Learner-Centered Instructional Designer

"e;What does a new instructional designer need to know to find heror his feet when working with faculty to create online classes?"e; This is a practical handbook for established and aspiringinstructional designers in higher education, readers who may also be identifiedby such professional titles as educational developer, instructionaltechnologist, or online learning specialist. Jerod Quinn, together with a teamof experienced instructional designers who have worked extensively with a widerange of faculty on a multiplicity of online courses across all types of institutions,offer key guiding principles, insights and advice on how to develop productiveand collegial partnerships with faculty to deliver courses that engage studentsand promote enduring learning.Designing and developing online classes for higher educationtakes a combination of pedagogical knowledge, the ability to build trust withfaculty, familiarity with frameworks on how people learn, understanding ofaccessibility and inclusion, and technical skills to leverage a learningmanagement system into an educational experience. Coming from diversebackgrounds, few instructional designers enter academia well versed in all ofthese aspects of creating online classes. This book provides the foundation onwhich instructional designers can build their careers. The guiding principle thatanimates this book is that the student experience and successful learningoutcomes are paramount, and governs discussion of course design, pedagogy, theuse of multimedia and technological advances, as well as the use of differentforms of interactive exercises and group assignments. The succinct, informallywritten chapters offer ideas and means to apply theory to the daily work ofinstructional design and cover the four key components that drive thus work inhigher education: Definingthe scope and main design approaches of our work Buildingtrust with the faculty we work with Applyingframeworks of how people learn Masteringcommon online instructional practices

"e;What does a new instructional designer need to know to find heror his feet when working with faculty to create online classes?"e; This is a practical handbook for established and aspiringinstructional designers in higher education, readers who may also be identifiedby such professional titles as educational developer, instructionaltechnologist, or online learning specialist. Jerod Quinn, together with a teamof experienced instructional designers who have worked extensively with a widerange of faculty on a multiplicity of online courses across all types of institutions,offer key guiding principles, insights and advice on how to develop productiveand collegial partnerships with faculty to deliver courses that engage studentsand promote enduring learning.Designing and developing online classes for higher educationtakes a combination of pedagogical knowledge, the ability to build trust withfaculty, familiarity with frameworks on how people learn, understanding ofaccessibility and inclusion, and technical skills to leverage a learningmanagement system into an educational experience. Coming from diversebackgrounds, few instructional designers enter academia well versed in all ofthese aspects of creating online classes. This book provides the foundation onwhich instructional designers can build their careers. The guiding principle thatanimates this book is that the student experience and successful learningoutcomes are paramount, and governs discussion of course design, pedagogy, theuse of multimedia and technological advances, as well as the use of differentforms of interactive exercises and group assignments. The succinct, informallywritten chapters offer ideas and means to apply theory to the daily work ofinstructional design and cover the four key components that drive thus work inhigher education: Definingthe scope and main design approaches of our work Buildingtrust with the faculty we work with Applyingframeworks of how people learn Masteringcommon online instructional practices