ADDIE

Dear ADDIE,

I’m in our on-boarding meeting and I can see it in my subject matter expert’s eyes. The telltale signs of upcoming resistance – eyes not meeting mine, arms crossed, and lots of silent sighs. They are saying everything’s fine, there have no questions, and they’re “looking forward to it.” From past experience, I know I will have mis…[Read more]

Dear ADDIE,

As an instructional designer, how could I improve buy-in or motivate my faculty to be more proactive in their approach to accessibility and Universal Design for Learning (UDL) in their online course design?

Signed,

Faculty Whisperer

Dear Whisperer,

Improving buy-in from your faculty to be more proactive in their…[Read more]

Dear ADDIE,

I am new to the instructional design profession. I took this job– which I love– because I taught online, used flipped classroom strategies, and redesigned my course several times; it was not because I have any training or academic background in the field of education. I also did not have the support I needed from my first…[Read more]

Dear ADDIE,

I am an instructional designer (ID) at a large university who works on a large team of instructional designers (15+); we collaborative on a variety of projects that I mostly enjoy. For example, we may work with our faculty and several support teams to (re)design faculty courses, collaborate with other instructional designers to…[Read more]

Dear ADDIE,

I am an instructional designer at a small community college, but I am experiencing a problem that will probably resonate with other instructional designers: the faculty with whom I work (mostly well) appear to have little understanding of what an instructional designer does and, as a result, limit the contributions that I can make…[Read more]

Narrated PowerPoints – how my faculty love them!  ADDIE, I have an issue that I suspect is one that is facing instructional designers and faculty developers all across the country.  The faculty at my Large Public University believe that Narrated PowerPoints are the best way to bridge the gap between challenging content and the online learning e…[Read more]

Dear ADDIE,

I am an instructional designer at a large southern university and I recently had coffee with a faculty member (“Jesse”) who posed this challenging question to me:

In upper-level classes, it can be pretty easy to create learning activities that are engaging; the foundations of a discipline have been laid and students are ready to…[Read more]

Dear ADDIE,

I am a senior instructional designer at a small liberal arts college in the South. I have been asked to head-up a somewhat daunting project: to transform our institution’s new faculty orientation (NFO) from its current face-to-face format into an asynchronous online format. The current NFO was developed, and is facilitated by, our H…[Read more]

Dear ADDIE,

I’m an instructional designer at a large public institution, working on a team that supports hundreds of online instructors within dozens of departments. As we work across disciplines, we see creative problem solving, enthusiasm, and great work being done at our university, and we strive to share ideas and connect faculty working t…[Read more]

Dear ADDIE,

I’m an instructional designer at a large public institution, working on a team that supports hundreds of online instructors within dozens of departments. As we work across disciplines, we see creative problem solving, enthusiasm, and great work being done at our university, and we strive to share ideas and connect faculty working t…[Read more]

Dear ADDIE,

I’m an instructional designer at a large public institution, working on a team that supports hundreds of online instructors within dozens of departments. As we work across disciplines, we see creative problem solving, enthusiasm, and great work being done at our university, and we strive to share ideas and connect faculty working t…[Read more]