The ID and the Ego

We're back! This episode we're talking about proctoring, from simple programs that lock down a student's browser to the windowless room where you can't talk and get mean-mugged while you furiously scribble down your answers. We cover the different types of proctoring, some of our views on how proctoring affects students, and why you should consider redesigning multiple choice exams. I say "so" about fifty times and Rebecca finds her new plan to strike it rich.

Thank you for listening! This week we broadcast from a tin can! (Sorry about the audio quality.) We're talking about learning objectives! As we head toward fall and more remote and online learning for our learners, these objectives play an insanely crucial role to defining learning for students. We answer the question: what should your students be able to do after they complete a module, your entire course, or even a program. For education, this is equivalent to "What is the meaning of life?" except the answer isn't "42". Pick a verb, a subject, and a context, and join our learning outcome sing-a-long. Seems like Thursday works better for me, but I'll work on that!

Well crap, I almost forgot the actual show notes. This is harder than it seems! Check out the links below more for more information. It's great. I promise.

Bloom’s Taxonomy verbs

DOK verbs

Merrill’s 5 Principles

Amazing video on how a programmer looks at making a PBJ with instructions from his children

Holy cow, summer gets away from you sometimes (read: I'm swamped and my 4-week intensive just started plus contract work just rolled in at the same time)! I'm a little late on the draw this week, but this is a very special episode of The ID and the Ego. Today we have our very first guest, Dr. Jill Stefaniak! Rebecca, Dr. Stefaniak, and I discuss needs assessment in theory and practice in instructional design as well as how we prepare instructional design students for practicing in the real world from corporate to consulting to higher education. Dr. Stefaniak has extensive experience in the field of instructional design and is currently an Assistant Professor in the Learning, Design, and Technology program at the University of Georgia. Plus, I finally get through an episode without swearing a single time.

Dr. Stefaniak's book "Needs Assessment for Learning and Performance"

AECT's Journal of Applied Instructional Design

We're looking at Emergency Remote Teaching vs. Online Learning this week. Still relevant as we look toward fall semesters and how we can tackle this paradigm moving forward. As campuses start to re-open, how do teacher, designers, and technologists support students in learning? How do we improve upon these new and developing models? How are these teaching models different? We address the pandemic as an impetus for changes in funding and operational models for education. 

If you have questions, comments, episode ideas, or just want to reach out, email [email protected].

Notes:

The Difference Between Emergency Remote Teaching and Online Learning

Cast and UDL

Dual Coding Theory: Paivio, A. (1991). Dual coding theory: Retrospect and current status. Canadian Journal of Psychology/Revue canadienne de psychologie, 45(3), 255-287. http://dx.doi.org/10.1037/h0084295

Since recording, many institutions have furthered conversations about layoffs and furloughs. Unfortunately, my institution has had to take the hard step of furloughing many employees and laying off those whose salaries were funded by revenues reduced or preempted by the pandemic. 

A little late to the party, but we talk a bit about the impact on instructional design and technology with the closing of most, if not all, institutions of higher education. We started this podcast at the end of April and we (read: I) have been behind the 8-ball for my full-time gig. So much has happened, but I'm glad we were able to capture our thoughts and experiences. Reach out at [email protected] if you have episode suggestions, feedback, or subjects you'd like us to talk about!