We found 514 results that contain "instructional design"

Title
Instructional Technology & Design Team Manager Instructional Technology and Development TeamEducational TechnologyMSU IT
Education
Michigan State University, East Lansing, MichiganMasters of Arts, May 2014 — Major: Education Technology  Michigan State University, East Lansing, Michigan  Bachelor of Arts, May 2010 — Major: Elementary Education  Michigan State University, East Lansing, Michigan  Bachelor of Science, May 2002 — Major: Food Industry Management  

Work Experience
My years of experience within the public educational system as a teacher of both young and adult learners in combination with my experience as a Technology Coach and trainer within a large-scale school district and finally as an Instructional Designer and trainer in both a corporate setting and a public university setting has given me a solid work history foundation. My Bachelor’s degrees along with a Masters in Educational Technology, rounds out the educational component to my skill set and aligns my skills perfectly.   
I am very familiar with designing, facilitating and overseeing learning and development of staff training processes and procedures. In one of my position at Michigan State University I worked on the Student Information Systems (SIS) Project as a Training Program Developer III. My role was to produce training materials for the campus in a variety of formats. I produced training material for end users. To date I have produced self-guided trainings, videos and reference guides for the SIS Project. In another previous position as an Instructional Designer at XPO, I developed, scripted and shot all the training videos for the Less than a Truckload division, in addition to training videos I have also developed and cohosted interactive seminars and a learning summit using Skype, Zoom, Go To Meeting and Adobe Connect for worldwide audiences comprised of Executive Management, Management and Vice Presidents. I also created onboarding e-learning materials and curriculums for both new hires and current employees. This material is comprised of a mixture of webinar, e-learning and on the job training materials that focus on the core subject matters that employees need to become proficient at for their 30, 60 and 90 day evaluations.  
Professional Interests
There are several interests that capture my attention, but only a few garner my full dedication. With Mixed Realities and what they can offere, Learning and Development (L&D) can provide the best growth and experience. My goal is to make L&D engaging, entertaining, and rewarding. Because if we increase our potential for success when making L&D easier with technology, we maximize our knowledge which allows use to be more.
Links to Useful Resources/Articles
 VR/AR Global Summit
The Third Teacher

Hello, my name is KJ Downer-Shojgreen. My extensive experience in the public educational system as a teacher for both young and adult learners, combined with my roles as a Technology Coach and trainer in a large-scale school district, and as an Instructional Designer and trainer in both corporate and public university settings, has provided me with a solid and diverse professional foundation. My academic background, consisting of dual Bachelor's degrees and a Master's in Educational Technology, further enhances my skill set and aligns seamlessly with my career focus.
I have a strong track record in designing, facilitating, and managing learning and development initiatives, including staff training processes and procedures. At Michigan State University, I served as a Training Program Developer III on the Student Information Systems (SIS) Project, where I created a variety of training materials for campus-wide use. These resources included self-guided trainings, instructional videos, and reference guides tailored for end users.
Previously, as an Instructional Designer at XPO, I developed, scripted, and produced all training videos for the Less than a Truckload division. Beyond video production, I cohosted global interactive seminars and learning summits using platforms such as Skype, Zoom, GoToMeeting, and Adobe Connect, engaging audiences that included Executive Management, Senior Leadership, and Vice Presidents. Additionally, I designed onboarding e-learning materials and comprehensive curriculums for both new hires and current employees. These materials combined webinars, e-learning modules, and on-the-job training, all focused on core competencies critical for employee success during 30-, 60-, and 90-day evaluations.
I am particularly passionate about the transformative potential of Mixed Realities in Learning and Development (L&D). My goal is to create training experiences that are engaging, entertaining, and rewarding. By leveraging technology to simplify and enhance L&D, we can maximize knowledge retention and empower individuals to achieve greater success.
Outside of my professional pursuits, I am an avid golfer, deeply fascinated by astrophysics, and actively involved in 3D printing. I also enjoy following Rally Car and Formula 1 racing. Finally, I am proud to be a member of the Educator Developers Network.
 

This website provides a rubric to evaluate the overall effectiveness of instruction in online courses.

Topic Area: Online Teaching & Learning
Presented by: Jonathan Choti
Abstract:
In this talk, I discuss the changes I made to help students transition to remote instruction and how these changes ensured student success. In the changes, I incorporated student voices and paid special attention to student severally affected by the sudden transition. The adjustments I made focused on student participation, assessment, delivery methods, materials, student-to-student interaction, and student-to-instructor interaction. I make changes in my instruction especially to accommodate students badly hit by the abrupt move to online teaching in the spring of 2020. Unexpectedly, these changes benefited the entire classes I taught and ensured student success. The COVID-19 pandemic exerted undue strain on specific categories of our student population. The most affected were students who a) had to work for many hours, b) lacked technology and technical skills, c) were traveling, d) had physical and/or mental instability, and d) operate under severely deprived conditions. To help such students succeed, I diversified my assessment tasks, liberalized grading rubrics and deadlines, varied source materials, and adapted a wide range of teaching techniques to capture and sustain student attention in class. Thus, I sought student views on some aspects of the courses and prioritized their voices. I encouraged student participation and feedback, student-to-student interaction via group projects and breakout rooms. I related course materials to students lived experiences and became better organized. Moreover, I expressed by willingness to help with assignments, posted lecture slides on D2L before class, improved my online communication and reached out to struggling students while applauding top performers.
Session Resources: Importance of Inclusion and Student Voices (PowerPoint)

Washington University in St. Louis provides an outline for designing a course that uses the principles of backwards design (meaning that it begins with goals and works backwards to content).

Blended Learning Instructional Skills: In the Classroom was a workshop offered by the Center for Teaching and Learning Innovation (CTLI) presented by Jay Loftus and Ellie Louson. Below we have an outline, the workshop's takeaways, links to further resources, and to the slide deck and recording of our workshop. Please feel free to be in touch with Jay or Ellie with any follow-up questions about this topic.
OutlineThe seminar includes the following sections:

What do we mean by ’blended learning’?​
Design of blended learning​
Best Practices​
Strategies​ / Tips and Tricks
Wrap-Up​
Questions 

Takeaways

Importance of Explanations and Instructions – What? How? Why?​
Ensure that activities don’t become more important than the goals of instruction.​
Ensure activities adhere to equitable learning experiences – technical and social.

Further ResourcesOther blended learning resources from the CTLI (including a previous webinar) are available here.Slide DeckSildes from the workshop are available here which include many resources. Seminar RecordingThe recording of our 58-minute seminar is available below.Photo by Campaign Creators on Unsplash

AI Brief Guide by Jay Loftus
 
Photo by Steve Johnson on Unsplash

This article provides some resources for faculty resuming courses in February 2023 and is a cross-post from the original post on the Enhanced Digital Learning Initiative (EDLI) website.
Per guidance from the Provost's office, faculty are encouraged to be flexible and accommodating with themselves and their students. Some courses may resume as planned, and others may need to make pedagogical changes in order to accommodate faculty and student needs. These changes may be very different depending on your specific course and will require some flexibility in thinking through options. As you assess the needs of your students and courses we encourage you to adopt a flexible and student-centered approach.

During the first week of returning to classes, you may wish to hold conversations or conduct activities that allow you and your students to understand where you are at and what your needs are for the remainder of the semester. You may wish to provide a survey to your students to allow those who may not be attending classes in person to contribute and to allow for anonymous contributions as you plan for any changes you wish to make.

Ideas for what you might do during this first week back include:


Reflect on where you are.  Reflect on where your students are.
It is ok to not require any academic work this next week. Students may not want to, or be able to, work on academic material in the first days/weeks.
Don’t make any large adjustments. Don’t rewrite the syllabus now but do take notes on what you are hearing or thinking in terms of longer-term changes.
Provide opportunities that allow students to come together, but without the necessity to speak. You could show a film or do some other activity that allows students to engage as they wish.
If you are feeling a particular way, talk about it, and be open about it.


As you consider what changes you may need to make in your courses remember that you may need to reset expectations, but do keep in mind the following:


Keep your course goals and learning objectives at the forefront of any redesigned assignments or activities.
Communicate your plan to your students. (link includes template and email language that may be useful to copy/paste)
Discuss needs with your students and try to be flexible with accommodations.
Adopt practices and approaches that enable students to engage with you and other classmates as much as they are comfortable and able, and in ways that work for you and for them.


Some examples of changes you may wish to make either temporarily or in the long-term best interest of your course and students:


Modify attendance policies to allow students to attend remotely or to take the time they need to process the events. 
Consider changing assignment due dates or the number/length of assignments. If you need to drop an exam or assignment, just do so.
Recording or streaming class sessions to allow students who may need opportunities to revisit course content to do so or to allow students who were not able to be present on campus to access course sessions. 
Accommodating students who are not able to be on campus can be as simple as opening a Zoom session and/or recording your class. Most MSU classrooms are equipped with cameras and software capable of facilitating this style of teaching. 


Some Additional Resources that may be helpful are listed below. 

Making changes to your class


Adapting a Syllabus During the Semester (provided by Ellen Moll, Director of Integrative Studies in Arts and Humanities)
Guide to Modifying Your Course Mid-Semester
Multimodal instructor guide - Contains recommendations for classroom set-up in a multimodal or hyflex-style course.
EDLI Online and Hybrid Course Development Process - Considerations and guidelines for creating online or hybrid courses.


Capturing and Streaming Your Class


MSU Hybrid Classroom Support & Tips - Guide to using MSU Classroom equipment to capture or stream your class.
Live streaming in-person classes Guide - a short guide to learning the process of live streaming in-person classes.
Zoom Meeting Top Ten - A reminder of the top ten most important settings on Zoom.
Preferred Zoom Settings - Recommended Zoom settings for teaching.
Recording Videos in Zoom and Uploading to MediaSpace - Learn how to record your Zoom Meetings to the cloud and then upload them to MediaSpace


Communicating With Your Students


Template & Considerations for Student Notification in Temporary Course Modality Change - A guide to communicating with your students in the event of a temporary course modality change.
Whole Spartan Framework


Further information and resources can be found on the #iteachMSU website. These resources will continue to be updated in the coming days so please check back if you do not find what you are looking for at first.

This post was co-authored by Makena Neal, Scott Schopieray, Jessica Sender, and Jeremy Van Hof.