Innovating How We Teach Collaborative Design Through Studio-Based Pedagogy

Rich, Peter J.; West, Richard E.; Warr, Melissa

doi:10.1007/978-3-319-14188-6_11

Cited by 5 publications

(2 citation statements)

References 23 publications

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“…To date, instructional design scholarship can be categorized in three ways: 1) the application of instructional design practices to solve problems; 2) the exploration of educational technologies to facilitate learning, and 3) the role of the instructional designer. While many studies focus on the applications and utility of instructional design, few studies are directed towards the pedagogical practices for training purposes (Bannan-Ritland, 2001;Boling, 2017;Ertmer & Cennamo, 1993;Ertmer & Koehler, 2015;Lowell & Ashby, 2018;Rich et al, 2015). Additional research is needed to identify and refine the necessary instructional strategies that support the professional development of instructional design students in order to continue to espouse the skills needed to for instructional design practices in solving problems from a variety of contexts (Stefaniak et al, 2018).…”

Section: Instructional Design Scholarship That Supports Transitions Fmentioning

confidence: 99%

Untitled

2020

JAID

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The purpose of this research is to explore the competencies of project managers in the field of educational technology in the higher education context. A conceptual framework is presented based on the current definition of the field of educational technology; knowledge, skill, and ability (KSA) statements; and the sixth edition of the Project Management Body of Knowledge (PMBOK). Using this conceptual framework, an interview protocol with 11 open-ended questions was developed by the research team to gather relevant information from experienced educational technology project managers. We then interviewed N=13 educational technology project managers from institutions of higher education across the United States and analyzed these data using the Constant Comparative Method. Three dominant themes emerged during data analysis: "knowledge," "skills," and "abilities." These themes are described in detail along with the properties and categories from our data, and a discussion of our findings is provided. Recommendations are made for both researchers and professionals.

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Section: Instructional Design Scholarship That Supports Transitions Fmentioning

confidence: 99%

Untitled

2020

JAID

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“…IP&T 564 is integrated into the department's design studio curriculum (Gibbons, 2016;Rich, West, & Warr, 2015). The design studio is a form of project-based learning in which students work for extended periods of time on authentic design problems, under the direction of instructors who typically do not lecture but who model design skills and offer intense feedback on students' work.…”

Section: Instructional Strategiesmentioning

confidence: 99%

Preparing the next generation of instructional designers: a cross-institution faculty collaboration

2018

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The ability of novice instructional designers to become skilled problem-solvers, who select and apply appropriate instructional design (ID) models in their work environments, are key competencies generally sought after in introductory ID courses. Yet, the proliferation of ID models, coupled with varied philosophies and practices about how ID is taught may pose challenges for ID educators seeking to prepare the next generation of leaders in the field. With little empirical research or documented best practices, ID educators are left to their own judgment about to how to navigate the practical challenges that can arise in the pursuit of their teaching goals. This paper shares insights on how ID educators across institutions teach introductory ID under varied conditions, and how ID educators can support each other in addressing challenges faced by those teaching introductory ID and seeking to improve their own practice. Using action research methods, we engaged in cross-institutional collaboration, sharing teaching approaches, philosophies, modes of delivery, instructional strategies, resources, models, and products of instructional design with each other as a means to understand and improve our own teaching practices. We also developed a model for cross-institutional faculty collaboration that is immersive, cyclical, and theory-based, and provides a guide for other ID educators to collectively engage in the work of supporting each other in the common goal of preparing the next generation of instructional design leaders.

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Instructional Design for Learner Creativity

McDonald

West

Rich

et al. 2020

Handbook of Research in Educational Communications and Technology

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the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors, and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, expressed or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

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Innovating How We Teach Collaborative Design Through Studio-Based Pedagogy

Cited by 5 publications

References 23 publications

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Preparing the next generation of instructional designers: a cross-institution faculty collaboration

Instructional Design for Learner Creativity

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