Using Research to Gain Faculty Buy-In
Concurrent Session 7
Working with some subject matter experts can sometimes be challenging. As an instructional designer, sometimes it's easy to forget that not everyone understands that instructional design is an entire field of study, supported by significant research. In this session, we will discuss how we have been able to use research-based recommendations to create faculty buy-in.
Working with some subject matter experts can sometimes be challenging. In most cases, they aren't intentionally trying to be difficult. To them, instructional design is this mysterious set of rules and limitations. As an instructional designer, sometimes it's easy to forget that not everyone understands that instructional design is an entire field of study, supported by significant research. In this session, we will discuss how we have been able to bridge the gap with faculty and talk about the most common research-based design recommendations we use in our everyday work.
In this session, we will remind you that there's a large pool of research that supports the work that we do. Using research data to support our claims not only brings legitimacy to our recommendations but can also appeal to the sometimes more clinical approach that our subject matter experts are familiar with. We will start with some broad research that supports learning design as a whole and its role in the course development process. We will then move into specific topic areas, answering many of the common questions our faculty have asked us.
The format of our presentation will be FAQ style where we will present the question being asked by our faculty, our answers, and the research citations to support it. We plan to allow an opportunity for audience members to contribute their thoughts on the answers we provide and provide their own responses. We plan to allocate 15-20 minutes at the end of our presentation for audience members to have a peer-discussion around other common questions they get from their faculty members and to how they have responded.
The presentation will include, but will not be limited to, answers to common questions such as:
Why should we include instructional design in the development of our courses?
Why should we use the backwards design (or any another) model?
How is online any different from my face-to-face course?
Why are we using such simple language?
How long does it take to develop a lesson/course?
Why should we use images/video in our curriculum?
Why should we use different assessment types when we could just use multiple choice exams?