Come be a professor and the chair of our department (which includes Instructional Design and Technology)!
The ITFORUM site (Scott Warren) does a nice job of collecting job announcements in instructional design and instructional technology. These are mostly in higher education, and some in business/industry.
Jobs of Interest. The following were culled from the last couple of weeks.
I was pleased to be part of a panel on effective teaching this morning for our new faculty at the University of Memphis. Here are the notes from what I shared this morning. There is so much to learn about effective online teaching, and this is just a brief list of some practical tips for instructors who are “thrown into the fire” and begin teaching just a few days from now.
- When designing a course, ensure alignment between objectives, instruction, and assessment.
- Write your assessment first.
- Then write measurable behavioral objectives.
- Then select the instructional strategies and activities.
- Get to know eCourseware
- Take courses, seek consultation with CITL, find colleague examples.
- Use eCourseware help docs and tutorials
- Learn these tools now: rubrics, dropbox, discussions, quizzes, and gradebook.
- Go “all or none” on the eCourseware internal email tool. I suggest “none”.
- Create a modular course syllabus, so you can modify individual parts over time.
- Create separate sections for major assignments, grading, contact info, about me, expectations, etc.
- Share a clear rubric for each assignment in advance.
- Send a clear introductory email before the course begins.
- Introduce yourself via video. Consider a phone call with each student. I give my mobile number to students.
- Set expectations for how to contact you, level of access to you, and professional communication standards.
- Use and refer students to the UM help desk for technical support. (901) 678-8888.
- Have a frequently asked questions (FAQ) for your course.
- “Reply to all”, when appropriate, when a student emails you a question, so all can benefit.
- Consider connecting with students via LinkedIn.
- Give structure to online discussions.
- model what being a good participant looks like
- Provide an informal talk area.
- Include a “I have a question” forum.
- Consider synchronous office hours that can be recorded (Google hangout, etc).
- Consider small groups for discussion. eCourseware handles this.
- Award “bonus points” for students finding dead links or errors in your course.
- Encourage students to write and show assignments publicly on the open web.
- blogs.memphis.edu is the University of Memphis wordpress installation.
- Require something in the first couple of days. quiz, email, etc.
- Keep your own log of each course–a journal about how it went, and what you should and did change or improve.
- Evaluate your course based on established rubrics or checklists.
- Course checklist from UM3D (ask Fair or Leonia).
- Quality Matters
- Online Consortium Scorecard
- Take an online course yourself.
I really enjoyed teaching a new course this past summer, called IDT 7078 Seminar in IDT — Consulting and Project Management. The students produced some really interesting and useful projects, and you can see them all here. Essentially these are compiled resources around a topic area.
I conducted a series of interviews with experts in project management and instructional design consulting, and they are available here. Joe Thomas, Kevin Thorn, Jennifer Maddrell, Laura Wolf — all provided their perspectives on project management strategies, and working as a consultant.
June 20th, 1PM in Ball 320. All guests welcome. I’ll see about video recording it. Daniel has a very good project.
The College of Education announces the final dissertation defense of
for the degree of Doctor of Education
June 20, 2016 at 1:00 pm in 320 Ball Hall
Major Advisor: Trey Martindale, EdD
UNDERSTANDING THE CRANIAL NERVES: EVALUATION OF A SELF-PACED ONLINE MODULE IN OPTOMETRIC EDUCATION
Among the faculty of Southern College of Optometry in Memphis, Tennessee, it is perceived that optometry students often enter their clinical assignments with poor clinical judgment. To address this, Understanding the Cranial Nerves—an online-self paced instructional intervention of approximately two hours duration—was developed. In it, the content is presented in a clinical context, in order to foster development of clinical thinking and factual recall. The purpose of this study is to determine the effect of this intervention upon first-year optometry students’ clinical thinking and content knowledge.
I’m pleased to see that the chapter I wrote with co-author (and UM IDT alumnus) Michael Dowdy is now in print, as a part of the edited book by George Veletsianos of Royal Roads University. The book is titled “Emergence and Innovation in Digital Learning:Foundations and Applications”, and is published by Athabasca press. It is available for purchase, or as a free download. You can download the entire book, or download individual chapters.
Our chapter is called “Issues in Research, Design, and Development of Personal Learning Environments”, and can be downloaded here (PDF).
Note: this is meant for my students, and for first-time presenters at a large convention like AECT.
Roundtable presentation sessions at the AECT Convention are fairly informal opportunities to interact with attendees about your project. Roundtable presentations are generally just what they sound like. The setting is a very large open room like a banquet hall at the convention hotel. It is loud, and a bit chaotic. The room is filled with round tables that seat usually eight people. On each table will be a number. When you enter the room (ahead of time), find the person in charge. This person will tell you which numbered table is your table. Go to your table and wait for the session to begin. The roundtable session is usually one hour in duration. There are usually no other AECT sessions scheduled during the roundtable time, so that encourages all attendees to participate in the roundtable sessions.
Typically you will give your "presentation" three times–that is, 20 minutes for each time. A facilitator for the room will announce, every 20 minutes, that attendees can stand up and move to a different table. You as presenter stay at your table. So–you may end up with a full table or an empty table, depending on who is attending and who is interested in your topic. Note — I’m describing past conventions. Future conventions could be different in format, etc.
Usually the poster sessions are also in the same large room at the same time. So there may be people wandering around the perimeter of the room looking at the posters and talking with the poster creators.
There is a lot of “come and go” during the rountable session hour. Some attendees may drop in briefly, or just want to take one of your handouts and read it later. Often, attendees are there to support colleagues, or they may be presenting as well, and may need to be present at a particular table. Don’t take it personally if an attendee doesn’t stay with you the full 20 minutes.
How to Prepare and Present
The roundtable sessions are generally intended and arranged to be discussions. Since you will have usually no more than 20 minutes with a group, you should plan to talk for no more than 5 to 8 minutes or so about your project. Then plan to have a conversation with your attendees and encourage them to ask questions. You will repeat this three times during the hour. Bring or pour some water for yourself. Be prepared to speak loudly and clearly if you want to be heard.
Prepare good, concise answers to these questions. These can also be a guide for your handout.
- What is your project? That is, what problem or issue are you addressing?
- Why is it important or relevant?
- What did you discover?
- What does your discovery mean, and for whom, and in what context?
- What happens (or should happen) next?
If your project involves something that is visually interesting, you could try to show something on your laptop, but that is difficult to show effectively at a round table. Audio is likely to be ineffective. If your project includes some interesting visual(s), or crucial table or graph, make a large version of it to show and distribute to attendees. You could even create a small (say 18" by 18") poster to display on your table. You’ll need to bring all “props” with you, as all you get from AECT is a table and chairs.
Prepare a one page handout that is a summary of your project, with your contact information, to distribute to attendees. On that handout you should include any relevant links, including a link to the full paper that you have submitted to the AECT proceedings (more about that later). I suggest bringing about 25 copies of the one page summary. Create a short URL for the link to the summary, so you can write it on a business card if needed. Consider bringing a few copies of the full proceedings paper to distribute as well.
Some attendees will want more information, or may not be able to attend your full presentation. So be prepared with plenty of your business cards and your one-page summary with links so that an attendee can easily find you and your project online. If you have a spare moment, review the other roundtable session descriptions, and meet some of your fellow presenters. There are likely potential collaborators and future colleagues in the room that you will benefit from knowing, and vice versa.