The Instructional Design Trainer’s Guide: Authentic Practices and Considerations for Mentoring ID and Ed Tech Professionals PDF
Preview The Instructional Design Trainer’s Guide: Authentic Practices and Considerations for Mentoring ID and Ed Tech Professionals
The Instructional Design Trainer’s Guide 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 profession- als 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. 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. The Instructional Design Trainer’s Guide Authentic Practices and Considerations for Mentoring ID and Ed Tech Professionals Edited by Jill E. Stefaniak and Rebecca M. Reese Cover image: © Shutterstock First published 2022 by Routledge 605 Third Avenue, New York, NY 10158 and by Routledge 4 Park Square, Milton Park, Abingdon, Oxon, OX14 4RN Routledge is an imprint of the Taylor & Francis Group, an informa business © 2022 selection and editorial matter, Jill E. Stefaniak and Rebecca M. Reese; individual chapters, the contributors The right of Jill E. Stefaniak and Rebecca M. Reese to be identified as the authors of the editorial material, and of the authors for their individual chapters, has been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe. Library of Congress Cataloging-in-Publication Data Names: Stefaniak, Jill E., 1984- editor. | Reese, Rebecca M., editor. Title: The instructional design trainer’s guide : authentic practices and considerations for mentoring ID and ED tech professionals / edited by Jill E. Stefaniak and Rebecca M. Reese. Description: New York, NY : Routledge, 2022. | Includes bibliographical references and index. | Summary: “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”-- Provided by publisher. Identifiers: LCCN 2021048553 (print) | LCCN 2021048554 (ebook) | ISBN 9780367626129 (hardback) | ISBN 9780367619879 (paperback) | ISBN 9781003109938 (ebook) Subjects: LCSH: Instructional systems--Design. | Educational technology. Classification: LCC LB1028.38 .I5725 2022 (print) | LCC LB1028.38 (ebook) | DDC 371.33--dc23/eng/20211109 LC record available at https://lccn.loc.gov/2021048553 LC ebook record available at https://lccn.loc.gov/2021048554 ISBN: 978-0-367-62612-9 (hbk) ISBN: 978-0-367-61987-9 (pbk) ISBN: 978-1-003-10993-8 (ebk) DOI: 10.4324/9781003109938 Access the Support Material: www.routledge.com/9780367619879 Typeset in Baskerville by SPi Technologies India Pvt Ltd (Straive) To Dolly Parton.– JES To my pack.– RMR Contents About the Editors ix List of Contributors x 1 A Holistic Approach to Teaching Instructional Design 1 JILL E. STEFANIAK AND REBECCA M. REESE 2 An Overview of the Competencies and Career Outcomes in Educational Technology 9 FLORENCE MARTIN, SWAPNA KUMAR, AND ALBERT D. RITZHAUPT 3 Inscribing a Designer Mindset to Instructional Design Students 18 ELIZABETH BOLING, COLIN M. GRAY, AND AHMED LACHHEB 4 Preparing Instructional Design Students for Reflective Practice 29 JASON K. MCDONALD 5 Creativity and Design Thinking: Crucial Mindsets in Instructional Design Education 38 WILLIAM CAIN AND DANAH HENRIKSEN 6 Learning Experience Design in Practice: “Theoretically, We Did Everything Right” 48 MATTHEW SCHMIDT 7 Empathy for Action in Instructional Design 58 JOHN BAAKI AND MONICA W. TRACEY 8 Designed Failure in Instructional Design and Technology 67 T. LOGAN ARRINGTON AND ANDREW A. TAWFIK 9 Instructional Design from the Lens of Self-Regulated Ill-Structured Problem Solving: Research and Practical Applications 77 XUN GE, ALI CEYHUN MUFTUOGLU, AND SPENCER BRICKELL 10 Designing for Service-Learning Experiences 90 LUANN BATSON-MAGNUSON, BETH SOCKMAN, LAURENE CLOSSEY, AND OLIVIA CARDUCCI viii Contents 11 Inclusive Online Courses: Universal Design for Learning Strategies that Impact Faculty Buy-In 101 AMY LOMELLINI AND PATRICK R. LOWENTHAL 12 Systems Thinking in Instructional Design 112 ANGELA DOUCET RAND 13 Integrating Ethics into the Curriculum: A Design-Based Approach for Preparing Professionals to Address Complex Problem Spaces 121 STEPHANIE L. MOORE AND GABRIELLE GRIFFIN 14 Instructional Design Embedded in Culture 135 BETH SOCKMAN AND LAURA KIESELBACH 15 Preparing Instructional Designers to Scale Needs Assessment 147 JILL E. STEFANIAK, LISA A. GIACUMO, AND STEVE VILLACHICA 16 The Value of Human Performance Improvement in Instructional Design and Technology 161 T. LOGAN ARRINGTON, ALISON L. MOORE, KAILA STEELE, AND JAMES D. KLEIN 17 Preparing Instructional Designers to Apply Human Performance Technology in Global Context 170 LISA A. GIACUMO AND TUTALENI I. ASINO 18 Integrating Evaluation in Instructional Design Practice 180 PHILENA DEVAUGHN 19 Project Management for Instructional Designers: Navigating People, Processes, and Politics 189 SHAHRON WILLIAMS VAN ROOIJ 20 Supporting Instructional Design Graduate Education through Networked Learning and Institutional Social Media 206 ENILDA ROMERO-HALL 21 Creating and Cultivating a Regional Community of Practice for Instructional Design and Faculty Development Practitioners 219 SAMANTHA J. BLEVINS, TRACEY W. SMITH, CHARLEY COSMATO, M. AARON BOND, AND EMORY MAIDEN 22 Developing Consulting Skills in Novice Instructional Designers 229 BARBARA B. LOCKEE AND MIRIAM B. LARSON Index 245 Editors Jill E. Stefaniak is Associate Professor in the Learning, Design, and Technology program in the Department of Career and Information Studies at the University of Georgia, USA. Her research interests focus on the professional development of instructional designers, designer decision-making processes, and contextual factors influencing design in situ- ated environments. Rebecca M. Reese is Director of Online Learning for Rocky Mountain College of Art + Design, USA. Her research primarily focuses on the application of Universal Design for Learning to improve online accessibility, and the incorporation of game theory in online environments to enhance knowledge transfer and reduce cognitive load.
The list of books you might like
