I am currently in a summer book study with fellow faculty discussing Teaching and Christian Imagination by David Smith and Susan M. Felch. Through my personal reading as well as group discussions, I’ve realized we need a significant reimagining in the way faculty and instructional designers view teaching and curriculum design in higher education.
Instead of providing a cookie-cutter process of how to teach and design curriculum, Smith and Felch invite readers to reimagine higher education through three metaphors: a pilgrimage, a garden, and a cathedral. In the wake of the many changes and uncertainties of COVID-19, I want to invite you to reimagine higher education through sharing some of the things I am learning from these metaphors and encourage you to begin taking steps toward making your reimagining a reality.
Continue reading “Preparing for Fall 2020: Reimagining Higher Education”
The Oakland Athletics were always a budget-minded franchise.
In 2001, they finished 16 games behind the winner of their division and lost to the New York Yankees in the first round of the postseason. Then lost three All-Star caliber players in the offseason.
In 2002, they won their division, went on a 20-game winning streak in the regular season (breaking the American League record), and won as many games (and went as far in the playoffs) as the Yankees—who spent almost three times what the A’s did in player salaries.
By playing Moneyball.
Continue reading “Moneyball Learning”
With the continuing growth of online learning in the past few decades, one significant argument against it has been the perceived loss of non-verbal communication and human relationships within the course. Instructors new to the modality often believe that the online delivery format is less interactive than face-to-face, and therefore assume it’s harder (if even possible) to get to know the other participants. Some university instructors even hesitate to teach online because they feel there is a lack of connection and communication, which then creates more room for misinterpretation, negative reviews of the experience, or even failure for some students. Today, I’d like to share the data behind this topic and help to point to the fact that this is not as worrisome as these instructors assume.
Continue reading “But what about nonverbal communication?—A look at interactions online”
Instructional design is often a career people fall into. When you scroll through comment sections online, you’ll see the same question from people interested in entering the field: Where do I learn instructional design skills?
While you might find a graduate degree or certificate useful (especially if you plan to work in higher education), it’ll depend on the industry you focus on. Even if you decide to hold off on the degree for now, there’s plenty of low-cost options resources to help you develop your skills.
Continue reading “Develop Your Instructional Design Skills”
In November 2019, several members of our eLearning team attended Michigan State University’s (MSU) 5thannual Accessible Learning Conference (ALC). The theme of the conference was storytelling, emphasizing that the core of accessibility is “people and their stories.” As someone who’s been a student in the communication and theatre fields for almost a decade, this theme struck a chord with me. Often, at both private and public universities, the majority of students’ disabilities are often unidentified, so their stories go untold. These untold stories create a roadblock in these students’ ability to succeed in learning environments.
Continue reading “Sharing Accessibility Stories: Making eLearning for Everyone”
As instructional designers, we’re often asked to solve a variety of problems. From finding ways to help the transfer of knowledge to developing training or learning resources, sometimes the solution is much more complicated than what our subject matter expert or client realizes. As we juggle many projects and find ways to deliver solutions on a deadline, it can become frustrating for everyone involved when they just want us to “put it in the learning management system.”
Continue reading “Solving Tough eLearning Problems”
You can have a well-designed course with relevant content and an expert instructor, yet the course can still be perceived as a negative experience by students. Why? The instructor was not “present” in the course.
It takes more than grading to create instructor presence. Bangert defines instructor presence as “the ‘methods’ that instructors use to create the quality online instructional experiences that support and sustain productive communities of inquiry” (Bangert, 2008, p. 40). Without instructor support, courses quickly become barren.
Continue reading “The Importance of Being Present in Your Online Course”
There is a spectrum of opinion about online learning, inclusive of two polar opposite sides in the discussion: it’s either new and exciting and every course should be online, or it is a scary new technology that destroys the personal communication essential for a “good class”. As I consider this debate, something that both groups should realize is that it’s easy to fall into the trap of defining instruction through the use of a tool, rather than realizing there is an inherent separation between the instruction and the tool. Today I’ll explore the differences and how this separation impacts our design.
Continue reading “Looking Through a Learning Tool”
How do we prepare our learners to succeed in the 21st century? More to the point, how do we equip *adult* learners for ever changing careers, skills and needs when the traditional education system is behind them?
First, I want to outline three critical skills—then I’ll talk about an organization that I think does well in this area and how they are helping to promote that particular skill for any worker in their organization. There are more skills than these that are required, but these ones top my list.
Continue reading “3 Core Learning Skills for the 21st Century”
Back in 1997, I was a member of the Ed Tech faculty at Northern Arizona University. We had decided to move our Masters of Educational Technology online—and did what an inexperienced faculty without support would do.
We took our face-to-face curriculum and put it online.
It went about as well as you would expect.
Continue reading “From Instructional Design to Learning Design”