The learner-centered instructional designer : purposes, processes, and practicalities of creating online courses in higher education

著者

    • Quinn, Jerod
    • Darby, Flower

書誌事項

The learner-centered instructional designer : purposes, processes, and practicalities of creating online courses in higher education

edited by Jerod Quinn ; foreword by Flower Darby

Stylus Publishing, 2021

  • : paperback

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注記

Summary: "This is a practical handbook for established and aspiring instructional designers in higher education, readers who may also be identified by such professional titles as educational developer, instructional technologist, or online learning specialist. Jerod Quinn, together with a team of experienced instructional designers who have worked extensively with a wide range of faculty on a multiplicity of online courses across all types of institutions, offer key guiding principles, insights and advice on how to develop productive and collegial partnerships with faculty to deliver courses that engage students and promote enduring learning"-- Provided by publisher

Includes bibliographical references and index

内容説明・目次

内容説明

"What does a new instructional designer need to know to find her or his feet when working with faculty to create online classes?" This is a practical handbook for established and aspiring instructional designers in higher education, readers who may also be identified by such professional titles as educational developer, instructional technologist, or online learning specialist. Jerod Quinn, together with a team of experienced instructional designers who have worked extensively with a wide range of faculty on a multiplicity of online courses across all types of institutions, offer key guiding principles, insights and advice on how to develop productive and collegial partnerships with faculty to deliver courses that engage students and promote enduring learning. Designing and developing online classes for higher education takes a combination of pedagogical knowledge, the ability to build trust with faculty, familiarity with frameworks on how people learn, understanding of accessibility and inclusion, and technical skills to leverage a learning management system into an educational experience. Coming from diverse backgrounds, few instructional designers enter academia well versed in all of these aspects of creating online classes. This book provides the foundation on which instructional designers can build their careers. The guiding principle that animates this book is that the student experience and successful learning outcomes are paramount, and governs discussion of course design, pedagogy, the use of multimedia and technological advances, as well as the use of different forms of interactive exercises and group assignments. The succinct, informally written chapters offer ideas and means to apply theory to the daily work of instructional design and cover the four key components that drive thus work in higher education: Defining the scope and main design approaches of our work Building trust with the faculty we work with Applying frameworks of how people learn Mastering common online instructional practices

目次

Foreword-Flower Darby Acknowledgments Part One: Instructional Design in Academia: A Common Core with Different Approaches 1) Introduction: Always Learner-Centered-Jerod Quinn 2) Concierge Model: The Full-Service Guide-Rayne Vieger 3) Consultation Model: At the End of the Day-Jerod Quinn Part Two: Building Faculty Trust: You Can Trust Me, I'm a Professional 4) Building Trust: Creating a Climate of Trust, Care, and Collaboration Among Instructional Designers and Faculty-Christopher Grabau 5) Having Boundaries: I'm Not Your Personal Assistant-Olena Zhadko 6) Faculty Perspectives: A (Love?) Letter to Instructional Designers-Tom Warhover 7) Grounded in Research: Be Good-or at Least Evidence-Based-Johanna Inman Part Three: Frameworks That Touch Everything: The Lenses We Work With 8) Learning Online: The Internet Should be Used for More Than DIY Videos-Josie G. Baudier 9) Universal Design for Learning: Everybody Gets to Learn-Carl Moore 10) Decentralizing Whiteness: Where Do We Start?-German E. Vargas Ramos 11) Motivation for Learning: If We Build it, Will They Come?-Traci Stromie 12) Metacognition and Reflection: How We Know What We Know and Don't Know-Katie Linder 13) Leveraging Technology: It's New and Shiny, So it Must Be Good for Learning-Bonni Stachowiak Part Four: Components of Online Classes: Practical Evergreens 14) Course Structure: Spend Time Engaging with Course Materials, Not Hunting for Them-German E. Vargas Ramos 15) Multimedia: Moving Beyond Passive to Active Learner Engagement-Danilo M.Baylen, Jonathan Gratch, Linda Haynes 16) Group Work: Online Collaboration Isn't Always Horrible-Emily Goldstein 17) Synchronous Learning: Good to See You Again-David Wicks, Annie Tremonte 18) Discussion Forums: Our Love-Hate Relationship with Discussion Forums-Shannon Riggs 19) Presence: Online Courses Still Have to be Taught-Olena Zhadko 20) Epilogue: A Day in the Life-Jerod Quinn Annotated Biographies Index

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