Developments in Instructional Design
https://library.educause.edu/~/media/files/library/2015/5/eli7120-pdf.pdf
Mobile computing, cloud computing, and data-rich repositories have altered ideas about where and how learning takes place.
designers can find themselves filling a variety of roles. They might design large, complex systems or work with faculty and departments to develop courses and curricula. They might migrate traditional resources to mobile or adaptive platforms. They might help administrators understand the value and potential of new learning strategies and tools. Today’s instructional designer might work with subject-matter experts, coders, graphic designers, and others. Moreover, the work of an instructional designer increasingly continues throughout the duration of a course rather than taking place upfront
Given the expanding role and landscape of technology—as well as the growing body of knowledge about learning and about educational activities and assessments—dedicated instructional designers are increasingly common and often take a stronger role.
Competency based learning allows students to progress at their own pace and finish assignments, courses, and degree plans as time and skills permit. Data provided by analytics systems can help instructional designers predict which pedagogical approaches might be most effective and tailor learning experiences accordingly. The use of mobile learning continues to grow, enabling new kinds of learning experiences.
In some contexts, instructional designers might work more directly with students, teaching them lifelong learning skills. Students might begin coursework by choosing from a menu of options, creating their own path through content, making choices about learning options, being more hands-on, and selecting best approaches for demonstrating mastery. Educational models that feature adaptive and personalized learning will increasingly be a focus of instructional design.
Instructional designers bring a cross-disciplinary approach to their work, showing faculty how learning activities used in particular subject areas might be effective in others. In this way, instructional designers can cultivate a measure of consistency across courses and disciplines in how educational strategies and techniques are incorporated.
7 Things You Should Know About Developments in Instructional Design
http://www.educause.edu/library/resources/7-things-you-should-know-about-developments-instructional-design
Please read the entire EducCause article here: eli7120
discussion of IMS with faculty:
- pedagogical theories
- learning outcome
- design activities
- students’ multimedia assignments, which lead to online resources
- collaboration with other departments for the students projects
- moving the class to online environment (even if kept hybrid)
What is it?
the complexity of the learning environment is turning instructional design into a more dynamic activity, responding to changing educational models and expectations. Flipped classrooms, makerspaces, and competency-based learning are changing how instructors work with students, how students work with course content, and how mastery is verified. Mobile computing, cloud computing, and data-rich repositories have altered ideas about where and how learning takes place.
How does it work?
One consequence of these changes is that designers can find themselves filling a variety of roles. Today’s instructional designer might work with subject-matter experts, coders, graphic designers, and others. Moreover, the work of an instructional designer increasingly continues throughout the duration of a course rather than taking place upfront.
Who’s doing it?
The responsibility for designing instruction traditionally fell to the instructor of a course, and in many cases it continues to do so. Given the expanding role and landscape of technology—as well as the growing body of knowledge about learning and about educational activities and assessments— dedicated instructional designers are increasingly common and often take a stronger role.
Why is it significant?
The focus on student-centered learning, for example, has spurred the creation of complex integrated learning environments that comprise multiple instructional modules. Competency-based learning allows students to progress at their own pace and finish assignments, courses, and degree plans as time and skills permit. Data provided by analytics systems can help instructional designers predict which pedagogical approaches might be most effective and tailor learning experiences accordingly. The use of mobile learning continues to grow, enabling new kinds of learning experiences.
What are the downsides?
Given the range of competencies needed for the position, finding and hiring instructional designers who fit well into particular institutional cultures can be challenging to the extent that instructors hand over greater amounts of the design process to instructional designers, some of those instructors will feel that they are giving up control, which, in some cases, might appear to be simply the latest threat to faculty authority and autonomy. My note: and this is why SCSU Academic Technology is lead by faculty not IT staff.
Where is it going?
In some contexts, instructional designers might work more directly with students, teaching them lifelong learning skills. Students might begin coursework by choosing from a menu of options, creating their own path through content, making choices about learning options, being more hands-on, and selecting best approaches for demonstrating mastery. Educational models that feature adaptive and personalized learning will increasingly be a focus of instructional design. My note: SCSU CETL does not understand instructional design tendencies AT ALL. Instead of grooming faculty to assume the the leadership role and fill out the demand for instructional design, it isolates and downgrades (keeping traditional and old-fashioned) instructional design to basic tasks of technicalities done by IT staff.
What are the implications for teaching and learning?
By helping align educational activities with a growing understanding of the conditions,
tools, and techniques that enable better learning, instructional designers can help higher education take full advantage of new and emerging models of education. Instructional
designers bring a cross-disciplinary approach to their work, showing faculty how learning activities used in particular subject areas might be effective in others. In this way, instructional
designers can cultivate a measure of consistency across courses and disciplines in how educational strategies and techniques are incorporated. Designers can also facilitate the
creation of inclusive learning environments that offer choices to students with varying strengths and preferences.
More on instructional design in this IMS blog:
https://blog.stcloudstate.edu/ims/2014/10/13/instructional-design/