Revolution or Evolution? Lessons from Nearly a Half Century of Computers and Learning
Thursday, June 30 8:30 AM-9:30 AM Location: Grand Ballroom AB
Abstract: According to the CBC, “we have seen a seismic shift in the way we value the traditional way to teach… [It ] began with the advent of computers, smart phones and tablets; then veered to learning from professors on screens, the proliferation of virtual classrooms and the launch of MOOCs (Massive Open Online Courses.)” Or has it? This keynote tracks a half century of experience with computers in education. Many of the approaches promised to cause seismic shifts in learning (or at least, some sort of shift). Some did; others disappointed. As part of its review, this keynote helps participants anticipate which technologies are likely to have a major impact on learning and which --despite seeming promise--are likely to disappoint; as well as adopt realistic expectations about technology while retaining an enthusiasm for it. Discussion Session — How the Practice of Instructional Design Differs in Training, Higher Education, K-12, and Lifelong Learning Settings Description: Most discussions of instructional design assume that professionals practice it in the same way, regardless of the context. But each environment in which instructional designers work—training, higher education, K-12 settings, and lifelong learning settings--actually has unique approaches to the ownership of courses and content, the roles of subject matter experts and instructors, approval and revision processes, the role of technology in instruction, and the financing of projects (among other issues). Given the importance of these issues in the design of instruction, how might they affect the practice of instructional design in different environments? This discussion session explores these issues. Following a brief overview, participants explore the issues of roles, ownership, internal political processes, technology, and financing, their effect on instructional design practice in different educational contexts, and what these differences mean for our broad understanding of instructional design.