Instructional Design in Higher Education: Unifying Expectations and Responsibilities
Adrienne Salentiny, University of North Dakota, United States
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Montréal, Quebec, Canada ISBN 978-1-880094-98-3 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA
In their formal education programs, instructional designers are taught strategies for designing instruction and have come to understand their role in this multi-person process. When new instructional designers become employed at higher education institutions, the expected role and the position description differ. This brief paper discusses the intended role of instructional designers, the practical responsibilities they take on in higher education, and how to unify the two through the development of certain skill sets, enabling a smooth transition for instructional designers into their careers in academia. The implications rely on research in the field supplemented by the author’s professional experience as an instructional designer in a higher education institution.
Salentiny, A. (2012). Instructional Design in Higher Education: Unifying Expectations and Responsibilities. In T. Bastiaens & G. Marks (Eds.), Proceedings of E-Learn 2012--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 1 (pp. 1567-1573). Montréal, Quebec, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from https://www.learntechlib.org/primary/p/41830/.
© 2012 Association for the Advancement of Computing in Education (AACE)
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