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

Abstract

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.

Full text

Preparing the next generation of instructional
designers: a cross-institution faculty collaboration
Patricia J. Slagter van Tryon
1
•Jason McDonald
2
•Atsusi Hirumi
3
Published online: 20 January 2018
Springer Science+Business Media, LLC, part of Springer Nature 2018
Abstract 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
&Patricia J. Slagter van Tryon
slagtervantryonp@ecu.edu
Jason McDonald
Jason@byu.edu
Atsusi Hirumi
atsusi.hirumi@ucf.edu
1
Department of Mathematics Science, and Instructional Technology Education, East Carolina
University, Greenville, NC, USA
2
Department of Instructional Psychology and Technology, Brigham Young University, Provo,
UT, USA
3
Instructional Design and Technology, University of Central Florida, Orlando, FL, USA
123
J Comput High Educ (2018) 30:125–153
https://doi.org/10.1007/s12528-018-9167-3
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