The Instructional Design Trainer’s Guide provides foundational concepts and actionable strategies for training and mentoring instructional design and educational technology students to be effective across contexts. ID faculty are charged with bridging the gap between research and practice preparing graduate students for the real-world workforce. This book provides trainers and university programs with authentic learning experiences that better articulate the practices of and demands on design and technology professionals in the field. Through this enhanced perspective, learners will be better positioned to confidently embrace constraints, work among changing project expectations, interact with multiple stakeholders, and convey to employers the skills and competencies gleaned from their formal preparation.
Author(s): Jill Stefaniak, Rebecca Reese
Publisher: Routledge
Year: 2022
Language: English
Pages: 265
City: New York
Cover
Half Title
Title Page
Copyright Page
Dedication
Table of Contents
About the Editors
List of Contributors
Chapter 1: A Holistic Approach to Teaching Instructional Design
Chapter Overview
Guiding Questions
What is Instructional Design?
Applications of Instructional Design
Promoting Equity and Inclusive Through Design
Creating Options for Learner Participation and Engagement
Check for Barriers to Learning Resources
Growing from and Giving Feedback
Represent Diversity in the Learning Environment
The Impetus for This Book
References
Chapter 2: An Overview of the Competencies and Career Outcomes in Educational Technology
Chapter Overview
Guiding Questions
Educational Technology Definition
Educational Technology Competencies in Graduate Programs
Foundational Competencies
Foundations of Instructional and Performance Technologies
Design and Development of Instruction
Learning Theories and Principles
Evaluation
Specialized Competencies
Instructional Materials Development
Teaching with Technology
Performance and Management
Other Competencies
Research on Educational Technology Competencies and Alignment with Curriculum
Career Outcomes
Connecting Process to Practice
References
Chapter 3: Inscribing a Designer Mindset to Instructional Design Students
Chapter Overview
Guiding Questions
Theory and Processes
Design Thinking as a Distinct Form of Reasoning
Deduction Form of Reasoning
Induction Form of Reasoning
Abduction-1 Form of Reasoning
Abduction-2 Form of Reasoning
Framing Form of Reasoning
The Designer Mindset
The Frame Experiment as a Designerly Tool
Building Design Judgment through Frame Experiments
Building Ethical Awareness through Frame Experiments
Using In-Process Design Failure (Petit Failure) in Frame Experiments
Connecting Process to Practice
Implementing a Frame Experiment as a Designerly Tool
Implementing Frame Experiments to Teach Design Judgments
Implementing Frame Experiments to Promote Design Ethics
Implementing Frame Experiments to Engage in Petit Design Failure
Reflections and Accounting for Project Timelines
References
Chapter 4: Preparing Instructional Design Students for Reflective Practice
Chapter Overview
Guiding Questions
Reflective Practice – Theory and Strategy
The Theory of Reflective Practice
Strategies that Nurture Reflective Practice
Connecting Process to Practice
References
Chapter 5: Creativity and Design Thinking: Crucial Mindsets in Instructional Design Education
Chapter Overview
Guiding Questions
On Creativity: Characteristics and Research Perspectives
On Design Thinking: A ‘Designerly’ Perspective
Connecting Process to Practice
References
Chapter 6: Learning Experience Design in Practice: “Theoretically, We Did Everything Right”
Chapter Overview
Guiding Questions
Theory and Processes
Why is LXD Important for Instructional Designers?
Connecting Process to Practice
Activity
Create a Learner Persona
References
Chapter 7: Empathy for Action in Instructional Design
Chapter Overview
Guiding Questions
Key Terms
Empathy and the Empathic Design Process
Be Empathic Toward the Audience of Focus
Design for Empathy in Action
Empathy for the Audience of Focus
Empathy for Oneself
Empathy for a Learning and Performance Context
Produce Meaningful Design Deliverables
Learner and Designer Contexts are Dynamic
Learner and Designer Contexts are about Interpretation
Learner and Designer Contexts are about Filling Spaces
Learner and Designer Contexts are about Meaning-Making
Learner and Designer Context are about Creating Meaning and Moving Forward
Connecting Process to Practice
References
Chapter 8: Designed Failure in Instructional Design and Technology
Chapter Overview
Guiding Questions
Theory and Processes
The Interaction of Performance and Learning
Productive Failure
Using Cases of Failure for Learning
Using Failure Cases
Connecting Process to Practice
Debate Activity
Design Activity
References
Chapter 9: Instructional Design from the Lens of Self-Regulated Ill-Structured Problem Solving: Research and Practical Applications
Chapter Overview
Guiding Questions
Theory and Practice
Problem Solving – Key Concepts
Ill-Structured Problem Solving: Iteration and Self-Regulation
Instructional Design Process
Iterative Problem Solving in Instructional Design Process: Conceptual Framework
Connecting Process to Practice
References
Chapter 10: Designing for Service-Learning Experiences
Chapter Overview
Guiding Questions
What and Why Service-Learning
Designing for Service-Learning
Purpose – Stakeholders – Implementation
“P” – Purpose
“S” – Stakeholders
“I” – Implementation with Feedback
Assessment and Student Reflection
Conclusion
Connecting Process to Practice
References
Chapter 11: Inclusive Online Courses: Universal Design for Learning Strategies that Impact Faculty Buy-In
Chapter Overview
Guiding Questions
Background
Historical Approach to Accessibility in Higher Education
Modern Approach to Accessibility in Higher Education
Universal Design
Universal Design for Learning (UDL)
Instructional Designers and Accessible Instruction
Connecting Process to Practice
Reframe Accessibility and UDL
Start Small
Faculty Development Training
Shared Responsibility and Institutional Support
Suggested Activities for Instructional Design Programs
Conclusion
References
Chapter 12: Systems Thinking in Instructional Design
Chapter Overview
Guiding Questions
What is a System? What are the Parts of the System?
What is “Systems Thinking”?
Instructional Design and Systems Thinking
Theory and Processes
Systems Thinking
Doing Systems Thinking
Draw or Sketch the System
Draw a Feedback Loop (see Figure 12.1)
Connecting Process to Practice
Conclusion
References
Chapter 13: Integrating Ethics into the Curriculum: A Design-Based Approach for Preparing Professionals to Address Complex Problem Spaces
Chapter Overview
Guiding Questions
Anchoring Content and Theory
Ethical Issues and Considerations
Reflective Practice for Ethical Analysis and Synthesis
Problem Setting/Framing
Reflection-In-Action
Ethics as Design
Generative Learning Strategies
Connecting Process to Practice
Discussion Questions/Generative Discussions
Activities/Assignments
Conclusion
References
Chapter 14: Instructional Design Embedded in Culture
Chapter Overview
Guiding Questions
Cultural Concepts Related to the Instructional Design Process
Systems
Depth Levels of Culture
Cultural Inclusivity in Instructional Design and Technology Processes
Front-End Analysis
Design and Development
Implementation – Culturally Relevant Pedagogy
Conclusion
Connecting Process to Practice
References
Chapter 15: Preparing Instructional Designers to Scale Needs Assessment
Chapter Overview
Guiding Questions
What is Needs Assessment and Analysis?
Needs Assessment in the Field
Customized Needs Assessment Projects Range in Scale and by Context
What Often Gets Ignored in Needs Assessments?
Scaled Interventions are Best Identified in Partnership and Aligned with the Causes of the Performance Gap
Challenges IDs Face Trying to Advocate for Needs Assessment
Instructional Designers are Often Consultants
Internal Consultants
External Consultants
How Can ID Instructors and Students Qualify Potential Needs Assessment Projects?
Strategies to Support Needs Assessment Instruction
Scaling Projects
Working in Phases
Provide Templates and Examples
Importance of Data-Driven Decisions
Prepare for the Unexpected
Role of the Instructor in Needs Assessment Classes
Students Interacting with the Client
Determine the Extent to Which the Client is Comfortable with Students Pushing Back on the Client’s and Organization’s Beliefs and Perceptions
Determine How the Client Feels about Progress on the Project
Preview Needs Assessment Findings and Recommendations
Connecting Process to Practice
References
Chapter 16: The Value of Human Performance Improvement in Instructional Design and Technology
Chapter Overview
Guiding Questions
Theory and Processes of HPI
Identification of the Performance Problem
Gap Analysis
Cause Analysis
Intervention Selection
Evaluation
Connecting Process to Practice
Mini-Cases
References
Chapter 17: Preparing Instructional Designers to Apply Human Performance Technology in Global Context
Chapter Overview
Guiding Questions
Systems Thinking
Organizational Systems Maps
Improving Performance in Organizational Systems across Cultures and in Global Contexts is a Growing Concern
Ethical and Responsible Data Collection and Analysis
Building Trust
Respect for Cultural Beliefs
Extra Time for Projects
Participatory Approach
Language, Translation, and Nonverbal Cues
Sampling
Informed Consent
How to Teach IDs to Do this Important Work
Cognitive Apprenticeships in the Classroom, on Internships, and/or on the Job
Conclusion
Connecting Process to Practice
References
Chapter 18: Integrating Evaluation in Instructional Design Practice
Chapter Overview
Guiding Questions
Best Practices for Designing Instruction
Why are Evaluation Competencies Lacking in Instructional Designers Upon Graduation?
Purpose of Evaluation
Connecting Process to Practice
References
Chapter 19: Project Management for Instructional Designers: Navigating People, Processes, and Politics
Chapter Overview
Guiding Questions
Foundations and Concepts
The People
Project Sponsor
Project Team
Project Manager
The Processes
Instructional Design and Project Management
Waterfall Approach
Agile Approach
Hybrid Approach
The Politics
Who?
How?
Conclusion
Connecting Process to Practice
References
Chapter 20: Supporting Instructional Design Graduate Education through Networked Learning and Institutional Social Media
Chapter Overview
Guiding Questions
Networked Learning
Social Media
Social Media in Education
Hashtags
Institutional Social Media
Learning Activities
Institutional Social Media in Instructional Design Graduate Education
Connecting Process to Practice
References
Chapter 21: Creating and Cultivating a Regional Community of Practice for Instructional Design and Faculty Development Practitioners
Chapter Overview
Guiding Questions
Foundational Knowledge
Systems Thinking
Professional Community of Practice
Mentoring Networks
Designing a CoP with Systems Thinking in Mind
Connecting Process to Practice
References
Chapter 22: Developing Consulting Skills in Novice Instructional Designers
Chapter Overview
Guiding Questions
Skills and Competencies Necessary for ID Consulting
Theory and Practical Methods Used by IDT Programs to Foster Consulting Skills
Connecting Process to Practice
References
Index
