how can an instructional designer help?

How can an Instructional Designer help ?

Inge de Waard

Who produces world renowned documentaries?

You are the ExpertThe teacher is the Expert• Expert in your field/s• Experienced with (online) learning• Comfort, capacity & contentSo what can an Instructional Designer do for you?

Introducing the Instructional Designer • Valuable member of the interdisciplinary MOOC team• Expert in online learning and differentiating pedagogy• Reducing your workload• Enhancing your course qualitySupport the overall goal: additional pedagogical brain & production manager.

Reducing workload①• Additional pedagogically sound brain• Support EdTech options• Translating your ideas into pedagogical solutions

① after an initial workload rush

Additional pedagogical brain• Theoretically accomplished

professional: a variety of theoretical frameworks at their disposal

• Continuity within a given – institutional or teacher preferred – theoretical approach

• Instructional Designers will find solutions for your teaching challenges

Support EdTech options• Video scripting and production

(liaison with media production team)

• Ensure granularity (content nuggets) for meaningful reuse in other courses (online or blended) - repository

Limiting workload to scripting by adding:• The ‘hand that writes’ (hand

actor)• Animations (cartoons, mixed

media, visualising essence)

Translating your ideas into (additional) pedagogical solutions

Video content

Self-assessment Assignment Evaluation

Good start, but sad if you repeat this approach endlesslyUsing a fixed approach will not outrank the average MOOCIDs invest time coming up with additional solutions, so you can focus on contentWe are all creatures of habit, IDs are trained to add variance

Evaluation • Learning analytics analysis and recommendations• Learning / teaching evaluation• Developing process

Learning analytics teacher dashboard (peergrade)

Learning analytics analysis

Classic: which content is viewed: incomplete, repeatedly for one section, downloaded more, skipped, … and what does it tell us?

1Social learning: peer review meta skills: who is consistently on target with peer reviews, who isn’t. Where to intervene, and where to leave it

2What skill, capacity, intended learning is not measured yet needed, and how could we measure it? (we measure what we know, keep eyes open for emergence)

3

Learning and Aligned Teaching evaluation

• Feedback from teachers & students • Does the learning/teaching process transform Intended Learning Objectives into

Achieved Learning Objectives? (in-process quality assurance)• How can we contextualize the assignments/content nuggets… to fit different

locations and infrastructural realities?• Increase of self-directed learning?

Quality Assurance

Intended Learning

Objectives

Achieved Learning

Objectives

Developing process

• Can we reuse parts of this course in others (disseminate what is made) = granularity level educational resources databank = repository

• Disseminate what works through organisation/s & departments

• Investigate novel approaches in Technology Enhanced Learning research

Instructional Design Variation

• Simple to complex• Variation within opposing learning

parameters • Innovative (research-based) approaches

Simple to complex

• Getting the variety of learners aligned (content wise) at the start (might demand pre-course modules/nuggets, prerequisites)• Do the learning steps allow a Zone of Proximal

Development if social learning is part of the learning process?• Is there a clear learning curve pushing the

boundaries of knowledge?

Variation within opposing learning parameters

Work in progress: the Instructional Design Variation Matrix• Using opposing learning parameters to diversify learner actions• Flipped learning network (have a look)

Individual learning Social

learningMemorisation Process

understandingWatching

video Peer review collaborations

Security standards Systems

thinking

Innovative (research-based) approaches

Innovation with a well-founded pedagogical reason• Augmented reality• Alternate reality games• Using available mobile sensors in BYODs

Process overview

• Continuity and context • Reflect global classroom in media & content • Creativity and other meta-skills

Continuity & context

• Continuity and context relevance throughout the course

• Is there continuity in the theoretical framework for education that is currently used?

• Considering a variety of contexts (challenge driven ed): do the learning actions allow these contexts to be integrated in the solutions?

• Intellectual Property Rights and Copyrights per country/region

Reflect the global classroom in media & content• Ensure global diversity or

specific target populations to increase participant sensitivity • Use Instructional Design

Instruments that measure the diversity in terms of gender, age, looks (e.g. voice over diversity, visual skin diversity…)

Creativity & unmeasured meta-skills

• Creativity and other meta-skills: meta knowledge: situate it & train it• Instructional designers use

neurobiological findings: e.g. increase conscious theta-wave use, spaced learning…

Instructional design = multiple purposes• Support your expertise (interdisciplinary team, teacher

leads)• Ensure high quality content and design (adding

instructional and pedagogical expertise)• Reduce workload (in the longrun)• Instructional Designers embrace your content ideas and

fill in possible gaps

Kick-off practical: aligning Production, Interactions (present/needed), Quality versus Time

A great Instructional Designer?

• Proven theoretical EdTech foundation

• Broad interest with experienced hands-on projects

• Having an active professional online network (lives online)

• Knowledgeable but prepared to listen and work with the teachers

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Contact me here or laterE-mail: ingedewaard (at) gmail.com

Blog: ignatiawebs.blogspot.com

Twitter: http://twitter.com/Ignatia

Publicaties: http://www.ingedewaard.net/pubconsulpres.htm Presentaties: http://www.slideshare.net/ignatia

LinkedIn: http://www.linkedin.com/in/ingedewaard