In Ann’s recent post, she outlined some of her workflow processes and how she gets through the variety of tasks she has in any given day. As I was reading through and editing it, I really only had one thought cross my brain.
Life is full of transitions. Usually they involve an alteration in the people around you, the environment, or both. Looking at this phenomenon through an instructional design lens, we can observe two things:
Like all design environments, our eLearning ecosystem includes a range of job titles, skillsets, experiences, and personalities. Building a successful team takes more than bringing skilled individuals together—you also need to encourage collaborative team culture.
The amount of technological change in the past 15 years is staggering. Even in Higher Education, we’re now required to continually learn on the job to stay relevant. While some organizations provide opportunities for professional development, some cannot keep up with the demand. Guest blogger Steve Graham shares how to take charge of your own professional growth.
As a coach, I often work with clients who are needy for knowledge. They desire to grow professionally and often feel stuck in their current work environment. It is no secret that when an organization values developing their people, the benefits for both the employee and organization are numerous. The benefits often include: lower turnover, increased engagement, and a smarter workforce. Professional development goes beyond cookie-cutter training programs. It involves a deeper commitment to learning.
Our university delivers courses in multiple modalities: traditional face-to-face classrooms, online, and also in blended (sometimes called hybrid) learning environments. Some students prefer the structure of meeting in class each week, while others need the flexibility online courses provide. Each modality provides students a way to achieve learning outcomes while addressing different learning needs.
Our student workers come from a variety of backgrounds, and while most will not go on to work in instructional design, the experiences they gain with us strengthen their workplace skills and resume. Our students find value working with our team, and they’re excited to add their voice to Model eLearning.
Many people are familiar with the concept of the digital divide—the idea that as technology continues to advance at a remarkable pace, there is a growing gulf between the “haves” and the “have-nots” when it comes to access to, and adoption of technologies. Many in instructional design consider these technologies essential for our day-to-day careers: internet access, easy access to information, and ubiquitous WiFi. Which makes it challenging when we design content for those who don’t have easy access to those things.
Sometimes, the technical and skilled nature of instructional design makes it difficult to explain our work to key stakeholders. Shakespeare might have said a rose by any other name would smell as sweet, but the collective (mis)understanding of words can sometimes muddy how our external audience sees our work.