12 Matching Annotations
  1. Sep 2019
    1. A Snapshot of Instructional Design: Talking Points for a Field in Transition

      Article about the evolving field of instructional design.

    2. "World-class instructional designers can help one institution differentiate itself from others in the online learning market.

      I wish that instructional design wasn't always thought of as only for online learning, but that did a lot to propel the field forward.

    3. "Today, we need instructional designers who are equally fluent in learning design, faculty professional development, research methods, and technology," Bowen elaborated. "They must be able to partner with faculty to create, experiment, and publish innovative approaches to teaching and learning. Unfortunately, this looks a lot different than what we have in many instructional design units right now."

      This seems to be a more "classic" view of instructional designers not just lumping instructional technologists in with instructional designers.

    1. Educational development is often embedded in a highly variable campus ecosystem where other units or individuals may take on some of these roles.

      role of CTLs is highly dependent upon the campus

    2. What follows is a flexible, four-part lens for evaluating key possible dimensions of a CTL’s work — hub, incubator, temple, sieve — derived from a heuristic developed by others to categorize the literature on purposes of higher education (Stevens, Armstrong, & Arum, 2008).

      Interesting way to use an object as a way to describe the work of CTLs--hub, incubator, temple, sieve

    3. Because documentation of student learning impacts may not reflect the core objectives of all CTLs — and because this investigation is resource-intensive

      Measuring impact of on student learning outcomes is resource-intensive. This makes me think of the Tracer project.

    4. Short-term (i.e., “This year, I will see...”) and long-term (i.e., “In 10 years, I will see...) indicators are needed.

      Metrics must represent short and long-term view to capture impact over time.

    5. While these are excellent frameworks for evaluating instructor-level change, our field is pivoting from an emphasis on 1:1 work or workshops to longer-term, systemic change initiatives

      Shift from one-off sessions to more sustained faculty development efforts

    6. “What are you most proud of?”

      Great question prompt to find out how CTLs are impacting universities at the organizational level.

    7. These guidelines offer a lens that is distinct to our field and represent emergent directions in our work that are important to capture, particularly larger-scale change initiatives in alignment with college and university priorities.

      CTLs need guidelines for evaluation of their work. In the last two years, more research is beginning to emerge on how to analyze the unique impacts of CTLs.

    8. These guidelines define evaluation as information used for local decision making, which can also make a CTL’s work visible on campus.

      Evaluation to raise visibility of CTLs on campus.

    9. Effective evaluation is “a contextually bound practice [that] allows for diversity”

      Context is important for evaluation of CTLs. A one-size-fits-all approach doesn't work.