Instructional Design - where does it end?

let's keep in mind that faculty are usually much busier than they seem when we work with them. thus 'dependency' is not necessarily as much that, as you becoming an efficient resource for accomplishing tasks that they do not have time to do.

as for answers, i will cross over into the faculty realm, cause i do both.

1. some do, some do not. some don't want to be books, some want to be talking head videos. think of it in terms of known paradigms. faculty know how they have learned, and know how others have learned, and they aim toward that.

2. course packs are a pain in the ... copyrights have to be cleared, material has to be chosen. remember my first observation... faculty are busy. course packs are more work, upwards of 500 hours goes into the reading, review, and construction of course pack materials (I've seen it). it is only efficient in two arenas, very large classes, and certain types of graduate classes, where we already know exactly what we want to teach.

3. see paradigms. you have to learn to talk our language.

4. note that this is your language, talk our language. We recognize that students use technology. We still recognize that they can learn quite a bit more from a book than from their mobile phone. here learning is described on our terms. there are also issues of the nature of a course, which starts at point x, and ends at point y, we realize that there is a path for the class to take, other things that do not obviously in our world contribute to that path, are best forgotten. remember innovation requires learning, and learning takes time, and time as a commodity, is not commonly found.

5. they don't. you just don't recognize the innovation is that. is it innovation? or is it a time sink? there is also the expectations of the students. students expect certain things in certain classes. see how far your instructor ratings fall when you do not give them what they expect. the whole system is contrived to tend toward the normal, in that whatever you are probably imagining to be innovative is likely to be unexpected and reviewed poorly. let me tell you this, for the most part, faculty go with what works, what gets them good evaluations and demonstrates the students have learned the material. if it works, they get good evaluations, and students learn, why should they change? it is unclear that you are able to demonstrate the merits of change, but perhaps you can, but the key again is to communicate such change in a way that they relate to and acknowledge.

6. it is not about you, what you know, or what you think is best. educational technology and instructional design frequently is viewed as and operates as a service industry, not as the provider/producer. the faculty are the provider and producers of content/knowledge/education/learning, you have to be in their shoes in order to see it, and need to see it, else you won't get beyond the misperceptions, common misunderstandings, and miscommunications. There is space for dialogue and progress, but don't assume your ideas are what they are after. they have been in the idea game for a long time, they are smart consumers in their own world, give them credit, learn to work within their world. it will make things easier.

		Instructional Design - where does it end? Created by David Penrose (San Juan College) on June 15, 2005 If anyone is familiar with the ISD (ADDIE) model of instructional design or has had experience in this area, you will relate to my question. The question is, when do faculty take over FULL responsibility for courses that have been developed? I only ask, because it seems that in higher education that assistance breeds dependency. When a skilled instructional designer provides assistance, it seems they are held captive as long as the course is being offered. Why do most faculty want to treat every online course like a book writing assignment? Why do most faculty despise course packs? Why do most faculty refuse to admit that all teaching is hybrid (both synchronous and asynchronous)? Why do most faculty neglect the importance of innovations in the social experiences of students? Why do most faculty hold on to archaic methods of teaching? All this is leading to the conclusion that a model of instructional design is needed which produces locally grown instruction that is both fixed and flexible. The fixed content is what all departmental faculty will agree needs to be taught. The flexible instruction is that which is uniquely contributed by the faculty (course co-author). I have had experience in my institution of developing online courses that eventually were available for adaptation by other division faculty, with only minimum time investment. Can this be done in any other setting? David Instructional Design \| Rants David's blog Login or register to post comments 3142 reads Re: Instructional Design - where does it end? Submitted by Jeremy Hunsinger (Virginia Tech) on June 16, 2005 - 9:58am. let's keep in mind that faculty are usually much busier than they seem when we work with them. thus 'dependency' is not necessarily as much that, as you becoming an efficient resource for accomplishing tasks that they do not have time to do. as for answers, i will cross over into the faculty realm, cause i do both. 1. some do, some do not. some don't want to be books, some want to be talking head videos. think of it in terms of known paradigms. faculty know how they have learned, and know how others have learned, and they aim toward that. 2. course packs are a pain in the ... copyrights have to be cleared, material has to be chosen. remember my first observation... faculty are busy. course packs are more work, upwards of 500 hours goes into the reading, review, and construction of course pack materials (I've seen it). it is only efficient in two arenas, very large classes, and certain types of graduate classes, where we already know exactly what we want to teach. 3. see paradigms. you have to learn to talk our language. 4. note that this is your language, talk our language. We recognize that students use technology. We still recognize that they can learn quite a bit more from a book than from their mobile phone. here learning is described on our terms. there are also issues of the nature of a course, which starts at point x, and ends at point y, we realize that there is a path for the class to take, other things that do not obviously in our world contribute to that path, are best forgotten. remember innovation requires learning, and learning takes time, and time as a commodity, is not commonly found. 5. they don't. you just don't recognize the innovation is that. is it innovation? or is it a time sink? there is also the expectations of the students. students expect certain things in certain classes. see how far your instructor ratings fall when you do not give them what they expect. the whole system is contrived to tend toward the normal, in that whatever you are probably imagining to be innovative is likely to be unexpected and reviewed poorly. let me tell you this, for the most part, faculty go with what works, what gets them good evaluations and demonstrates the students have learned the material. if it works, they get good evaluations, and students learn, why should they change? it is unclear that you are able to demonstrate the merits of change, but perhaps you can, but the key again is to communicate such change in a way that they relate to and acknowledge. 6. it is not about you, what you know, or what you think is best. educational technology and instructional design frequently is viewed as and operates as a service industry, not as the provider/producer. the faculty are the provider and producers of content/knowledge/education/learning, you have to be in their shoes in order to see it, and need to see it, else you won't get beyond the misperceptions, common misunderstandings, and miscommunications. There is space for dialogue and progress, but don't assume your ideas are what they are after. they have been in the idea game for a long time, they are smart consumers in their own world, give them credit, learn to work within their world. it will make things easier. Login or register to post comments
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