Online Teaching Conference 2024 Designing Equity: Maximizing Instructional Design Resources

Join us as we explore the current landscape of instructional design in California Community Colleges. "Designing Equity" will provide insights into the traditional use of instructional designers' skills and explore innovative approaches to maximize these resources to achieve better student outcomes and cultivate equitable learning environments.
Learn more about how to encourage student engagement and success through intentional course and program development in collaboration with an instructional designer.

1. DESIGNING EQUITY
MAXIMIZING INSTRUCTIONAL DESIGN RESOURCES

2. PRESENTERS
Janet Williams
Professor, North Orange County
Community College District
Cheryl Chapman
Instructional Designer De Anza College
Helen Graves
Instructional Designer Foothill College

4. OUTCOMES
•Analyze current instructional design
practices at community colleges,
focusing on challenges and common
approaches.
•Compare strategies to effectively apply
instructional designers’ skills to improve
student outcomes and promote
equitable learning opportunities.
•Develop steps to implement strategies
at their campus to foster collaboration
and strategically integrate instructional
design at your campus.

6. What is your perception of
an instructional designer's
role?
ⓘ Start presenting to display the poll results on this slide.

7. DEFINING
INSTRUCTIONAL DESIGN
Process, Discipline, Science

8. INSTRUCTIONAL
SYSTEMS
DEVELOPMENT
•Instructional Design (ID) is a Process, Science, and a
Discipline
•Instructional Systems Development is a systems
approach to developing courses with five basic
elements
•Analysis
•Design
•Development
•Implementation
•Evaluation
(Hodell, 2016, p. 383)

9. ID ROLES IN THE
CALIFORNIA
COMMUNITY
COLLEGES
•Instructional Designers may assist faculty…
•Design, development, and delivery of learning modules/coursework,
includingweb-based or technology-enhanced courses
•Utilizing principles of good instructional design and pedagogical theory and
practice
•Develop, implement, and facilitate training programs to assist faculty in
applying principles related to learning theory and practice, including
technology-mediated learning
•Perform a variety of specialized and technical duties related to the
development, design, and analysis of curriculum and coursework for the
college
•Provide technical support and assistance to system users
•Perform related duties as assigned

10. ID FUN FACTS
•Instructional Design in the context of higher education is relatively
new
•Supporting online and digital learning
•Way back in the 1900s
•Over 13,000 IDs were hired by U.S. higher education institutions
to support the increase of online courses made possible by
technological advances
•Instructional systems design actually goes back to World War II
•Psychologists and educators had to develop processes and materials to
train thousands of soldiers
(Sink, 2014; Vovides& Lemus, 2018)

11. HOW CAN AN ID
HELP YOU?
(1 OF 2)
•Integrate student-centered principles into all learning
opportunities
•Using instructional design models to create effective,
efficient processes to support student-centered learning
•Writing student- centered, measurable SLOs
•Effective use of taxonomies
•Aligning course content, courses, and programs to support
student success

12. HOW CAN AN ID
HELP YOU?
(2 OF 2)
•Create interactive, engaging, and accessible
materials
•Effectively integrate technology
•Applying UDL (UDL) principles
•UDL is an approach to improve and optimize
teaching and learning for all by setting clear, rigorous
goals, anticipating barriers, and proactively designing
to minimize those barriers

14. STUDENT-CENTERED
LEARNING
Requires a Proactive Approach

15. LEARNER- CENTERED
PARADIGM
(Reigeluth et al., 2017)

16. INSTRUCTIONAL
DESIGN MODELS
•Convey guiding principles for analyzing,
producing, and revising intentional learning
contexts.
•Visually communicate their associated
processes to stakeholders by illustrating the
procedures that make it possible to develop
effective designs.
(Branch & Dousay, 2015, p. 15)

17. ADDIE MODEL

18. BACKWARD DESIGN
Understanding by Design
(UbD), commonly referred to
as backward design is
familiar to many instructors,
especially of you’ve taken an
@ONE course
(Wiggins & McTighe, 2005, p. 30)

19. OUTCOMES &
OBJECTIVES
•Outcomes are the goals for student learning
•What knowledge, skills, or attitudes are needed to address
the learning gap?
•How important are the knowledge, skills, or attitudes
identified?
•What needs should be given priority for this course?
•Focus on what the learner can do as a result of the
instruction
•Good outcomes can be broken down into sub -parts that
become the objectives.
(Brown & Green, 2019; Dick et al., 2014)

20. CREATING EQUITABLE,
MEASURABLE OUTCOMES
23
•What knowledge, skills, or attitudes are needed to
address the learning gap?
•How important are the knowledge, skills, or
attitudes identified?
•What needs should be given priority for this
course?
•How can the objective be broken down into sub-parts
that become the objectives?
(Brown & Green, 2019; Dick et al., 2014)

21. IDENTIFYING A
RHOMBUS
25
What are the major
elements that learners must
know how to do?
(A. Brown & Green, 2016; Smith & Ragan, 2005b)

22. CHARACTERISTICS OF
WELL-WRITTEN
OUTCOMES
1.A complete statement with an operational verb.
2.The verb is the central element of an outcome,
referring to events or specific actions, not states.
3.Can be demonstrated during the time the student is
enrolled at the institution.
4.The verb discretely describes what the student does.
5.Clearly state the competence or proficiency
(Adelman, 2015)

23. PRACTICAL STRATEGIES
& NEXT STEPS

24. PRACTICAL
STRATEGIES
List the cognitive level
on the COR
(Understanding) Compare
(Evaluating) Compare
Check for alignment
at all levels
Outcomes
Objectives
Assessments
Instructional Strategies
Instructional Materials
Close the feedback
loop!
Evaluate the design and
learning process and revise as
often as needed

25. CONSIDER THE ABCD
METHOD TO WRITE
OUTCOMES

26. SLO HABITS TO BREAK
Using words that aren’t
meaningful to students
•Ability
•Capacity
•Teamwork
•Communicate
•Teamwork
Using words that describe
routine learning activities
•Ask
•Consider
•Practice
•Read
•Think

27. TEACH THE HIDDEN
CURRICULUM

28. IDS AS EQUITY
ADVOCATES
32
•Program alignment
•Course alignment
•Creating measurable outcomes and consistent
appropriate use of taxonomy
•Integrating UDL
•Implementing the CCC Accessibility Center’s Capability
Maturity Model
•Voting member of the curriculum committee

29. WHO WHO HAS A
QUESTION?

31. LET’S STAY IN TOUCH!
JANET WILLIAMS:
[email protected]
CHERYL CHAPMAN: [email protected]
HELEN GRAVES: [email protected]

32. REFERENCES
Adelman, C. (2015). To Imagine a Verb: The Language and Syntax of Learning Outcomes
Statements (No. 24). National Institute for Learning Outcomes Assessment.
Branch, R. M., & Dousay, T. A. (2015). Survey of instructional design models (5th ed.). Association
for Educational Communications and Technology.
Brown, A. H., & Green, T. D. (2016). The essentials of instructional design: Connecting fundamental
principals with process and practice. Routledge Member of the Taylor and Francis Group.
Hodell, C. (2016). ISD from the ground up: A no-nonsense approach to instructional design (4th
ed.). ATD Press.
Sink, D. L. (2014). Design Models and Learning Theories for Adults. In E. Beich (Ed.), ASTD handbook
for workplace learning professionals (pp. 181–199). ATD Press.
Vovides, Y., & Lemus, L. R. (2018). Optimizing Instructional Design Methods in Higher Education. IGI
Global.