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The Role of Instructional Designers in OER Adoption and Use [clear filter]
Thursday, November 3
 

9:00am

Critical Instructional Design and Open Education
bell hooks argues that "To teach in a manner that respects and cares for the souls of our students is essential if we are to provide the necessary conditions where learning can most deeply and intimately begin."



Critical Instructional Design is a theoretical approach to the design of teaching and learning that grows out of the tenets of Critical Pedagogy as forwarded by educators like Paulo Freire and bell hooks. Assuming that education is a liberatory, discursive act of resistance, and one that now takes place on a landscape of digital technology, Critical Instructional Design seeks methodologies that embrace learner agency, most often in the form of open educational practices and resources.



It also resists traditional approaches to instructional design, born out of technical writing and training lineages, that rigidly define design processes and outcomes. Just as we might expect faculty to move toward a "radically open" approach to teaching (hooks, 1989), instructional designers too must embrace, examine, be affected by openness, and relish the uncertainty openness creates in our work. This uncertainty makes space for emergence in instructional design. Critical instructional design does not accept openness as an uncontested virtue, but rather views openness as an approach to raising questions about our practices and goals, while also questioning what kinds of closures come with openness.



In this presentation, we will consider the ways that instructional design, using the tools of open education and practices that can subvert the dominant modes of digital pedagogy, as well as the dominant modes of openness (and/or the performativity of openness) that, as Bonnie Stewart notes, "reduc[es] the digital to instrumental, task-based impersonality, rather than recognizing it as a human space with all the potential - educative and destructive, both - that that implies." We will resist the call to transform instructional designers into "learning engineers" as we ask: How might instructional designers problematize the closed-ness of educational technologies like the LMS and work with faculty to design with respect and care for learners? How does instructional design make room for passion, need, difference, beauty? How do we anticipate the broad and specific intersectionalities of our learners, and what they bring to the table? And how can open educational resources, an "open" classroom, facilitate these objectives?

Speakers
avatar for Amy Collier

Amy Collier

Associate Provost for Digital Learning, Middlebury
avatar for Amy Slay

Amy Slay

Instructional Designer, Middlebury Institute for International Studies at Monterey


Thursday November 3, 2016 9:00am - 9:25am
B13

9:25am

Advocating for open: The instructional design experience
Instructional designers can have an important role as change agents in institutional pedagogical approaches and practices in the development of open and online courses and programs. They are in a position to influence awareness and adoption of open educational practices (OEP) as these relate to course and program development. Instructional designers are often on the front line of implementation of OEP including advocacy for and incorporation of open educational resources (OER) and open pedagogical learning designs. They often need to grapple with both the institutional barriers and practical challenges that arise in this role. Based on analysis of survey and other data this study explores the practices and strategies for OEP and OER implementation reported by instructional designers in higher education institutions across Canada.




Speakers
avatar for Irwin DeVries

Irwin DeVries

Adjunct Faculty, Education, Thompson Rivers University
Open educator, musician, semi-retired from Thompson Rivers University, Open Learning and now teaching part time for TRU and Royal Roads University.


Thursday November 3, 2016 9:25am - 9:50am
B13

9:50am

Learning By Doing in Open Education
Like the internet itself, much of OER started out as static text and images. However, years of cognitive science research tells us that students learn by doing - interacting with the content through questions, activities, and simulations.  The ability to deliver immediate, targeted feedback is one of the key benefits of online learning.  How do we continue the journey away from static content to rich interactive courses, and what open tools are there to help us with this journey?

Speakers
RS

Ross Strader

Director of Learning Engineering, Lumen Learning


Thursday November 3, 2016 9:50am - 10:15am
B13

2:15pm

Designing OER for Reuse: Tips from an Instructional Designer and Instructor
While there seems to be increasing acceptance by individual faculty and institutions of open practices and open resources, there are still many considerations and challenges for course developers who wish to use OER in a course, as well as create OER for reuse by others. There are several factors that should be considered at the design and development stages as faculty experiment with OER use and reuse. The manner in which OER are designed and presented involves many critical considerations and decisions on the part of the development team, including the instructional designer, subject matter experts, media team and Production personnel.



As part of my job as an instructional designer at Thompson Rivers University Open Learning in Kamloops, BC, I was the pedagogical coach and project manager of a major revision of a popular first-year English course, ENG 1101: Introduction to University Writing. After having worked previously on two OERu projects (ART 100: Art Appreciation and Techniques and PSYC 2111: Introduction to Research Methods in Psychology), with fellow open champions such as Dr. Irwin Devries, Dr. Rajiv Jhangiani and Dr. Frahd Dastur, I was successful in "selling" the idea of using an open text and other OER to a campus faculty who was hired as the subject matter expert for the project. We decided to make the course as "open" as possible and also create some OER ourselves as supplementary resources to the open BC Campus text we adopted.



This presentation focuses on some of the challenges we encountered and lessons we learned in our attempt to be OER adopters, adapters and creators e.g. designing OER in such a way that they can be easily mixed and matched by others at a later date to suit their individual needs, fitting OER creation into a traditional workload job structure, and changing our thinking about the way we use learning materials as educators.


Speakers
avatar for Gail Morong

Gail Morong

Instructional designer, Thompson Rivers University
Gail Morong is a Senior Instructional Designer with the Open Learning Division at Thompson Rivers University in British Columbia, Canada. Her interest in equity and diversity issues informs her instructional design focus on interculturalization, internationalization and Indigenization... Read More →


Thursday November 3, 2016 2:15pm - 2:40pm
B11