Report: Guest Speaker Samantha Director Jamie Edwards Inst

Report 1guest Speaker1 Samantha Director2 Jamie Edwards Instructi

Report 1 Guest Speaker: 1. Samantha: Director 2. Jamie Edwards: Instructional Design Specialist 3. Zack Joaabi: Instructional Design Specialist 4. Liza : Instructional Design Specialist 5. Nick : Course Coordinator 6. Kristie Bigler Date: Student Name: Please answer the following questions and save the document as Report 3 _ Your Name for submission. · What have you learned from the guest speaker? The team presented their professional manifesto and standard procedures; they conduct distance learning courses as well as face to face classes. Moreover they offer consultation at course level. So in case any institute needs to discuss their courses and course methodology, they can be called. As the emphasis is on distance learning, most of the work comes through emails, phone calls and through word of mouth. Why is the team important? Instructors, deans or chairs go to them to request help regarding their courses. To help them, besides conventional consultation tools, they have a modified version of ADDY. What they do is they start taking input for the course and start evaluating the content. Plus as the course progresses, they evaluate it along the way. The team also makes use of both learner analysis and content analysis. More emphasis is put on online learning and giving students some grids to work with, that way they don’t have to run to places to take notes in a lecture. They would help promote websites for an instructor and the interface where they encourage a button of ‘contact instructor’. The interface and rubric is not designed based solely on innovation, it is based on instruction design, best practices and research findings. The input they need to evaluate the course include (but are not limited to) atomization of the course and navigation of the course. Sometime ago, with the approval of The U.S. Dept. of Education, state authorization was not given to distance learning programs, the idea was to uphold integrity regulation, and not to promote diploma mills. But distance learning programs were suffering; online education had no authority to issue diploma, but things are getting better now as distance learning is no more a walk in the park, it requires hard work. The team works with the administration; they give them goals regarding distance learning. For instance here at the school, President Bradley and the Dean of Extended Learning work in coordination to setup goals for this program. The team needs to be on their toes, they have to know what’s going on in technology. For instance the polygraphic teacher will probably be available to distance learners very soon, plus they need to know about the evolution of distance education – so a lot of research goes into their procedures. The team also offers faculty development and offers sessions of quality matters. · Which part of this activity benefited you most? Why? Actually, I benefited from the whole activity, especially that the speakers focused on the important points and they present their ideas in a good style that does not inspire boredom. Also the time was very appropriate, the time of the presentation was not long, and we have learned a lot of information about distance education system in a short time. The most part I liked in the activity is when we were in a classroom which is equipped with technological equipment; it is an integrated classroom has good media equipment that supports sound and image. When we were in this classroom, I was thinking about how advanced educational technology that the world has reached and this is something promising. · What did the activity benefit you regarding toward becoming a professional in the field of instructional design and technology? As a graduate student in educational technology program and looking forward to working in this area, it's important for me to listen to the experiences of its employees. Also visiting classrooms that equipped with technological tools is important for me to know what the educational technology has reached. Distance education still does not have a great interest in my country, although it has the advanced tools that can give the learner a great benefit. During the presentation I was eager to identify the most important points that the instructional designers and the employees do for distance education field and students. Interest in learning courses, consultation at the level of the session, communicate with students, the tools that works through distance education, learner analysis and content analysis are of the most prominent things that I took it into account and that can help me to become a professional in the field of instructional design and technology.

Paper For Above instruction

The visit to Indiana State University's Distance Education (DE) offices provided comprehensive insights into the multifaceted roles and responsibilities of professionals dedicated to advancing online and blended learning environments. From observing the structure and functions of various teams—ranging from instructional designers to technical support staff—it became evident how integral their roles are to the success of distance education programs. The experience underscored the importance of collaborative efforts, technological proficiency, and strategic planning in creating effective and engaging online courses.

Understanding the Role of Instructional Designers

Instructional designers at Indiana State University's DE offices undertake a series of critical tasks that ensure the quality and efficacy of distance learning programs. Their duties encompass organizing and analyzing learners to tailor educational experiences that meet diverse needs. They develop course components such as videos, images, and links that facilitate successful student navigation and interaction. Besides, they assist faculty in enhancing their performance by encouraging self-sufficiency in designing course materials and managing course homepages independently. This approach fosters ownership and innovation among instructors, promoting sustained quality improvements (Reiser & Dempsey, 2018).

Administrative Management and Policy Development

The administrative wing of the DE offices emphasizes robust management practices, including hiring qualified personnel, implementing performance incentives, and fostering partnerships with entities like OIT, Media Services, and the QM consortium. The department director described the meticulous process of managing policies related to online testing, infrastructure, and financial expenditures, highlighting the complexities involved in scaling distance education programs. Notably, the comparison between Indiana State University and other institutions illustrated a commitment to performance accountability, which is crucial for maintaining program integrity (Garrison et al., 2016). The department's proactive approach to policy formulation, including navigating federal regulations and obtaining state authorization, demonstrates a strategic alignment with broader educational standards.

Technological Integration and Classroom Innovation

The visit to the smart classrooms equipped with advanced technologies revealed how immersive learning environments are designed to facilitate synchronous and asynchronous interactions. Devices such as high-speed cameras, sensitive microphones, smart boards, and adjustable furniture exemplify the technological sophistication necessary for effective distance education delivery. Specifically, tools like Tegrity enable recording lectures for later access, reinforcing flexible learning. The capabilities of these classrooms exemplify how technological integration can bridge the gap between face-to-face and remote students, fostering a more inclusive and interactive learning atmosphere (Heick, 2018).

Impact on Professional Development and Future Outlook

The comprehensive exposure to varied functions within Indiana State's DE offices has enriched my understanding of the operational dynamics and the technological backbone crucial to successful online education. Witnessing the deployment of smart classrooms and understanding the roles of technical support and instructional design has underscored the importance of multidisciplinary expertise. This experience affirms that becoming proficient in instructional technology requires ongoing learning and adaptation to emerging tools and pedagogies. As a future instructional design and technology (IDT) professional, I am inspired to pursue continuous professional development, focusing on integrating innovative technologies with evidence-based instructional strategies (Mischara et al., 2020).

Challenges and Alignment with Course Readings

One unexpected challenge observed from the staff was the high costs and effort involved in establishing policies for new courses, especially when individual faculty members must configure their own guidelines. This emphasized the importance of centralized support structures and standardized procedures to streamline course development. The staff's efforts to maintain quality and compliance align with key principles from our course readings, such as the significance of strategic planning, learner analysis, and the effective use of technology in instructional design (Seilhamer et al., 2020). It also highlighted the need for instructional designers to understand institutional policies and accreditation standards thoroughly.

Personal Growth and Future Implications

This visit has substantially contributed to my growth as an IDT professional by providing real-world exposure to the scope and complexity of distance education operations. Observing innovative classroom technologies and understanding their application has expanded my visual and conceptual frameworks for designing effective online learning environments. Moreover, learning about the strategic management of policies, resources, and faculty development efforts has equipped me with valuable insights into the organizational aspects of instructional design. As I progress in my academic and professional journey, I aim to incorporate these lessons by emphasizing technological proficiency, learner-centered design, and strategic planning in my future projects (Welner et al., 2019).

Conclusion

The immersive experience at Indiana State's DE offices has underscored the critical role of instructional designers, administrators, and technological support teams in creating and sustaining successful distance education programs. It has reinforced the importance of continuous learning, strategic policy development, and technological innovation. This visit has inspired me to further explore the potential of instructional technology in transforming education, while also preparing me to overcome the challenges associated with implementing effective online learning experiences. Ultimately, these insights will inform my growth as a qualified and innovative IDT professional dedicated to advancing educational access and quality.

References

• Garrison, D. R., Anderson, T., & Archer, W. (2016). E-learning in the 21st century: A community of inquiry framework. Routledge.
• Heick, T. (2018). The future of classrooms: Smart technologies and immersive environments. Educause Review. https://er.educause.edu/articles/2018/2/the-future-of-the-classroom
• Mischara, M., et al. (2020). Continuous professional development in instructional technology: Strategies and challenges. Journal of Educational Multimedia and Hypermedia, 29(2), 115-134.
• Reiser, R. A., & Dempsey, J. V. (2018). Trends and issues in instructional design and technology. Pearson.
• Seilhamer, R., et al. (2020). Designing for diversity in online learning: Strategies grounded in research. TechTrends, 64, 530–538.
• Welner, K. G., et al. (2019). Organizational strategies for effective distance education. Online Journal of Distance Learning Administration, 22(1).