Why Study Human Performance Technology?

Many instructional design programs, including Franklin’s master of Instructional Design and Learning Technology, include a course on Human Performance Technology (HPT). However, very often, when I work with students or instructional designers who are learning about HPT, they fail to see the connection between instructional design and HPT. In this video, I explain my perspective on why HPT is critical for learning professionals, including instructional designers

7 Skills of Knowledge Work

We are now working in the knowledge society, in which information and knowledge are the primary commodity. The majority of employees in this society are knowledge workers, which means their primary function is to gather and create new knowledge. The nature of work in the knowledge society is cross-disciplinary, complex, varied, and ambiguous, and knowledge workers must be able to access and use broad knowledge in flexible yet disciplined manner

The Difference Between Instructional Design, Instructional Technology, and Instructional Science

What is the difference between instructional design, and instructional technology, and instructional science? There are many different subsets of the field of instructional design, and in this post I will clarify the differences between these different terms

What We Learned Adopting 4 children

What happens when a family of three adopts four siblings? In this visual, interactive poster presentation, you will learn from the five oldest members of the Gardner family. We will share our experiences as birth child, adopted children, and adoptive parents. We will highlight what we have learned through this experience and share what we think you should do if you plan to adopt or are being adopted.https://fuse.franklin.edu/ss2016/1056/thumbnail.jp

How to Develop Yourself as a Learning Professional

The world is constantly changing and, as a learning professional, your role is constantly evolving. To remain relevant and have a positive impact in your profession, you must continually acquire and expand your knowledge and skills to improve yourself in your craft

Introducing the Learning Lounge Podcast

At Franklin University’s International Institute for Innovative Instruction, we design and develop learning experiences for students and clients all over the world. From clarifying learning goals and shaping a learning strategy to integrating quality content and creating effective materials, this work can be complex. Instructional media is one of these components, and if done right, it can increase learning and make a course more engaging. In my experience, however, creating quality media can be difficult, especially when working with teams of faculty, staff, and instructional designers who are dealing with heavy workloads and competing priorities. Enter Bradd Birmingham, the Director of Interactive Media Services at Franklin. Bradd has worked with experts and faculty from all over the globe to create instructional media for over a decade. For the first episode of our new Learning Lounge podcast, I recently sat down with Bradd to discuss his strategies for working in collaborative teams to develop instructional media. Bradd provides some great advice – learn from his expertise if you are interested in enhancing your own courses with instructional media. Stay tuned for future conversations with other learning experts. You can keep up by visiting the Learning Lounge website

The Multimedia Developmental Process

Multimedia is becoming an increasingly important part of elearning and online learning. Over the past several years, many different tools for creating multimedia have become available and easily used. However, without good process, grounded in research-based instructional principles, multimedia often falls short of its potential to increase student learning and success. At Franklin University\u27s International Institute for Innovative Instruction, we have developed and refined a streamlined, collaborative process for developing high quality, effective multimedia. In this poster session, we describe the process we use to conceptualize and develop targeted multimedia for our online and face-to-face courses. We also share specific examples of how we have used this process to create multimedia for courses at Franklin, along with best practices and tips for creating your own quality multimedia.https://fuse.franklin.edu/ss2016/1009/thumbnail.jp

Realigning a Graduate Program

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Instructional Design Leadership and Management Competencies: Job Description Analysis

Researchers in the field of instructional design and educational technology journals usually focus on the practice of instructional design; however, the management and leadership of instructional design has typically received little emphasis. Recent studies have investigated the competencies associated with effective leadership and management of instructional design from the perspective of those they lead, and from the perspective of leaders in higher education. There is, however, little systematic research into what competencies employers require of leaders and managers of instructional designers in higher education. This research would provide the field with further guidance on training and preparing instructional design leaders and managers. In this study, we explore and report on the competencies required of instructional design managers in higher education by analyzing 30 job descriptions posted by institutions of higher education. Results of this analysis identified major categories with 17 competencies. Communication skills, Instructional Design and Related Areas, and General Leadership and Management Expertise were the competencies noted most frequently within the job posts. We share the results of the study, including typical job titles, common job descriptions, and education and experience requirements. Finally, we briefly highlight the implications of these findings and provide recommendations for future research, practice, and training of future instructional designers and leaders

Investigating Instructional Design Management and Leadership Competencies - a Delphi Study

Research in instructional design and educational technology journals typically focuses on the theories, technologies, and processes related to practice of instructional design. There is little research emphasis, however, on leadership and management of instructional design in higher education. Investigating the competencies associated with effective leadership and management of instructional design is critical as it would provide the field with guidance on how to more effectively prepare and train instructional design leaders and managers in higher education. In this study, we explored the competencies required for an instructional design manager to be effective in higher education settings. We used a Delphi study surveying managers and leaders of instructional design through an anonymous consensus-building process consisting of two rounds of surveys. Results identified eight major categories with 64 competencies as relevant for leading and managing instructional design in higher education. Managers and leaders surveyed identified communication, project management, and visioning and strategic alignment as integral competencies to be successful in leading and managing instructional design. We discuss the implications of this research and provide recommendations for research, practice, and education of future instructional design professionals