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A Practitioner's Guide to Instructional Design in Higher Education A Practitioner's Guide to Instructional Design in Higher Education Jill E. Stefaniak, Sheri Conklin, Beth Oyarzun, & Rebecca M. Reese Version: 0.45 Built on: 09/06/2021 09:30am This book is provided freely to you by Table of Contents Acknowledgements ......................................................................... 5 Contributing Authors ...................................................................... 6 Introduction ...................................................................................... 8 The Competencies for Instructional Designers in Higher Education ........................................................................................ 10 Communicating Instructional Design with Faculty .................. 26 Conducting Needs Assessments to Inform Instructional Design Practices and Decisions ................................................................ 42 Managing Instructional Design Projects in Higher Education ... 58 Designing with Instructional Continuity in Mind ...................... 82 Designing Non-Instructional Messages: Beyond Training ...... 96 Immersive Learning Environments: Designing XR into Higher Education ...................................................................................... 113 A Guide to Designing Accessible eLearning ............................ 127 Data-Informed Design for Online Course Improvement ........ 143 Learning Analytics as a Tool for Improvement and Reflection on Instructional Design Practices .................................................. 173 The Use of Q Methodology to Evaluate Instruction in Higher Education ...................................................................................... 193 An Examination of the People and Processes Involved in Quality Assurance ........................................................................ 207 Instructional Designers Leading Through Research .............. 222 Embedding Effective Instruction in Educational Technology Professional Development Programs ....................................... 240 Back Matter .................................................................................. 258 Author Information ............................................................... 259 Citation Information ............................................................. 264 A Practitioner's Guide to Instructional Design in Higher Education 4 Acknowledgements Copyediting Support Our editing team would like to express their appreciation to Rebecca Clark-Stallkamp who assisted with copyediting the chapters in this book. Rebecca Clark-Stallkamp Rebecca Clark-Stallkamp is a PhD Candidate in Education – Instructional Design and Technology at Virginia Tech. Her main research interests are supporting argumentation in problem solving, distance/online learning, engineering education, and history of instructional design and technology. A Practitioner's Guide to Instructional Design in Higher Education 5 Contributing Authors Each author who has contribute to this book is listed below in alphabetical order. A Practitioner's Guide to Instructional Design in Higher Education 6 Author Name Affiliation Ahmed Lachheb University of Michigan Albert D. Ritzhaupt University of Florida Beth Oyarzun University of North Carolina Charlotte Breana Hidalgo ConnectWise Chris Millet The Pennsylvania State University Christina Cestone University of Maryland, Baltimore Christine K. Ormsbee Oklahoma State University Colin Taper University of North Carolina Wilmington Eric Belt University of Maryland, Baltimore Florence Martin University of North Carolina Charlotte Ginu Easow Biologics by McKesson Grace Zhou Seo University of Missouri Heather Elizabeth Dodds Independent Contractor Javier Leung University of Missouri Jessica Resig The Pennsylvania State University Jill Stefaniak University of Georgia Meimei Xu University of Georgia Nadia Jaramillo Cherrez Oregon State University Natalie B. Milman George Washington University Nikisha Watson ConnectWise Penny Thompson Oklahoma State University Rajagopal Sankaranarayanan Indiana University Ryan Watkins George Washington University Sheri Conklin University of North Carolina Wilmington Swapna Kumar University of Florida Tanner Phillips Indiana University Victoria Abramenka-Lachheb Indiana University Violet Kulo University of Maryland, Baltimore Xigui Yang University of Georgia A Practitioner's Guide to Instructional Design in Higher Education 7 Introduction Aims and Scope The purpose of this book is to provide guidelines and best practices for how to lead instructional design efforts in higher education. The audience for this book are instructional designers and technologists working at 2-year and 4+ year degree institutions. This book provides instructional designers and technologists with templates, suggestions for best practices, and ways that they can leverage instructional design to support learning. This book will be open access, and thus free to use, reuse, revise, remix, and redistribute (see Wiley, 2009), and will be distributed via EdTechBooks.org. This book was eveloped as part of the EdTechBooks.org library of open textbooks. Thus, this book is openly licensed (CC-BY-NC) and free to use, reuse, revise, remix, and redistribute, with proper citation. This platform provides many innovative features for students and faculty, including the following: Openly Licensed for Continuous Improvement—Because the book is openly licensed, it can be updated continuously as needed. If you notice errors in the book or content that is out of date, please inform us or the author of the chapter. Chapter Surveys—At the end of each chapter is a survey to provide feedback on the chapter’s content and writing. Please fill out these surveys as they will help us to improve future A Practitioner's Guide to Instructional Design in Higher Education 8 versions of the book. Available for Customization—Because of its open license, each department can customize the book to meet their needs, including customization to support both graduate and undergraduate education. The following is potential wording you could use in your remixed version of the book: “This textbook is a revision of Design for Learning: Principles, Processes, and Praxis, available at https://edtechbooks.org/id edited by Dr. Jason K. McDonald and Dr. Richard E. West of Brigham Young University.” Different Versions To Improve Accessibility—Each chapter can be read online or downloaded as a PDF for offline reading, in addition to audio versions of some chapters. You can also share the book or any chapter through the QR codes available in the top right of the window, or the social media icons. Online/Social Annotation—Online and social annotation of the chapters is possible through Hypothes.is integration (free Hypothes.is accounts available at https://web.hypothes.is/), through a menu available in the upper right of the window. Analytics—Powerful chapter/book analytics provide authors with data about the significance of their work. To cite a chapter from this book in APA, please use the suggested citation found at the chapter's end. Suggested Citation Stefaniak, J., Conklin, S., Oyarzun, B., Reese, R. (2021). A practitioner's guide to instructional design design in higher education. EdTech Books. https://edtechbooks.org/id_highered A Practitioner's Guide to Instructional Design in Higher Education 9 The Competencies for Instructional Designers in Higher Education Albert D. Ritzhaupt, Swapna Kumar, & Florence Martin The purpose of this chapter is to define and describe the roles and competencies of instructional designers working in the context of higher education. Inspired by existing research, this chapter summarizes these roles and competencies of instructional designers in higher education. We first review the context and settings in which these professionals work, delineate their common roles and responsibilities within these settings, and highlight the academic backgrounds and professional experiences that align with this career role. Next, we outline the core competencies for instructional designers in higher education by describing their typical work expectations and the necessary knowledge and skills needed to perform effectively and efficiently in this environment. Finally, we discuss how to gain the necessary competencies and experiences to serve in this capacity along with some closing remarks. A Practitioner's Guide to Instructional Design in Higher 10 Education Introduction As the field of instructional design continues to mature and evolve, the professional roles and competencies of the individuals who identify as instructional designers has become increasingly important. In particular, instructional designers working in the professional context of higher education serve important roles within their organizations. A few notable professional organizations provide standards for instructional design professionals (Martin & Ritzhaupt, 2020), yet the unique case of higher education provides several opportunities and obstacles for these professionals to use their academic preparation and experiences to best serve their institutions. This chapter summarizes the roles and competencies of instructional designers working in institutions of higher education based on current research and practice. Organizational Context and Settings Instructional designers in higher education can be found all over the organizational charts of an institution of higher education (Anderson et. al, 2019; Kumar & Ritzhaupt, 2017; Ritzhaupt, & Kumar, 2015), including
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