DOCSLIB.ORG

Developing Distance Education Content Using the TAPPA Process

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Developing Distance Education Content Using the TAPPA Process Old Dominion University ODU Digital Commons STEMPS Faculty Publications STEM Education & Professional Studies 2016 Developing Distance Education Content Using the TAPPA Process Robert L. Moore Old Dominion University, [email protected] Follow this and additional works at: https://digitalcommons.odu.edu/stemps_fac_pubs Part of the Educational Assessment, Evaluation, and Research Commons, Educational Technology Commons, and the Online and Distance Education Commons Original Publication Citation Moore, R. L. (2016). Developing distance education content using the TAPPA process. TechTrends, 60(5), 425-432. doi:10.1007/s11528-016-0094-8 This Article is brought to you for free and open access by the STEM Education & Professional Studies at ODU Digital Commons. It has been accepted for inclusion in STEMPS Faculty Publications by an authorized administrator of ODU Digital Commons. For more information, please contact [email protected]. TechTrends (2016) 60:425–432 CrossMark DOI 10.1007/s11528-016-0094-8 (I) ORIGINAL PAPER Developing Distance Education Content Using the TAPPA Process Robert L. Moore1 Published online: 27 May 2016 # Association for Educational Communications & Technology 2016 Abstract The proliferation of distance education has oc- Institutional Context curred alongside the emerging technologies of the Web 2.0 and Web 3.0 environments, changing the way instructors ap- Morrison et al. (2013) explain that an instructional designer proach, design, and deliver their instructional materials. In the Bhas the primary responsibility for designing the instruction^ past, instructional design (ID) practitioners relied on instruc- (p. 19). That design is where the instructional designer has a tion system design (ISD) models that focused primarily on significant amount of flexibility. Instructional design projects macroinstruction. It is now important for these practitioners are similar to puzzles. Although there are multiple methods for to use microinstruction strategies to keep pace with the tech- piecing a puzzle together, some strategies are more efficient nology evolution. This case study describes the TAPPA than others. Likewise different instructional designers may (Target, Accomplishment, Past, Prototype, Artifact) Process reach similar conclusions for their ‘puzzles,’ though they which was created using the Generic Model for Design may reach them in different ways. Christensen (2008)sug- Research (GMDR) proposed by McKenney and Reeves gests that instructional designers should pick what process (2012) and uses selected ID concepts from the ADDIE works for them and be fluid in their approaches. (Molenda Performance Improvement, 42(5), 34–37, 2003) Instructional systems design (ISD) models are typically set framework, and the Dick and Carey (Dick Educational up to reflect contemporary environments and limitations. As Technology Research and Development, 44(3), 55–63, new technologies surface, instructional designers must look at 1996), Backwards Design (McTighe n.d), and Rapid ways to integrate them into instruction. The Dick and Carey Prototyping ID Models (Tripp and Bichelmeyer Educational Model (Dick 1996) and ADDIE (Molenda 2003)werecreated Technology Research and Development, 38(1), 31–44, 1990). before online education was prevalent (Irlbeck et al. 2006)and The TAPPA Process is ideally suited for the microinstruction therefore may not be good fits for distance education content development typical of distance education environments and development. Irlbeck et al. (2006) continue to explain that has been used to create more than 25 webinars and 12 because an increasing number of instructors and learners are e-learning modules over the past four years. taking advantage of online education, instructional design (ID) practitioners must adapt their design models accordingly (Irlbeck et al. 2006). Keywords Design-based research . Distance education . The TAPPA (Target, Accomplishment, Past, Prototype, Instructional design process . Instructional design . Artifact) Process was created using the Generic Model for Microinstruction . Online education . Online learning . Design Research (GMDR) proposed by McKenney and Web-based instruction . Webinars Reeves (2012), and is ideally suited for the microinstruction development typical of distance education learning environ- ments by serving three main purposes: * Robert L. Moore [email protected] 1. Maximizing the efficiency of rapid prototyping by 1 University of North Carolina at Chapel Hill School of Government, adapting the instructional design principles of analysis Chapel Hill, NC, USA and assessment offered by ADDIE (Molenda 2003)and ~ Springer 426 TechTrends (2016) 60:425–432 the Dick and Carey (Dick 1996) Model, and utilizing the made product revisions a challenge; thus, greater emphasis framework of the backwards design approach. was placed on the planning stages of projects, as evidenced 2. Creating a process that allows for the consistent develop- in the front-end analysis steps of ADDIE (Molenda 2003)and ment and delivery of instructional materials in an online the Dick and Carey Model (Dick 1996). Rovai (2004)iden- learning environment. tifies a paradigm shift within higher education that is changing 3. Creating an adaptive and responsive process wherein both the focus from Bproviding instruction^ to Bproducing novices and experienced practitioners can develop online learning^ (p. 81). learning environments. Improvements in technology have made multiple revisions possible, resulting in a more recursive and iterative design pro- The author developed the TAPPA Process at a school with- cess. The three-phase model proposed by Sims and Jones (2002), in a tier 1 research institution in the southeast United States. which includes the Bnotion of iterative development^ allowing The education and training within this school is unique as it is for Bprototypes [that] test the water before the completion of the tailored primarily to local government officials instead of tra- entire course^ (p. 4), reflects this new emphasis. The Sims and ditional undergraduate and graduate students. Resultantly, the Jones (2002) model aligns with the characteristics of design- school’s client group is most closely aligned with adult based research and the development of online learning learners and its course offerings generally include seminars environments. Arshavskiy (2013) cited Michael Allen’s belief and workshops that meet continuing education or professional that because it is not possible to create a Bperfect product^,in- development criteria. Each year this school typically offers structional designers should instead Bfocus on producing useable between 100 and 150 face-to-face courses to more than 10, [e.g. prototypes] products as quickly as possible^ (p. 17). 000 attendees ranging in topics from property taxes to ethics. Technology now affords even a novice practitioner the ability Additionally, following the economic downturn of 2008 and to produce mockups for instructors to review and provide feed- its consequent downsizing of local government travel budgets, back on using e-learning software applications such as Articulate the school began devoting Information Technology Division Storyline and Adobe Captivate. The TAPPA process takes ad- (ITD) infrastructure and personnel to the development of its vantage of these abilities to produce more prototypes and rein- online course offerings. forces the type of iterative design process common in more con- In 2010 the school’s ITD had an existing workflow process temporary instructional design models. for the delivery of webinars, e-learning modules, and class- Despite the integration of project management phases like room captures. This process did not, however, provide any initiation, planning, and development, existing design models instructional design guidance and focused more on the tech- often have project management shortcomings (van Rooij nical requirements for course delivery options and the associ- 2010). Instructional design does not happen in a vacuum or ated responsibilities in supporting these requirements. The an academic bubble (Gordon and Zemke 2000). Furthermore, author aimed to develop an instructional design process to ID cannot realistically be separated from project management support effective creation and delivery of distance education requirements such as tight deadlines, efficient and competitive offerings by applying the GMDR originated by McKenney allocation of resources, collaborative development, manage- and Reeves (2012). The author hoped this process would fos- ment of conflicting goals, and established institutional ter consistent development of instructional materials as client workflows (van Rooij 2010). As the volume of projects in- group demand for distance education offerings increased. Of creases and production times are reduced, it is vitally impor- the school’s distance education offerings—webinars, class- tant for trainers (and those developing training) to have a room captures, and e-learning modules—the author chose to strong project management foundation (Fabac 2006). develop the TAPPA Process using webinars because they are Effectively managing projects to ensure learning objectives most frequently chosen by school faculty. The author set out are met is a critical function of instructional design and re- to create a hybrid instructional design process that met the search has demonstrated that the instructional methods used specific needs of the school’s work: a process adaptable
Load more

Recommended publications
  • Universal Instructional Design Implementation Guide Credits
    The Universal Instructional Design Implementation Guide Credits Written by: Jaellayna Palmer Project Manager and Instructional Designer Universal Instructional Design Project Teaching Support Services University of Guelph Aldo Caputo Manager Learning Technology & Courseware innovation Teaching Support Services University of Guelph Designed by: Doug Schaefer Graphic Designer Teaching Support Services University of Guelph Funded by: The Learning Opportunities Task Force Ministry of Training, Colleges and Universities, Government of Ontario 2002-03 Acknowledgements Teaching Support Services would like to acknowledge and offer thanks to the following contributors to this project: • The Learning Opportunities Task Force, Ministry of Training, Colleges and Universities, Government of Ontario, which provided funding during 2002-03. • Linda Yuval, Research Assistant for the UID project, and her advisor, Professor Karen Korabik, Department of Psychology, University of Guelph. • Personnel within the Centre for Students with Disabilities, and the Learning Commons, University of Guelph. • Professors and TAs who participated in our course projects. • Students who volunteered to participate in the UID project and who provided their feedback. Universal Instructional Design Implementation Guide ii Table of Contents Universal Instructional Design ......................................................................................................................1 Universal Instructional Design Principles (Poster) ........................................................................................4
    [Show full text]
  • Designing for Online Interaction: Scaffolded and Collaborative Interventions in a Graduate-Level Blended Course
    The Call Triangle: student, teacher and institution Designing for online interaction: Scaffolded and collaborative interventions in a graduate-level blended course Claudia Álvarez and Liliana Cuesta * Universidad de La Sabana,Campus Universitario Puente del Común,Chía,Colombia Abstract This article examines types of interaction from the perspective of intervening agents and interaction outcomes. We argue that the strategic combination of these types of interaction with certain core features (such as dosified input, attainable goal-setting, personalization and collaboration) contribute to creating a more effective relationship between instructional design, use and the interactional purposes of learning activities. The paper also offers instructors and course designers various considerations regarding the pedagogical nature of learning activities and the actions that both learners and instructors can carry out to optimize the online educational experience. Consideration for emergent trends in research on related areas are also presented. Keywords : online interaction; instructional design; course design; e-learning; scaffolding 1. Introduction In the context of online education, constructs such as instructional design, implementation of learning activities, scaffolding, assessment, resource selection and interaction among agents are seen as essential attributes of online courses and/or modules (Cuesta, 2010a). In educational scenarios, the interrelation of all these components has a direct impact on the learning performance of the students
    [Show full text]
  • Project Management in Instructional Design
    PROJECT MANAGEMENT IN INSTRUCTIONAL DESIGN by Shamon A. Allen A dissertation presented to the faculty of The International Institute for Innovative Instruction In partial fulfillment of the requirements for the degree of DOCTOR OF PROFESSIONAL STUDIES in Instructional Design Leadership FRANKLIN UNIVERSTIY Columbus, Ohio December 2020 Joel Gardner, Ph.D., Faculty Mentor and Chair Lewis Chongwony, Ph.D., Committee Member Niccole Hyatt, Ph.D., Committee Member Franklin University This is to certify that the dissertation prepared by Shamon Allen “Project Management in Instructional Design” Has been approved by his committee as satisfactory completion of the dissertation requirements for the degree of Doctor of Professional Studies in Instructional Design Leadership 12/16/2020 Joel Gardner, Ph.D., Committee Chair Niccole Hyatt Niccole Hyatt (Dec 16, 2020 08:25 EST) 12/16/2020 Niccole Hyatt, Ph.D., Committee Member 12/16/2020 Lewis Chongwony, Ph.D., Committee Member Yi Yang Yi Yang (Dec 16, 2020 21:36 EST) 12/16/2020 Yi Yang, Ph.D., Program Chair, DPS 12/17/2020 Wendell Seaborne, Ph.D., Dean, Doctoral Studies ii Copyright Shamon A. Allen 2020 iii ABSTRACT Project Management in Instructional Design by Shamon A. Allen, Doctor of Professional Studies Franklin University, 2020 Major Professor: Dr. Joel L. Gardner Department: International Institute for Innovative Instruction This study surveyed 86 instructional design professionals based on a two-part approach to identify and validate the most critical instructional design project management competencies. First, a systematic review of instructional design project management literature was conducted to identify key project management competencies. Next, a survey instrument was created based on common themes identified during the systematic analysis of qualitative study results on instructional design project management competencies.
    [Show full text]
  • WHAT IS LEARNING EXPERIENCE DESIGN? & Why It Matters PRESENTERS
    WHAT IS LEARNING EXPERIENCE DESIGN? & why it matters PRESENTERS Kristen Hernandez Lydia Treadwell Learning Experience Designer Learning Experience Designer LSU Digital & Continuing Education LSU Digital & Continuing Education [email protected] [email protected] OVERVIEW • What is Learning Experience Design (LXD)? • LXD Development Tools • Empathy mapping • “Pillars” of LXD • LXD Matrix • Application activity LXD=ID+UX Learning Experience Design (LXD) is interdisciplinary approach to developing well-designed learning environments that employ both sound Instructional Design (ID) and User Experience Design (UXD) techniques. LXD=ID+UX1 learning theories alignment maps design models storyboards instructional analysis item analysis Instructional Design LXD=ID+UX2 empathy-mapping prototyping personas iterative design scenarios user testing Learner-Centered Design Empathy map The Four Pillars of Learning Experience INSTRUCTION • approach to the method of instruction, tailored for the context, content, and learner. • creating a meaningful learning experience • address the gaps that exist between the learner and the desired outcome • practice and apply new skills in real-world or authentic contexts CONTENT • appropriate selection of content that supports acquisition of outcomes • outline the necessary knowledge, skills, and resources needed for learners to fulfill those outcomes. • effective arrangement of instructional material including the content flow, chunking, and organization • content structured in a way that makes the most logical and relevant
    [Show full text]
  • Teaching Sustainable Design Using BIM and Project-Based Energy Simulations
    Educ. Sci. 2012, 2, 136-149; doi:10.3390/educsci2030136 OPEN ACCESS education sciences ISSN 2227-7102 www.mdpi.com/journal/education Case Report Teaching Sustainable Design Using BIM and Project-Based Energy Simulations Zhigang Shen *, Wayne Jensen, Timothy Wentz and Bruce Fischer The Durham School of Architectural Engineering and Construction, The University of Nebraska-Lincoln, 113 NH, Lincoln, NE 68588-0500, USA; E-Mails: [email protected] (W.J.) ; [email protected] (T.W.) ; [email protected] (B.F.) * Author to whom correspondence should be addressed; E-Mail: [email protected]; Tel.: +1-402-472-9470; Fax: +1-402-472-4087. Received: 11 July 2012; in revised form: 4 August 2012/ Accepted: 20 August 2012/ Published: 27 August 2012 Abstract: The cross-disciplinary nature of energy-efficient building design has created many challenges for architecture, engineering and construction instructors. One of the technical challenges in teaching sustainable building design is enabling students to quantitatively understand how different building designs affect a building’s energy performance. Concept based instructional methods fall short in evaluating the impact of different design choices on a buildings’ energy consumption. Building Information Modeling (BIM) with energy performance software provides a feasible tool to evaluate building design parameters. One notable advantage of this tool is its ability to couple 3D visualization of the structure with energy performance analysis without requiring detailed mathematical and thermodynamic calculations. Project-based Learning (PBL) utilizing BIM tools coupled with energy analysis software was incorporated into a senior level undergraduate class. Student perceptions and feedback were analyzed to gauge the effectiveness of these techniques as instructional tools.
    [Show full text]
  • An Object-Oriented Approach
    INSTRUCTIONAL WEB SITES DESIGN: AN OBJECT-ORIENTED APPROACH. A Dissertation Presented by THOMAS ZSCHOCKE Submitted to the Graduate School of the University of Massachusetts Amherst in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 2002 Center for International Education Department of Educational Policy, Research and Administration School of Education © Copyright by Thomas Zschocke 2002 All Rights Reserved INSTRUCTIONAL WEB SITES DESIGN: AN OBJECT-ORIENTED APPROACH. A Dissertation Presented by THOMAS ZSCHOCKE Approved as to style and content by: Robert J. Miltz, Chair George E. Forman, Member Miguel Romero, Member D. Nico Spinelli, Member Bailey W. Jackson, Dean School of Education ABSTRACT INSTRUCTIONAL WEB SITES DESIGN: AN OBJECT-ORIENTED APPROACH. MAY 2002 THOMAS ZSCHOCKE, DIPLOM-SOZIALPÄDAGOGE, UNIVERSITY OF APPLIED SCIENCES COLOGNE, GERMANY M.A., UNIVERSITY OF COLOGNE, GERMANY Ed.D. UNIVERSITY OF MASSACHUSETTS AMHERST Directed by: Professor Robert F. Miltz The great variety of authoring activities involved in the development of Web- based learning environments requires a more comprehensive integration of principles and strategies not only from instructional design, but also from other disciplines such as human-computer interaction and software engineering. The present dissertation addresses this issue by proposing an object-oriented instructional design (OOID) model based on Tennyson's fourth generation instructional systems development (ISD4) model. It incorporates object-oriented analysis and design methods from human-computer interaction (HCI) and software engineering into a single framework for Internet use in education. Introducing object orientation into the instructional design of distributed hypermedia learning environments allows for an enhanced utilization of so-called learning objects that can be used, re-used or referenced during technology-mediated instruction.
    [Show full text]
  • Instructional Design
    Careers in Instructional Design TABLE OF CONTENTS Overview 1 Common Job Duties 2 Common Required Skills 2 How Graduate Skills Translate 2 Possible Job Titles 3 Steps You Can Take to Prepare 3 Finding Job Postings 4 Applying for Positions 4 Interviewing for Positions 4 Resources for Further Study 5 OVERVIEW Instructional designers specialize in educational curriculum design and Projected Percent Growth in implementation. They are pedagogical Employment, 2016-2026 specialists informed by theories of learning, teaching, and assessment who Instructional 11% work in a variety of academic, nonprofit, Coordinators and commercial settings. They might work with faculty members to create Other Education, online versions of college courses, or they Training, and Library 9% Occupations may consult with leading companies to develop employee training materials. Many of the best instructional designers Total, All Occupations 7% started their careers as teachers, so if you enjoy teaching and curriculum design, 0% 5% 10% 15% this may be a career for you. According to the Bureau of Labor Statistics, the employment outlook for instructional designers in strong, with an 11 percent increase in positions expected between 2016 and 2026. The median annual wage was $63,750 in 2017. UChicago graduate students and postdocs will also be glad to know that many hiring managers prefer instructional designers with graduate degrees. grad.uchicago.edu 2 COMMON JOB DUTIES COMMON REQUIRED SKILLS . Develop and coordinate the . Teaching skills, especially the ability to implementation of curricula design and execute curricula . Assess student needs and discuss the . Strong curiosity and an ability to quickly implementation of appropriate learn new things pedagogical strategies with teachers .
    [Show full text]
  • Using Instructional Interactivity to Improve E-Learning Design
    Using Instructional Interactivity to Improve e-Learning Design by Ethan Edwards, Chief Instructional Strategist “The interactivity we design for e-learning must require the learner to do something that is cognitively demanding and that leads to improved performance.” Ethan Edwards chief instructional strategist Intro The real benefit of e-learning is being able to create a design need to be intellectually engaged for learning to happen. that improves learners’ skills and behavior while simultaneously Lasting change requires meaningful and compelling mental achieving the operational advantages that e-learning offers engagement and interaction. organizations. Yet much e-learning is composed of largely wasted opportunities for useful interactivity. The real challenge as designers of e-learning is not so much how to best convey information (that part is relatively easy), What most people fail to understand about e-learning is that the but rather, it is to design experiences that engage learners in mere presence of technology in a learning environment does not meaningful activities—activities in which the otherwise trivial change the essential aspects of how people learn. Learning does actions of pointing mouse cursors and pressing keys take on not occur passively. In live teaching, lecture formats with minimal a significance that represents consequential thinking. Read activity on the part of the learner do not work very well. Yet some on to learn how Allen Interactions’ Context, Challenge, Activity e-learning designers tend to create e-learning lessons that and Feedback (CCAF) Design Model achieves true instructional are little more than exercises in listening or reading. Learners interactivity and leads to actual performance change.
    [Show full text]
  • Oral Communication Assignment Charrette
    ACSC Crawford Hall 230 & 231 2550 Campus Rd, Honolulu, HI 96822 manoa.hawaii.edu/assessment Assessment and Learning Resource Repository Oral Communication Assignment Charrette Hill, Y. Z. (2020, Sept 9). Oral Communication Assignment Charrette [Online workshop]. Assessment and Curriculum Support Center and Center for Teaching Excellence, University of Hawaiʻi at1 Mānoa, Honolulu, HI, United States Oral Communication Assignment Charrette Yao Z. Hill, Ph.D. Assessment and Curriculum Support Center University of Hawai‘i at Mānoa Slide 1 DATE: Wednesday, September 9, 2020 TIME: 2:00pm - 3:30pm LOCATION: Online Event ORAL COMMUNICATION ASSIGNMENT CHARRETTE Do you want to improve the design of your oral communication assignment to maximize student learning in this new virtual environment? Come to this highly interactive workshop to learn oral communication assignment design principles and strategies. Receive constructive feedback from your peers and experts in oral communication instruction and research. Walk away from the workshop with concrete plans to enhance your assignments that lead to deep learning and development in students. After a brief introduction of the assessment principles and tools, participants will join small group breakout rooms to share and receive peer feedback through a structured discussion, facilitated by experienced oral communication instructors and experts. Our expert team includes Drs. Amy Hubbard, Soo Shin, Jaymian Urashima from Communicology Department, Jenifer Winter from Communication Department, Dr. Laura Armer, Director of College of Social Sciences Online Programs, and Cari Ryan from the General Education Office. Participants will also have an opportunity to share their insights as a group at the end of the workshop. Workshop registrants are asked to: •Respond to a short survey before the workshop for the facilitators to arrange breakout rooms.
    [Show full text]
  • Instructional Design Document Examples
    Instructional Design Document Examples Odie outwells unrepentingly? Unwifely and boyish Sigfrid syncretized her cardinal-bishop forests or curse thinkingly. Redundant and rubberised Gershom never Jacobinised his warring! Beginning during the online instruction educational problems are instructional design, we designed to learn and revisit their own time you already have a learning spaces between theory Include a few pages of your storyboard, or even a link to the full storyboard file. Use proper shading of boxes and text so that text is legible and easily read. Types of learning activities can range from audio, video, animation, gamification, and simulation, to more traditional activities such as reading and lecturing. When sharing your experience as an Instructional Designer, focus on the practical value of your activities, as well as your capabilities for problem solving and executing complex projects from scratch. Do quality assurance testing as you go, and look at your project as if you were a client trying to catch every possible issue. She is efficient, a strong writer, and an excellent communicator. As the project proceeds, do you see that IDs are able to grasp the topic immediately or do they need help? How do I print the instructions listed on the screen? Once the learning objective are set, the Learning Design Tool transfers them into a course outline and provides prompts for additional relevant information. Microlearning and gamification are widely adopted to deliver learning in the flow of work. Although this document follow apa style and instructional design document examples of mobile consumer application of the addie model is your paper airplanes in the two types.
    [Show full text]
  • Design and Evaluation of the User Interface of Foreign Language Multimedia Software: a Cognitive Approach
    Language Learning & Technology July 1998, Volume 2, Number 1 http://llt.msu.edu/vol2num1/article2/ pp. 40-53 (page numbers in PDF differ and should not be used for reference) DESIGN AND EVALUATION OF THE USER INTERFACE OF FOREIGN LANGUAGE MULTIMEDIA SOFTWARE: A COGNITIVE APPROACH Jan L. Plass University of New Mexico ABSTRACT This paper is concerned with criteria for the design and evaluation of the user interface of foreign language multimedia software. A hybrid model is proposed that combines a cognitive and software engineering approaches. Based on this proposed contextualized model of interface design, domain- specific evaluation criteria are developed to describe how well the user interface is able to support the cognitive processes involved in the development of linguistic and pragmatic skills and competencies in SLA. The application of these criteria is demonstrated using the multimedia software CyberBuch/Ciberteca. INTRODUCTION The growing number of instructional multimedia software applications for SLA and the large variety of features and components of these programs generate a need for methods to evaluate systematically these materials. This paper is concerned with the design and evaluation of one of the most prominent components of a software product-- the user interface. Defined in very general terms as the part of an application in charge of communication with the learner, the user interface conveys the functionality of a computer application to the user, and translates the user's input into a machine-specific format (see Figure 1). Despite this key function of facilitating human-computer interaction, issues in the design of the user interface are often neglected in the development of instructional software.
    [Show full text]
  • The Competencies and Goals of Instructional Designers: a Survey Study
    The Competencies and Goals of Instructional Designers: A Survey Study Dan Arnold, Oakland University Mel Edwards, Purdue University Olysha Magruder, Johns Hopkins University Shaun Moore, Oakland University STUDY OBJECTIVES The UPCEA eDesign Collaborative Research Team wished to explore the discrepancies that exist between commonly identified competencies and those deemed necessary by instructional designers (IDs) actively working in postsecondary education. This study identifies: • Competencies required of IDs • Actual work performed by IDs • Work IDs would prefer to be doing • Career plans and goals of IDs • ID access to professional development. EXECUTIVE SUMMARY Instructional designers defined their role and work in ten categories or competencies, in order of highest to lowest responses: 1. Collaborating 6. Designing 2. Content creating 7. Training 3. Consulting 8. Project management 4. Support 9. Reviewing 5. Theory 10. Policy In terms of collaboration, content creation, and consulting, IDs indicated their role was largely one of collaboration, with 57 participants describing ways they collaborate with faculty or subject-matter experts (SMEs). Thirty-one IDs described their role as one of content creators, creating content for courses. When not creating, 29 IDs detailed their roles as consultants, coaching faculty on best practices to use in their courses. 1 Instructional designers gave examples of the support they provide users, such as assisting faculty with their technology usage. Part of this support was helping to understand not only how to use the technology, but also applying best practices and teaching theory, as evidenced by the 26 participants that mentioned using the ADDIE model, backward design, pedagogy, andragogy, learning theory, universal design for learning (UDL) and scholarship of teaching and learning (SoTL).
    [Show full text]