.