Personal Tales of Instructional Design from the Facilitator’s Perspective

  • Karen Kaminski
  • Paula Johnson
  • Shelly Otis
  • Dwayne Perry
  • Tracy Schmidt
  • Mindy Whetsel
  • Haley Williams
Chapter

Abstract

Graduate students in adult education and training share the reflective process of instructors/trainers asked to remove their facilitator hats and don an instructional designer hat. Many do not know what this hat looks like. The goal is to develop their own reflective process of ID that fits their field. The students create their own visual of the instructional design process to tell their story. These stories come from a broad range of professional fields.

Keywords

Adult education Instructional design Reflective process Graduate students 

References

  1. Dick, W., & Carey, L. (1996). The systematic design of instruction. 4th ed. New York, NY: Harper CollinGoogle Scholar
  2. Gustafson, K. L., & Branch, R. M. (2002). Survey of instructional development models (4th ed.). Syracuse, NY: ERIC. ED477517.Google Scholar
  3. Mayer, R. (2003). The promise of multimedia learning: Using the same instructional design methods across different media. Learning and Instruction, 13(2), 125–139.CrossRefGoogle Scholar
  4. Smith, P. L., & Regan, T. J. (2005). Instructional design (3rd ed.). New York: Wiley.Google Scholar

Copyright information

© Springer International Publishing AG 2018

Authors and Affiliations

  • Karen Kaminski
    • 1
  • Paula Johnson
    • 2
  • Shelly Otis
    • 2
  • Dwayne Perry
    • 2
  • Tracy Schmidt
    • 2
  • Mindy Whetsel
    • 2
  • Haley Williams
    • 2
  1. 1.School of Education, Colorado State UniversityFort CollinsUSA
  2. 2.Colorado State UniversityFort CollinsUSA

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