Instructional Design Summit - Part 3: Moving Students, Faculty, Courses, and Programs From Remote To Online
Concurrent Session 6
Brief Abstract
In 2020, faculty quickly shifted to a remote learning model. Instructional Designers helped support and manage this quick transition, but how will the ID field manage the faculty, student, course, and program transformation from remote to online learning? During this panel, we will discuss how to plan for a future post-pandemic.
Presenters
Edward Queen is a Senior Instructional Designer at the Center for Learning Design within the Whiting School of Engineering. His career in education, which spans almost 20 years, began as an elementary school teacher after graduating with his BA in Elementary Education from Purdue University (#BoilerUp). During his 5-year teaching career, he obtained his MS.Ed. in Learning Design and Technology, also from Purdue (#HammerDown). He subsequently worked as an instructional designer at the National Foreign Language Center at the University of Maryland, College Park, where he developed e-learning objects for globally dispersed government foreign language and intelligence analysts. He joined the Johns Hopkins University in August 2010. Since then, he has designed and developed more than 100 online courses and has developed and delivered a wide range of faculty development opportunities. In March 2022, he was accepted into Indiana University's Instructional Systems Technology Ed.D. program.
Ed lives in Lafayette, Indiana with his wife Kelly (also Hopkins staff), three children (two boys and a girl--all teenagers), two golden retrievers (Strider and Hugo), and one orange tabby (Milo). He enjoys reading, playing Overwatch, watching TV and movies, and flying his DJI Mavic 2 Pro drone.
Presently, I work for Empire State College as the Director of Instructional Design. I strategically direct College wide instructional design policy and procedures to ensure courses are current and in-line with current research on best practices for online learning. I also coordinate and promote collaboration and fact finding of existing resources with other members of the College to identify gaps and opportunities and determine boundaries to increase efficiency and effectiveness.
I am also an adjunct faculty member with the College, instructing a graduate course on Assistive Technology and Digital Tools. I also teach for The College of Saint Rose, a graduate course on Assistive Technology and Interactive Whiteboards and two undergraduate courses, Introduction to Computer Science and Educational Computing for the Computer Information Science program.
Corrinne Stull is an Instructional Designer at the University of Central Florida's Center for Distributed Learning (CDL). Corrinne holds a B.A. in Digital Media with a focus on Web Design and previously worked in web development. Her interest in combining technology and education to design and create online learning experiences led her to pursue an M.A. in Instructional Design & Technology, focusing on Instructional Systems. In her current role, Corrinne specializes in personalized adaptive learning software and strategies. Other research interests include online course accessibility, active learning strategies, quality in online courses, and the use of OER materials. Additionally, Corrinne is the coordinator of CDL's Faculty Seminars in Online Teaching, standalone seminars offered periodically for collegial dialogue around best practices in online teaching.
As a life-long learner, I am passionate about finding innovative solutions to inspire others to reach their fullest potential by creating positive and inclusive learning experiences. During my journey, I learned the value of clear communication, building relationships, active listening, and establishing trust. Through my role as an Instructional Designer, I partner with subject matter experts to deliver high-quality courses that optimize conditions to ensure learner success.
After earning a Master of Arts in Instructional Design and Technology, I gained experience in the private sector, where I worked for federal and military contractors. My 15-year background in education and dedication to learner-centered teaching led me to higher education. In my current role, I work with faculty to support student growth and achievement.
Dr. Lauren Kelley is an Educational Technology Consultant at the University of Delaware (UD) with extensive educational leadership in professional development, instructional design, and strategic planning. Her expertise is in the design of learner-centric instruction for onboarding, continuing education, with a specialty in LMS migration. Dr. Kelley has a differentiated instruction-based teaching philosophy that is learner-responsive and rooted in the educational planning framework of Understanding by Design (UbD) and the ADDIE model. Dr. Kelley heads up the Academic Technology Services South office in Orlando, Florida for UD. She handles programs for the College of Engineering, Fashion Design and Apparel Studies, and several academic departments in the College of Arts and Sciences. Dr. Kelley's teaching and learning background has involved work at both two and four-year colleges with first-year students, adult learners, and other special student populations. Dr. Kelley teaches career-related courses like New Student Experience, which allow her to encourage learner-centered perspectives in her work with faculty. In her role, she believes in 'getting to know who her faculty are and how they facilitate student learning in an effort to meet them where they are in their teaching practice.' As a matter of fact…she has begun facilitating some workshops focused on using Canvas to effectively communicate with students and provide student feedback.
Reginald Jackson is currently at Northwestern University as Director of Teaching Excellence for the Medill School of Journalism Integrated Marketing Communications and Lead Learning Engineer in Teaching & Learning Technologies. He is also a lecturer in the School of Professional Studies IDS Program teaching courses in Instructional Design, Introduction to Learning Theory and Learning Environment Design.
While completing his Masters degree in Instructional Design from Roosevelt University, he became a corporate trainer then instructional designer in the banking industry. He then transitioned to higher education as an Academic Technology Analyst at University of Chicago after completing his doctorate in Adult Education. He teaches part-time in Roosevelt University's Training & Development Program.
Extended Abstract
2020 was a difficult year in Higher Education. For the first time, institutions shifted all courses to emergency remote learning. Faculty and students who were resistant to online modalities found themselves using Learning Management Systems and synchronous lecture software for the very first time. Now that many campuses are returning to face-to-face, blended, and hybrid courses, how will Instructional Design teams help manage recently set expectations for what “teaching online” means.
During this panel, experts in the Instructional Design field will discuss the following:
- How are you currently communicating the differences between online and remote courses to faculty and students?
- Did remote teaching and learning increase or decrease interest in synchronous or asynchronous learning on your campus?
- How has the experience with remote learning impacted your processes for course development or course quality reviews?
Come explore with our panelists on how they plan to adapt and translate their expertise to solve these problems on their campus and ensure that we are supporting a shift to teaching "online"...a shift which requires different conversations, training, support, and an attention to quality in a different way than "remote" teaching has required of our community.