Campbell et al. (2007) discussed how instructional designers (IDs) shape their practice and identity to provide positive outcomes for teaching and learning and the overall educational institutional service. The researchers acknowledged IDs direct and intentional interactions with faculty and staff to address the student needs, the pros and cons of technologies and learning environments used, and current campus and Department ..read more

Instructional designers (IDs) often come from previous educational backgrounds such as instructional technologies, teacher, or academic support staff (e.g., librarians). Other times, they come from their intended careers in health, business, or military. IDs’ backgrounds and experiences enhance their work in designing training, courses, or other related job aids and informational material. This blog describes how my background experience as ..read more

Our Futures Thinking cohort within the University of California-Berkeley’s Research, Teaching, and Learning (RTL) met to analyze and share our ideas on the lastest Educause Horizon Report for Teaching and Learning. As a budding futurist, I realize my long and multifaceted career in education provides me with deep knowledge and hands-on experience with using various technologies for learning purposes and ..read more

At the University of California-Berkeley, we refer to diversity, equity, inclusion, belonging, and justice (DEIBJ) in our efforts across campus to meet the needs of all learners, as well as in our various practices and interactions at work. As an instructional designer for Berkeley’s Digital Learning Services (DLS), I design remote and fully online courses. As tasks arise, I consider ..read more

My colleague, Joseph Kearns, and I are excited to present our active learning typology at the 2023 UC Tech Conference in July! This venue is for all those interested in and working with technology within the University of California system. Student workers are also invited to attend. This year has its first teaching and learning program track for which we ..read more

This fall, at the University of California-Berkeley (UCB), I was selected to participate in the first cohort of Research, Teaching, and Learning staff to learn future thinking skills. This involves taking Coursera’s online Futures Thinking Specialization certificate program with the general public, reading three books selected by our team leaders, practicing the skills, discussing signals and drivers of the future ..read more

Join me and peers from the Division of Distance Learning on June 29th at 11:00 am EST for the Association of Educational Communications and Technology webinar that will highlight research to practice of the community of inquiry framework by educators and instructional designers. It is free and open to the public. Use the QR code below in the image or ..read more

One of the most impactful textbooks I read in my instructional design (ID) program was that of Clark and Meyer’s (2011) E-Learning and the Science of Instruction on how best to design the multimedia for online instruction. This post addresses Chapter 2 on how we learn from online media and some takeaways for ID. I included supporting learning theories not ..read more

I created this questionnaire prior to collaborating with instructors preparing for online course design. It helped me gather their prior knowledge and better address where to begin the instructional design process. Also, surveys serve as a way to inform the participant. Feel free to adapt and use it with your instructors, as this one is based on the Canvas LMS ..read more

I developed the Online Community of Inquiry Syllabus Rubric© (OCOISR) during my doctoral studies with the support of my Professor, Dr. James Van Haneghan, and peer input from other students. This new publication is about my two case studies reviewing syllabi with it. “It serves as a proactive way to determine the inclusion and strength of interactive treatments that support ..read more