IDIG
Instructional Design involves a systematic planning process to meet instructional needs. While there are a number of models, those following an instructional design process employ elements of analysis, design, development, implementation and evaluation when creating well-structured instructional materials. As instructors and support staff often utilize instructional technology to meet instructional needs in the design and delivery of instruction, there is a growing community of interest around instructional design and instructional technology.
The purpose of this interest group is to bring together both faculty and staff on campus who are interested in learning more about and/or sharing expertise regarding all aspects of the instructional design process (analysis, design, development, implementation, and evaluation) in the creation of well-designed instructional materials.
Upcoming Meetings
March 17, 2009: TLT Online Conference
Share some of the synchronous TLT presentations and discussions with your colleagues in the Assembly Room at the Library. You should be registered for the conference to attend. Our current understanding is that the conference will be free. More details to follow as the TLT Conference schedule and registration format is finalized.
January 9, 2009:
Please fill out the IDIG survey to help us plan future meetings.
Spring 2007
February 9, 2007: An Instructional Design Resource Brainstorm
Our interest group has discussed the need for creating a repository of interesting/shared materials that we develop and/or identify. The purpose of this meeting will be to brainstorm the types of shared materials we would like to have access to, how we might go about creating this resource, where it might be housed, etc. Come prepared to share your ideas about how those of us working in the Instructional Design area can think of creative ways to share resources.
March 16, 2006: Rubrics & Metrics for Evaluating Online Courses
How are we (or how should we be) evaluating online courses? This interest group meeting will include a discussion of several of the rubrics and metrics available for evaluating online courses, as well as a discussion of other elements that should be included and/or considered for evaluating online courses. Some rubrics/metrics that we can discuss include:
Checklists/Metrics/Rubrics for evaluating online courses:
- Southern Regional Education Board
- The Cal State-Chico Rubric for Online Instruction
- The Quality Matters Rubric
- The Vista Exemplary Course Rubric
April date, TBD. Effective Teaching Practices in a Technology-Enhanced Classroom
The interest group would like to get together in one of the technology-enhanced classrooms, see:
We could work to together to identify potential speakers on this topic, share our own stories & develop a list of excellent resources to support faculty teaching in technology–enhanced classrooms. We hope that faculty who have taught in these rooms would consider joining this meeting to share their tips/tricks/etc. for successfully using these classrooms.
Fall 2006
September 8: Adhering to good design principles to enrich every student's learning experience
It'll be wonderful when "accessibility" disappears as its own area, and it is taken for granted that Instructional Design has the goal of reaching all students.
An example is presented in terms of a "learning object" developed in 1999 to teach a particular statistical concept - and which presented a simulation visually. It was inaccessible to visually impaired learners.
Working to make it accessible is a story of obstacles encountered and solutions found, and the general principles of merging accessibility into Instructional Design.
Presenters:
- Henry Schaffer, Professor Emeritus of Genetics & Biomath; Coordinator of Special IT Projects & Faculty Collaboration, OIT
- Lisa Fiedor, Web Accessibility, Usability, & Design Specialist, DELTA/Instructional Services
October 27: A Collaborative Model for Successful Instructional Design
Find out how an instructional designer in the Department of Adult and Higher Education and a librarian have developed a model for collaboration in their efforts to help faculty create more robust online learning environments. The presenters will discuss the benefits of collaboration between campus staff in instructional support roles and give an overview of their "checklist" project, a strategy for spreading knowledge about library and other learning resources to faculty, instructional designers, and educational technologists across campus.
Presenters:
- Kim Duckett, Principal Librarian for Digital Technologies and Learning
- Dede Nelson, Instructional Designer, Adult and Higher Education Department
December 1: TLT Flashlight Online: A collaborative Web-based service for creating, administering, and analyzing surveys, rubrics, and forms
Started in 1994, The Flashlight Project (http://www.tltgroup.org ) has been developing tools (survey questions, interview guides, research designs, and cost analysis) to help educators ask questions about improving teaching and learning using technology. FCTL has renewed NC State’s TLT/Flashlight subscription, giving faculty and staff access to the many resources: Flashlight Current Student Inventory Handbook, technology support for teaching and learning, cost analysis manual, workshops, listserv, the Flashlight Online System, and much more. The focus of this meeting will be to present an overview of the TLT/Flashlight resources, with an emphasis on the Flashlight Online System: A web-based service for creating, administering, and analyzing surveys available for developing and/or sharing survey items and interview questions for your own study.
Presenter: Traci Temple, Assistant Director of Instructional Development, FCTL
Spring 2006
February 24: What is Instructional Design, Anyway, and Do We Need It?
This session may help to answer some of the questions such as:
What is Instructional Design or Instructional Development? Who are the instructional designers on campus? What are they doing? How is their work related to my teaching or research? What difference may an instructional designer make for my course?
The session will also briefly review the definitions, history, models, trends and issues, and some misconceptions about Instructional Design.
This will be an interactive session. You will have the opportunity to discuss your questions, concerns, and what you would like to see addressed by our IDIG group.
March 24: Teaching and Learning Needs of Faculty and Students in the Classroom
NC State's Classroom Improvement Task Force has been charged with developing a strategic plan for classroom improvement. The plan will include recommendations for many things, which will be addressed by multiple groups, however, this IDIG session is focused on:
- Determining the teaching and learning needs of faculty and students
- Identify appropriate pedagogical support for faculty, and
- Identify needs associated with learning spaces beyond traditional classrooms
The following questions will be asked:
What types of learning spaces, beyond what NC State currently provides, could improve education in a variety of disciplines?
Describe the technical and/or pedagogical support that you feel faculty need to teach effectively in the classroom. What are the most effective learning spaces? What are the most effective teaching spaces?
What obstacles to learning appear in the learning spaces at NC State in which you support the development of curriculum and student learning activities? What improvements do you believe could help faculty? Students?
Article of interest: Designing Spaces for Effective Learning: A guide to 21st century learning space design
Focus Group Notes on Learning Space Design from March 24 meeting
April 28: Strategies for Evaluating the Use of Technology in Your Course
Two NCSU faculty members (Susan Katz, English, and Gary Moore, Agriculture and Extension Education) will discuss their integration of various technologies into their instruction & how they evaluated the use/impact of the technology in their particular context. Additional speakers will also discuss how technology's impact on teaching/student learning is being approached from a strategic/university level, and provide some evaluation models that may be used when evaluating the use of technology in a course.
PPT Presentations:
Online Writing Modules: Implementation & EvaluationSusan Katz, Department of English
Using Handheld Electronic Responders in the Classroom to Provide Immediate Feedback and Enhance Student LearningGary Moore, Agricultural Extension
