1st Edition
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.
Chapter 1: A Holistic Approach to Teaching Instructional Design by Jill E. Stefaniak and Rebecca M. Reese
Chapter 2: An Overview of the Competencies and Career Outcomes in Educational Technology by Florence Martin, Swapna Kumar, and Albert Ritzhaupt
Chapter 3: Inscribing a Designer Mindset to Instructional Design Students by Elizabeth Boling, Colin M. Gray, and Ahmed Lachheb
Chapter 4: Preparing Instructional Design Students for Reflective Practice by Jason K. McDonald
Chapter 5: Creativity and Design Thinking: Crucial Mindsets in Instructional Design Education by William Cain and Danah Henriksen
Chapter 6: Learning Experience Design in Practice: "Theoretically, We Did Everything Right" by Matthew Schmidt
Chapter 7: Empathy for Action in Instructional Design by John Baaki & Monica W. Tracey
Chapter 8: Designed Failure in Instructional Design and Technology by T. Logan Arrington and Andrew A. Tawfik
Chapter 9: Instructional Design from the Lens of Self-Regulated Ill-Structured Problem Solving: Research and Practical Applications by Xun Ge, Ali Ceyhun Muftuoglu, and Spencer Brickell
Chapter 10: Designing for Service-Learning Experiences by LuAnn Batson-Magnuson, Beth Sockman, Laurene Clossey, and Olivia Carducci
Chapter 11: Inclusive Online Courses: Universal Design for Learning Strategies that Impact Faculty Buy-In by Amy Lomellini & Patrick R. Lowenthal
Chapter 12: Systems Thinking in Instructional Design by Angela Doucet Rand
Chapter 13: Integrating Ethics into the Curriculum: A Design-Based Approach for Preparing Professionals to Address Complex Problem Spaces by Stephanie L. Moore and Gabrielle Griffin
Chapter 14: Instructional Design Embedded in Culture by Beth Sockman and Laura Kieselbach
Chapter 15: Preparing Instructional Designers to Scale Needs Assessment by Jill E. Stefaniak, Lisa Giacumo, and Steve Villachica
Chapter 16: The Value of Human Performance Improvement in Instructional Design and Technology by T. Logan Arrington, Alison L. Moore, Kaila Steele, and James D. Klein
Chapter 17: Preparing Instructional Designers to Apply Human Performance Technology in Global Context by Lisa A. Giacumo and Tutaleni I. Asino
Chapter 18: Integrating Evaluation in Instructional Design Practice: Philena DeVaughn
Chapter 19: Project Management for Instructional Designers: Navigating People, Processes, and Politics by Shahron Williams van Rooij
Chapter 20: Supporting Instructional Design Graduate Education through Networked Learning and Institutional Social Media by Enilda Romero-Hall
Chapter 21: Creating and Cultivating a Regional Community of Practice for Instructional Design and Faculty Development Practitioners by Samantha J. Blevins, Tracey W. Smith, Charley Cosmato, M. Aaron Bond, and Emory Maiden
Chapter 22: Developing Consulting Skills in Novice Instructional Designers: Barbara B. Lockee and Miriam B. Larson
Biography
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.
