The Instructional Design Trainer’s Guide
Authentic Practices and Considerations for Mentoring ID and Ed Tech Professionals
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.
Table of Contents
1. A Holistic Approach to Teaching Instructional Design 2. An Overview of the Competencies and Career Outcomes in Educational Technology 3. Inscribing a Designer Mindset to Instructional Design Students 4. Preparing Instructional Design Students for Reflective Practice 5. Creativity and Design Thinking: Crucial Mindsets in Instructional Design Education 6. Learning Experience Design in Practice: "Theoretically, We Did Everything Right" 7. Empathy for Action in Instructional Design 8. Designed Failure in Instructional Design and Technology 9. Instructional Design from the Lens of Self-Regulated Ill-Structured Problem Solving: Research and Practical Applications 10. Designing for Service-Learning Experiences 11. Inclusive Online Courses: Universal Design for Learning Strategies that Impact Faculty Buy-In 12. Systems Thinking in Instructional Design 13. Integrating Ethics into the Curriculum: A Design-Based Approach for Preparing Professionals to Address Complex Problem Spaces 14. Instructional Design Embedded in Culture 15. Preparing Instructional Designers to Scale Needs Assessment 16. The Value of Human Performance Improvement in Instructional Design and Technology 17. Preparing Instructional Designers to Apply Human Performance Technology in Global Context 18. Integrating Evaluation in Instructional Design Practice 19. Project Management for Instructional Designers: Navigating People, Processes, and Politics 20. Supporting Instructional Design Graduate Education through Networked Learning and Institutional Social Media 21. Creating and Cultivating a Regional Community of Practice for Instructional Design and Faculty Development Practitioners 22. Developing Consulting Skills in Novice Instructional Designers
Jill E. Stefaniak is Associate Professor in the Department of Career and Information Studies at the University of Georgia, USA.
Rebecca M. Reese is Director of Online Learning at Rocky Mountain College of Art + Design, USA.