Monday, October 21, 2013
Instructional Design Symposium
1. IDS at Albany College of Pharmacy and Health Sciences - Teng, Michaud-Sacks, Clark
2. Project Proposal Template - ACPHS
3. UAlbany’s Online Course Development Program - Moore, Manssino-Cohen, Mamorella, Hecker
4. UAlbany-onlineCourseReview_rubricPoints - Moore, Manssino-Cohen, Mamorella, Hecker
5. IDS at Mount Holyoke - DeGrenier and Oelker
515 Loudon Road
Loudonville, New York
When:9:00 am - 3:00 pm
Note: Registration starts at 8:00am
Workshop Organizer: Judy Teng of Albany College of Pharmacy and Health Sciences and Chris Moore of University at Albany
The field of instructional technology and design has been continuously evolving as teaching strategies adapt to the rapid advance of technologies. We have become quite familiar with related terms, such as Instructional Technology, Instructional Design, Curriculum Design, Course Development, and Academic Technology, to name a few, and yet questions remain about their meaning in higher education. What do they mean on your campus? What responsibilities does an Instructional Designer or Academic Technologist have? Are they involved in technical support? E-learning? Curriculum and instructional design? Faculty development? System administration? While most of these types of activities are in play at your institution, answers to these questions will likely vary depending on campus organization, culture, academic program, and other factors.
The symposium will present instructional support models from three very different types of institutions. Each presentation will elaborate how the model works in the context of their institution’s organization, culture, and academic programs. You’ll learn about a successful transition from IT support to instructional and pedagogical consultation, an IT unit facilitating online course development, and a reflection on a transition from IT support to instructional design project management.
Throughout the day you will have opportunities to reflect on the challenges your institution support group faces related to instructional design and development and how you might approach them. A panel of faculty will provide perspective about what works and what doesn’t work for them. Workshop activities will provide an opportunity to interact with your colleagues in the field on refining strategies that will work at your institution. Upon completion you can take away an overview of current practices in instructional design support, some specific techniques, and even actual templates that may apply to your work.
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