1st Edition

The Learner-Centered Instructional Designer Purposes, Processes, and Practicalities of Creating Online Courses in Higher Education

Edited By Jerod Quinn Copyright 2021
    276 Pages
    by Routledge

    276 Pages
    by Routledge

    “What does a new instructional designer need to know to find her or his feet when working with faculty to create online classes?” This is a practical handbook for established and aspiring instructional designers in higher education, readers who may also be identified by such professional titles as educational developer, instructional technologist, or online learning specialist. Jerod Quinn, together with a team of experienced instructional designers who have worked extensively with a wide range of faculty on a multiplicity of online courses across all types of institutions, offer key guiding principles, insights and advice on how to develop productive and collegial partnerships with faculty to deliver courses that engage students and promote enduring learning.Designing and developing online classes for higher education takes a combination of pedagogical knowledge, the ability to build trust with faculty, familiarity with frameworks on how people learn, understanding of accessibility and inclusion, and technical skills to leverage a learning management system into an educational experience. Coming from diverse backgrounds, few instructional designers enter academia well versed in all of these aspects of creating online classes. This book provides the foundation on which instructional designers can build their careers. The guiding principle that animates this book is that the student experience and successful learning outcomes are paramount, and governs discussion of course design, pedagogy, the use of multimedia and technological advances, as well as the use of different forms of interactive exercises and group assignments. The succinct, informally written chapters offer ideas and means to apply theory to the daily work of instructional design and cover the four key components that drive this work in higher education: ·Defining the scope and main design approaches of our work·Building trust with the faculty we work with·Applying frameworks of how people learn·Mastering common online instructional practices.

    Foreword—Flower Darby Acknowledgments Introducation. Always Learner Centered—Jerod Quinn Part One. Instructional Design in Academia. A Common Core with Different Approaches 1. Concierge Model. The Full-Service Guide—Rayne Vieger 2. Consultation Model. At the End of the Day—Jerod Quinn Part Two. Building Faculty Trust. You Can Trust Me, I’m a Professional 3. Building Trust. Creating a Climate of Trust, Care, and Collaboration Among Instructional Designers and Faculty—Christopher Grabau 4. Having Boundaries. I’m Not Your Personal Assistant—Olena Zhadko 5. Faculty Perspectives. A (Love?. Letter to Instructional Designers—Tom Warhover 6. Grounded in Research. Be Good, or at Least Evidence Based—Johanna Inman Part Three. Frameworks That Touch Everything. The Lenses We Work With 7. Learning Online. The Internet Should be Used for More Than Just Do-It-Yourself Videos—Josie G. Baudier 8. Universal Design for Learning. Everybody Gets to Learn—Carl S. Moore 9. Decentralizing Whiteness. Where Do We Start?—German E. Vargas Ramos 10. Motivation for Learning. If We Build it, Will They Come?—Traci Stromie 11. Metacognition and Reflection. How We Know What We Know and Don’t Know—Kathryn E. Linder 12. Leveraging Technology. It’s New and Shiny, So It Must Be Good for Learning—Bonni Stachowiak Part Four. Components of Online Classes. Practical Evergreens 13. Course Structure. Spend Time Engaging With Course Materials, Not Hunting for Them—German E. Vargas Ramos 14. Multimedia. Moving Beyond Passive to Active Learner Engagement—Danilo M.Baylen, Jonathan Gratch, and Linda Haynes 15. Group Work. Online Collaboration Isn’t Always Horrible—Emily Goldstein 16. Synchronous Learning. Good to See You Again—David Wicks and Annie Tremonte 17. Discussion Forums. Our Love-Hate Relationship With Discussion Forums—Shannon Riggs 18. Presence. Online Courses Still Have to Be Taught—Olena Zhadko 19. Remote Instructional Design. The Best We Can—Tammy M. McCoy and Jerod Quinn Conclusion. A Day in the Life—Jerod Quinn Annotated Biographies Editor and Contributors Index


    Jerod Quinn, M.Ed, is an Instructional Designer for the Course Design and Technology department at the University of Missouri, where he works with faculty designing and creating online classes. He has been working as an instructional designer for almost a decade and in higher education for even longer. He has taught online classes in instructional design and face-to-face classes in educational technology. Leaning on his education, online teaching experience, and professional network, he works with faculty to create significant learning experiences online, face-to-face, and blended across disciplines. He’s been a POD Network member for several years and is currently in pursuit of a Ph.D. in Educational Psychology with an emphasis in quantitative research from the University of Missouri.

    “Creating high-quality online courses involves more than writing objectives and content alignment. Instructional designers (IDs) must also learn to navigate the higher education landscape and build mutually respectful, collaborative relationships with faculty. The Learner-Centered Instructional Designer introduces the reader to multiple “mentors” who have mastered these challenges and come out the other side with concrete, practical advice. It serves as an excellent resource for IDs new to higher education.”

    Andrea Gregg, Director of Online Pedagogy and Credentialing; Assistant Teaching Professor, Department of Mechanical Engineering, College of Engineering

    The Pennsylvania State University

    "The Learner-Centered Instructional Designer is the book I needed in my hands when I started in higher education instructional design. Quinn and colleagues have crafted a practical, affirming, and empowering book that will shape your practice and be a mainstay on your reading list. This book centers design practice on the things that matter most for instructional designers: collaboration, intentionality, and relationships. Every early career designer and design student should own this book."

    Jason Drysdale, Director of Instructional Design & Program Development

    University of Colorado

    "The importance of excellent online education—And of well-equipped instructional designers—has never been clearer. The Learner-Centered Instructional Designer provides a guidebook for new designers navigating a complex role as guide, learner advocate, and design partner. Full of practical and immediately applicable strategies, each chapter puts the learner at the center, focusing on everything from productive consultations, skill-building, and key frameworks for learning and teaching, as well as ideas for further reading and professional development."

    Deandra Little, assistant provost & director, Center for the Advancement of Teaching and Learning; professor of English

    Elon University