Author Archives: Janine Lim

Ideas for Social Media Participation and Promotion

This blog post is a collection of ideas to help students in my Social Media class choose a variety of social media activities.

Setup Options

Make the most of your social media sites. Set them up well.

  1. Follow Other Blogs. Set yourself up to follow others in your field or area. This will inform your social media use. Find at least 5 blogs in your area to follow. Use the search terms “[keyword] blog” on Google. Brainstorm keywords often used in your field. Then subscribe to the blog. Either subscribe via email if that is offered (usually prominently on the front page) or see if the blog is posted automatically to Twitter. Or use the RSS feed icon. What is RSS? Feedly is a good option for following blogs on your computer. I like Flipboard for my smartphone. Subscribe to 5 blogs.
  2. Follow people, topics, and/or hashtags on Twitter. Use the Twitter search to find people or tags in your interest area. Look at someone’s profile; scroll quickly through, and see if there are any specific hashtags they are using that you want to follow. Scroll through a hashtag’s recent posts and see if there is anyone else posting interesting and useful content that you want to follow. Click Follow in individual twitter profiles to follow someone or use a service like Tweetdeck or HootSuite to organize the feeds which allows you to easily follow hashtags and subgroups of topics/people.
  3. Mark / logo. Design a logo or mark to brand your work on all social media. For example, note how Silvia Tolisano uses the witch hat across her social media sites: Langwitches.orgTwitterWikispacesFlickrVimeoFacebookBlog. If you have Illustrator skills, use that. Another option is Online Logo Maker. Then add your logo/mark to the profile pictures or header images on at least two of your social media sites.
  4. Tweetdeck. Don’t have a lot of time to tweet? Feel twitter needs a little organization? Use Tweetdeck to organize the hashtags and keywords that you follow. You can also write tweets and schedule them to post later. Get set up in Tweetdeck (text tutorial; video tutorial); create at least 5 columns to follow various topics. Create and schedule at least 5 tweets.
  5. Send blog posts automatically to Twitter, Facebook, Google+ and/or LinkedIn. To generate more traffic for your blog, connect it to your social network(s). I have my blog posting automatically to Twitter and LinkedIn, my professional networks; but not Facebook as my friends and family may not care to hear too much about my work. If you are using WordPress.com, click on the Sharing setting and connect the desired social network(s). If you have WordPress installed on your own site, install the Jetpack Plugin and you’ll find the option to Publicize under Settings, Sharing. While you are in the Sharing Setting, add buttons for your readers to share your blog post to their networks.
  6. Subscribe widget and more. Set up your blog so that others can subscribe to it and find other widgets to add to your blog. From the menu, click Customize, Widgets, Add a Widget. Note the “follow” widgets for others to subscribe. Note the widgets that make connections to your other social media sites.
  7. Create a central site that links all of your social media together. It could be on your blog, or it could be on your personal website if you have one. Note how Silvia Tolisano (wordpress) and Michael Taylor (weebly) use a central site for connections to their social media.

Things to Create and Share

Focus on the value add. How does your creation add to the online conversation on this topic? How can you use social media to hook an audience and bring them in? See Runner’s World and Strength Running as some examples.

  1. Internet image meme. What is a meme? Sabbath Sofa – examples of image and video memes. Create an image meme. While you could quickly make a cheesy image meme using a tool like Meme Generator; try something more sophisticated and use your own photo or a Flickr Creative Commons photo (follow the rules) and use a photo editor like PicMonkey (tutorials) to create your image meme. Then share the image appropriately on Facebook or Twitter.
  2. Twitter posts. Create and share 5 catchy tweets on twitter. First read some strategies for great tweets, effective tweets, promoting news, and using hashtags.
  3. Pinterest. Create at least two Pinterest (tutorials) boards related to the topic you are promoting in this class. Include at least 5 items with great graphics in each board.
  4. Graphical options. Create something graphical and cool with tools such as Glogster, Padlet, Instagram, etc. Note the visual choices here.

50+ Idea Starters for Your Blog Post

This blog post is a collection of ideas to help students in my Social Media class create the assigned blog posts.

Getting Started

  1. Write a blog post that shares information and invites reader sharing (Interactive Blogging)
  2. Write a blog post with a bullet list and at least one picture; emphasizing your main point (Writing Scannable Text)
  3. Write a how-to: With screen shots if it’s technical; with pictures; or examples
  4. Write a “tips & tricks” list on a specific topic
  5. Live blog an event or session, and write your notes as it happens (different type of writing)
  6. Write a rant/critique post – complain about something thoughtfully; give evidence and support for your comments
  7. Write a product review
  8. Use these tips to write a “great” post
  9. Write a list, or a case study, or a tutorial / guide
  10. Compare and contrast two concepts
  11. Compare and contrast two images

Write a List with 5, 7 or 10 Points

  1. Write an intro paragraph, paragraph for each of the 5 things (bulleted paragraphs are nice); closing paragraph
  2. Write about 5, 7, or 10 ideas
  3. Write about 5, 7, or 10 misconceptions
  4. Write about 5, 7, or 10 problems that need to be solved – just describe them
  5. Write about 5, 7, or 10 different solutions to a problem – think outside the box
  6. Write about 5, 7, or 10 weird things about a topic
  7. Write about 5, 7, or 10 tools to use to address a problem
  8. Write about 5, 7, or 10 paths to an end result – think creatively
  9. Write about 5, 7, or 10 interesting questions about a topic – what are the questions? Describe them… but don’t answer them!
  10. Write 5, 7, or 10 why questions about a topic
  11. Write 5, 7, or 10 problematic or sticky questions about a topic
  12. Write 5, 7, or 10 multifaceted, complex questions about a topic (questions that have multiple answers)
  13. Write 5, 7, or 10 important / controversial questions about a topic
  14. Write about 5, 7, or 10 things you wonder about
  15. Write about 5, 7, or 10 ethical considerations of a topic

Join the Online Conversation: Respond on Your Blog to Another Person’s Blog Post

  1. Do you agree with the person’s blog post? Why do you agree? What additional examples or scenarios can you give in support? Does the post raise any questions that you want to ask your audience? It’s ok to ask questions and not answer them in your blog posts! What else could you link to, maybe one other site or article, that supports the person’s post? What relationships do you see between their post and other concepts?
  2. Do you disagree with the person’s blog post? Why do you not agree? Explain why. Give counter arguments supporting by evidence such as an example, another article or situation, etc. How could you synthesize their point of view with yours or another’s to create a new idea or concept? Give several alternative solutions or options in opposition to what they posted. Take their idea in a new direction and elaborate on it. Does their conclusion or point rest on an assumption that isn’t stated? if so, what? Use that to explain your disagreement.
  3. If you sort of agree but not totally, where are the issues? Are there some parts that you agree with and not others? Why? Give evidence of why your point of view is supported. Use the questions from agree/disagree above to help you with your response.

Take it Deeper

  1. Consider an argument or statement someone has made: examine each part of the statement. Ask questions about each part. Is it true? What assumptions are behind the statement? Write out your thinking about it.
  2. Make connections between your field and your faith. Here are 99 questions to spark your thinking
  3. Consider a current issue or situation. What are at least two things that are influencing that situation? Comment on them or at least describe them.
  4. Consider a current issue, situation, illustration, graphical element. What are the parts/components and what is the relationship between them?
  5. Write about a cause and effect. Think of a possible effect in your field (snow falling, poor choices, a healthy body) and explore several the potential causes.
  6. Identify the elements of a concept or thing. Identify the relationships among those elements. Identify the rules for how those elements interact with each other. Could be conceptual, or skill based.
  7. Identify a problem and develop hypotheses about how it might be solved.
  8. Identify a problem, and think of 5 many ideas, rationales or arguments related to the problem.
  9. Write out a step by step plan for implementing an idea you have.
  10. Debate the pros and cons of an issue, problem, solution, idea, situation.

Visual and Media Choices

  1. Create something visually new from two separate parts. Show the two parts and what you created.
  2. Share 5 photos that explain or illustrate a concept; be sure to use photos where you have permission (i.e. Flickr Creative Commons) and cite the photo sources.
  3. Share 3 YouTube videos on a topic and include commentary on why you selected them.
  4. Share a photo or graphic you created and compare it to a photo of something in nature. Compare & contrast or make connections between them.
  5. Share a photo or graphic you created, with a link or photo of what inspired you.
  6. Share an infographic you created about a concept with some introductory text.
  7. Share a how to video with an introductory sentence or two.
  8. Take any of the “writing” ideas listed above and think of how you could express the idea visually with only a sentence or two accompanying it.
  9. Illustrate a cause and effect with photos or graphical elements.
  10. Create a visual mind map of a concept – i.e. a collection of photos of different types of happiness.
  11. Illustrate the various elements of a concept or thing.
  12. Categorize or classify 10-20 different things.
  13. Compare and contrast two graphics, videos, YouTube clips, photos, techniques, software packages, concepts, projects, websites, tools, etc. pick and compare two things.
  14. Diagram the flow of a procedure or relationship between elements.
  15. Create a mind map on a concept – show it and include some short explanation.
  16. Cite/quote/show a graph from a report on the Internet and then generate 5 questions about the graph.

Reusing College Content

  1. Look through your assignments. Is there a paper you really enjoyed, or felt passionate about? Could you get one or two or three blog posts by condensing and making more precise?
  2. Think about your current or past courses. Is there a lecture you really enjoyed? What was it about? What could you document / share on your blog? Cite sources and/or your professor? Respond to the topic?
  3. Take two really different classes you have taken or are taking. What is the overarching concept for each course? Now make comparisons or connections between those two ideas. How do they connect? How are they different? Does one idea remind you of another? Do the two ideas make you think of a third idea?

Blog Writing Tips and Suggestions

Blog Writing Tips and Suggestions

Here is a collection of articles and resources for blog writing. Watch out for the ads on some of these sites. 

Writing Intros and Titles

General Blog Writing Tips

Creating Visually Interesting Blog Posts

123VC Jazz Wins the 2015 TxDLA Outstanding Commitment to Excellence and Innovation in Distance Learning by a Nonprofit Award

123VC Jazz - 2015 TxDLA OCEIDL AwardsI’m so excited to announce that 123VC Jazz is the recipient of the 2015 TxDLA Outstanding Commitment to Excellence and innovation in Distance Learning by a Nonprofit award!

Quoting Ken Conn, who started the 123VC Jazz workshop:

It is a great honor after 10 years.  123VC Jazz is one of my most proud accomplishments.  Especially because it has always been such a truly collaborative group effort.

For a summary of the quality of 123VC Jazz, read the award submission:

 

123VC: Jazzing Up Your Curriculum With Videoconferencing, fondly called “Jazz” by past participants and facilitators alike, is a grass roots collaboration that has been developed, prepared, coordinated, and facilitated by volunteers since its inception in 2005.  The goal that fuels this organization is to increase the use of interactive videoconferencing in K12 education through experiencing it in a purposeful and engaging manner as well as active and guided reflection.  The session is delivered from multiple sites simultaneously that connect through videoconference and web 2.0 tools for a variety of meaningful activities. Over time, the workshop has consistently evolved to include various site/lead facilitators with K12 curriculum infused videoconferencing continuing to be the focus.  More detailed information can be reviewed at the 123VC website, http://123vc.pbworks.com/, which includes a link to past blogs, pictures, created projects, and the positive evaluation results of the participants from 2005 – 2014.

In 2005, 123VC: Jazzing Up Your Curriculum With Videoconferencing originated from a simple request:  Bennie Tschoerner, retired Technology Director at Paris ISD, approached Ken Conn, then Distance Learning Coordinator with Lamar Consolidated ISD, to facilitate a videoconferencing focused workshop in his district.  This transformed into a larger idea of the two districts collaborating together on the workshop with much of the initial planning actually taking place at a table in the hallway at the end of the 2005 TxDLA conference in Fort Worth.  Janine Lim, at the time a K12 videoconferencing leader from Michigan, also joined the original group as a third site after being approached to participate as a guest presenter during the workshop.

The workshop is designed so the participants can be quickly immersed in videoconferencing to experience various formats and interactive content providers, reflect from a student and teacher perspective, and partner with a small group of educators across sites to develop a project that can be implemented back at their local sites.  At the same time there is a significant amount of planning and collaboration occurring among the various site facilitators in order to prepare, coordinate, and facilitate the session.  It is a videoconferencing workshop for participants that is synchronously occurring during a videoconferencing workshop for the facilitators.

The true innovation of this organization over the years comes from the consistent collaboration, reflection, and application of new approaches/ideas.  The facilitators have changed over the past ten years and the content of the workshop has continually taken the feedback from both participants and facilitators into consideration.  The content, processes, and procedures have evolved to incorporate the lessons learned over time.

“Jazz” is a unique organization in many different ways that is truly organic and will continue to provide a positive impact to the videoconferencing community.

Finally, the poster advertising the award nominee at TxDLA. Congratulations, Ken, on keeping Jazz alive for so many years of amazing professional development for teachers!

123 VC Poster at TxDLA

 

To learn more about Jazz, review my past posts about the Jazz workshop.

 

Creating, Gathering and Using Data

It’s Tuesday morning at USLDA, and I’m attending the first session of the morning: Creating, Gathering and Using Data with Karly Good from Grand View University and Sue McDaniel from A.T. Still University.

ATSU’s College of Graduate Health Studies has 145 full time and faculty members in 34 states and two other countries offering 4 masters and 3 doctorate programs. Sharing data and communication among all these locations is challenging. Each program was keeping track of their own data. An example of an issue was a course that was cross listed with 3 prefixes – changing a textbook listing for one didn’t necessarily mean the others were changed.

Data issues included accreditation, dissertations, grades, and more.

At ATSU, they created a Access front end / mySQL backend database called IRMA: Integrated Records Management and Administration. They add 5000-6000 records a month. The instructional designers and academic advisers, associate dean, all have different front ends – Access Reports. They can access it from home via the VPN.

Course Development Via Database

All the online courses are built through the Access database. They add each little piece of a course – content, assignments, they connect all of it to the learning objectives and competencies. All the outputs are done in PDFs so that no one can change it. Faculty have to teach the course as it is, they don’t allow anyone to edit or change anything after it’s been through the development assignments.

The instructional designer’s view has Courses, reports, Term Courses, Textbooks, and Faculty as the main menu.

They build the courses in IRMA, and work through the syllabus items, core competencies, connections to learning outcomes; then a report gives them the HTML to copy & paste into the LMS. The database tracks all the pieces of the course development, the milestones, how far they’ve come etc. They can easily find a specific course that uses a particular tool, such as a wiki.

Faculty Data for Accreditation

The Associate Dean’s view has Faculty, Courses, Surveys, and more. The Faculty menu includes all the data on professional development funds, publications, demographic data on faculty and more. It has the course evaluation data that can be used to make staffing decisions for teaching the variety of courses.

It’s so fascinating to me how scaling online learning requires us to manage information at an incredibly high level. This method is also a way to have easily at hand anything needed for an accreditation report. It is work on the front end setting it up; and also regular work always entering data; but wow! What an amazing tool. 

I also find it interesting that the idea of BIG DATA makes you think of buying some amazing product from a company; where in this case, someone with good database skills can build something valuable using what data already exists in a less organized format.

Tracking 7 Core University Competencies

At Karly’s institution, Grand View, their data comes from Blackboard and a SQL. They pull assignment and assessment data (rubric) and then they pull from their Student Information System as well as Blackboard. They have 7 rubrics for 7 core outcomes that gauge graduating students. You can see 4 year growth of students using the rubric over time throughout the whole university experience. They want to in the future include these rubrics in the Blackboard shell/templates – right now the faculty get the rubric from the University Portal to add to their course assignments.

The curriculum committee on campus developed these rubrics as part of the university assessment. It’s built into core classes as well as within the majors. The rubrics are NO POINTS in Blackboard – so that the rubrics never affect the student’s grade. They are a secondary evaluation in Blackboard – you can choose not to show it to the students at all. It’s a four year rubric. Everyone is assessed on the same scale, freshmen and seniors, both. The students don’t see the results on this rubric – it’s not their grade. They use the Goals feature of Blackboard to align each criteria on the rubric to the goals.

Karly worked with IT to collect:

  • From Blackboard: student name, course, assignment, dept, rubric, faculty name, core outcome
  • From the SIS: gender, major, GPA, term

So far they have pulled the report 3 times.

The next step is to be able to restrict access so that departments can see just their departments; and that faculty can see their data.

Their 7 Essential Competencies are:

  • Critical Inquiry (CI)
  • Quantitative Communication (Q)
  • Information Literacy (IL)
  • Global Awareness (GA)
  • Written Communication (W)
  • Vocation (V)
  • Oral Communication (O)

It’s interesting to me also that you have an Instructional Designer and Instructional Technology Specialist diving into the data needs for accreditation and assessment. The merging of a variety of skills and needs across campus. 

Wow! Inspiration for a lot of work to be done!

Jazz Up Student Engagement in Your Online Courses

This afternoon I presented at the USDLA national conference. Here I am sharing my handout and the URLs that either I shared or attendees shared in the discussion.

finktaxonomyandtools

 

Note that I have deliberately not included tons of sites and ideas because I wanted this to be simple and not too overwhelming. To pique interest.

Learn about Designing Significant Learning Experiences

Learning How to Learn

Caring

Human Dimension

  • Blog or discuss ways in which one’s personal life affects and is affected by the subject. Sample student blog.
  • Be an ethical, responsible member of a team serving others; tools to support groups: GoogleDrive and similar tools to support collaborative learning.

Integration

Application

  • Analyze and critique an issue or case study.
  • Apply the skills in context; document ability with video.
  • Create a recommendation for a corporation in a real-world problem/situation – build on wikispaces.

Foundational Knowledge

  • Create and share/narrate a mental map or conceptual structure of major concepts. Bubbl.us or Mindly the app.
  • Create a presentation: Explain & predict concepts and ideas. i.e. Prezi
  • Have students access and interact with primary sources of content – i.e. TedEd and more.

Fink Taxonomy and Tools PDF Handout – Permission granted to reprint freely. Please share any adaptations.

What would you add? Feel free to comment and share. 

Using Customer Relationship Management (CRM) Software to Track Online Course Development

It’s USDLA national conference time again, and this year I presented in the first session: Using Customer Relationship Management (CRM) Software to Track Online Course Development.

I shared the story the story of how we went from mostly chaos in our course development to a tracked set of steps that care for the details while allowing for creativity in the learning design of the courses.

The tools we tried before:

The structure and design of our matching course development handbooks:

Our search for a way to track our process went through these two CRMs:

And we landed on CiviCRM due to its case management tools. When we start a course (case), CiviCRM preloads the 62 steps we currently have in our process.

We also discussed challenges and next steps in our continuing journey.

It was an interesting conversation. The audience shared ideas and processes as well. One idea that I took away from the audience was the concept of having reviewers involved in the development process. We do our reviewing and editing at the end of the process. It seems there are pros and cons either way.

What about you? Feel free to comment. Are you using any tool that you recommend for tracking the progress of online course development?

Taming the Email Tiger: Effective Use of Email

Today I presented with Elaine Shuck at the International Forum of Women in E-Learning in San Antionio, TX, sponsored by USDLA. Here are some resources and links that we shared today.

Presentation PPT: IFWE 2014 Taming the Email Tiger

Here are the articles and resources mentioned:

Managing Email Folders

Email Filters and Rules

Managing Listserv Articles and Information

Email Behaviors

Email Integrations and Apps

Participant Shared Resources

 

Collaboration and Collaborative Tools

Blogging the 2014 AECT International Convention.

Cognitive Tools to Support Collaboration: Technology and Pedagogy at Work

Presenters: Rose Marra and Christopher M. Larsen, University of Missouri

The goal was to help engineering students learn collaboration and communication skills as these are needed for the workplace.

There is a perception that engineers like to work alone. Faculty struggle to create learning tasks and activities that require collaboration; and may not have the knowledge base needed to teach these skills.

They developed a tool to support engineering student collaboration in the context of doing engineering design. Used a tool called Google Drive Environment for Collaboration.

The study was really focused on whether students were able to learn collaboration skills through the use of these online tools.

The course studied had 40 students and was an Industrial Engineering Ergonomics and Workstation Design course. They worked on project where they had to consider a human factors problem and designed a solution for it. They did all of their work, and turned in final work in the GDEC environment. The environment was technology paired with pedagogy to facilitate learning.

The technology part (2012) was Google Drive. They wanted something easy to use and free for the students to use. Mind tools are like spreadsheets and databases we have talked about for years; now we are moving mind tools onto the cloud. Simultaneous editing, folder structures, and trace data were important affordances.

Instructor had global access to all folders. Folders were created for each team. Students could see their folder only.

They had tried pbwiki before and found it too hard – it wasn’t easy to produce reports and documents.

This was a face to face course, not online.

Students don’t use the affordances of the technology unless they are coached (Hsu et al 2014), used scaffolds and scripted prompts to support each part of the project.

Scaffolding is assistance from an expert that enables learners to accomplish things on their own (couldn’t see the 1976 reference). Need to eventually fade the scaffold.

When they started, partially completed google docs were already in their folders to scaffold their work.

Issues that needed to be addressed from previous sections of the course: projects read as they were bolted together; divide and conquer mentality, collaborative writing challenges, students’ in ability to provide constructive feedback to one another. They conducted in class workshops where students were walked through a constructive peer feedback experience so they could learn how to negotiate and collaborate (not just cooperate).

Interesting that many students hadn’t seen GoogleDrive before and they found it very useful. Comment: I’m not sure that time passing will make it more likely that students are just organically start using tools such as GoogleDrive to collaborate? I think it’s really unlikely – they tend to gravitate to their social media, but not voluntarily using tools that support work-like collaborative environments without a real need for it. 

Faculty or Instructional Designer? Creating a Culture of Collaborative Course Design and Development

Presenters: Lisa Johnson and Gina Connor, Ashford University

Presentation slidedeck is online here

This presentation is on the pilot of a course design and development process within the College of Education. They built a handbook for course design to support the process. We have a new handbook as well, and hope to put it online as soon as editing is done. It will be online here.

Lisa worked before in a culture of open source and sharing.

Some challenges were:

  • The culture emphasized cooperation over collaboration. The roles and jobs weren’t synchronized and people weren’t necessarily talking to each other and sharing resources.
  • Another challenge was a very small ID team – 4 IDs for 200 courses that were new or revised. Communication processes were important – delineating workshops with distinct goals, unique cultures for accountability and sharing. Faculty needed tools to put in place to support the process. They may tend to do what they’ve seen before instead of thinking through developing outcomes and assessments. It’s important to remember everyone was working really hard and working well. The goal here was to maximize what was already working. A proactive approach was essential.
  • A mix of processes and expectations, including accreditation, Quality Matters (98% of their courses are QM certified), mixed workstyles (asynchronous and semi synchronous) caused challenges as well.
  • Audience challenges: purpose, goals, keeping everyone heading the same direction
  • Audience challenges: role confusion, who is doing what between the faculty member and the ID
  • Audience challenges in requiring faculty to go through Quality Matters for their online courses
  • Other comments / tips
    • It’s important to help the faculty realize that ID support is a resource, not as oversight; the positive framing is really important

How the challenges were tackled/overcome

  • Course design cafe – they have the handbooks, templates, and resources to support the process. It’s a social platform for sharing content, having groups, tracking projects, etc. Resources, articles, discussions, etc. are also included to support the course design process. The Instructional Design team is active in the online cafe as well.
  • “Dangerous Designers” Community of Practice. It’s grown to be university wide – there are about 75 faculty who participate every month. They bring in different stakeholders to share with faculty how they can support the course design process. It’s a growing group that supports faculty talking to each other about designing their courses and curriculum.
  • Roles included in the team for course development
    • Faculty developer / designer
    • Program Manager
    • Quality Assurance
    • Assessment Analyst
    • Instructional Designer
    • Career Services, Library & Writing Center Liaisons
    • Curriculum Coordinators/Specialists
    • Curriculum Design Specialist Faculty
    • Instructional Design Specialist Faculty
      • One point is pulling in faculty to work as instructional design support to supplement a small team of trained IDs. They are like a lead faculty support for instructional design.
      • Lisa is a professor, but doing ID work and has the skill set of an ID.
      • Faculty egos are less bruised when they receive feedback because Lisa is a peer – she is also a professor.

The main point is creating structures for supporting communication and collaboration – finding ways to connect people with each other for sharing.

The Role of the Instructional Designer

Blogging the 2014 AECT International Convention.

Understanding the Collaborative Relationship between Instructional Designers and Clients: A Typology of Instructional Designer Activities

Presenters: Bill Sugar, East Carolina University; Rob Moore, UNC-Chapel Hill

Slides online here

Based on instructional designer log entries, interviews, project information. They were trying to see what happens in the “day in the life” of an instructional designer. The study was done on one instructional designer’s daily life over a whole year, and 111 unique activities were categorized. Most of the clients thought they saw the instructional designer monthly or once every two or three months.

Types of Activities

  • Design: elearning, graphics, instructional design planning, PowerPoint, social media, webinars
  • Production: audio, images, video
  • Support: courses, elearning, just-in-time support, LMS support, social media, webinars
    • Webinars included supporting the back channel and making sure things go well. They do a lot of webinars.
    • Just-in-time support includes walking the hallways for a break to just see if anyone needs anything
    • On faculty support: Anything you only use every six months is going to be hard and you will need support for. good attitude towards faculty asking for training over & over.
    • It really helps to know the faculty, to know what’s happening with their families, travel, etc. and to negotiate on deadlines.
  • Non-Instructional design activiities: administrative tasks, meetings

ID Roles

Interesting Notes and Reflections

  • About 19 hours per course
  • In our shop, we split these different functions across different positions and roles on our team
  • The next step after this study is to generate a survey or instrument for instructional designers
  • Lit review prepping for this study is published as a book: Studies of ID Practices

Instructional Designers and Faculty Developers: Pedagogies, Perceptions and Practices in Mobile Learning: A Qualitative Study

Presenter: Kim Hosler, University of Denver

This study looked at how nine instructional designers were supporting faculty with mobile learning efforts.

Mobile learning definition: learning happening across locations, times, topics, and technologies using small hand-held, and possibly in the future, wearable devices. People can interact with their surroundings using digital tools. See Mobile Learning.

The instructional designers had to have education in either instructional design, educational technology or curriculum and instruction (yay here’s evidence that using C&I folks as my instructional designers is appropriate)

One thing she found as a surprise of the research is that really not much was happening on the campuses with mobile learning – and faculty weren’t as involved as expected.

What frameworks were they using to support faculty with mobile learning? Some said ADDIE, some said Bloom’s and Dee Fink’s Significant Learning Experiences.

In this study, each instructional design created a visual representation of how they would approach mobile learning on their campus. Interesting on their focus. Most of these instructional designers were working in centers for teaching on university campuses.

  • One started with mobile learning jumping off from the LMS.
  • Another one took a high level administrative and planning perspective.
  • Another started with a faculty centric view and worked out thrugh faculty issues such as workload, support, resources, etc.
  • Another one said we don’t have time for mobile learning because we are working on pedagogy, andragogy. If faculty can’t write learning objectives well, how can we focus on mobile learning?
  • Another found the infrastructure support as the foundation of implementation of mobile learning and thought about institutional needs.

One thing to consider was how teaching and learning centers are organized. They have different names, different foci, etc.

I’m inspired by the focus in this research on how instructional designers are using models and frameworks to guide their work. There are additional models and frameworks that are built around educational technology that we could be using more effectively to guide our work.