My instructional design background and experience
For Video Transcript, see here.
Working with subject matter experts...
SMEs are an integral part of the instructional design process, and critical to the success of a course. I believe its imperative that the roles of an ID and SME remain respectful and engaging. Designers are experts in instruction and SMEs are experts in content area. Each are in their respective fields to change the life of a student for the better, and each have an invaluable contribution to education today.
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Course examples of my experiences in working with faculty include:
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In order to make a SME most comfortable in the design process, I make every attempt to:
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My experience developing online materials, courses and programs
For a listing of employers with whom I've developed robust programming and corresponding materials and courses, see here:
How I manage challenging situations
Conflict and/or difficulty are natural parts of collaboration, and should be quickly addressed and remedied:
For me, the easiest avenue I take when considering moments of conflict is to think of the following:
- Just like UBD, issues can be addressed backwards. If you anticipate an outcome, and then consider what could happen, you can prepare ahead of time for any difficulty.
- Also like design, issues or difficulties can be chunked into bitesized portions that can be more easily handled.
- I find that assertive communication can often redirect where ones emotions lie, with the self, and prevents any unnecessary conflict.
- Listen and prioritize areas of conflict to be able to address what is more critical.
- Develop and follow through ones plans, and don't be afraid to apologize and grow from an experience.
For me, the easiest avenue I take when considering moments of conflict is to think of the following:
UDL and accessibility
As a member of the UDL think tank, and as a student who has taken advantage of disability services, UDL and being conscious of accessibility in design is critical. For a sample of a module on UDL and Accessibility, see here