OLC Instructional Design Summit 2020
Tuesday, November 10, 1:00pm – 4:15pm US EST
A half-day virtual Instructional Design Summit event featuring presentations, small group discussions, and networking.
This year has been a rollercoaster ride for all of us in higher education, and instructional designers are no exception. Faculty, administrators, students, parents, and so many others have relied on instructional designers this year to do the impossible: rapidly create just-in-time resources, coach and support faculty, and transition countless courses to remote and online environments in the wake of the COVID-19 pandemic. So: how have we changed? What are we prepared for now that we weren’t six months ago? What old problems matter less, and what new problems have emerged? What wicked design problems can we tackle with rekindled visibility, trust, and focus?
The OLC Instructional Design Summit is back and ready to rock! Join us for compelling questions, spirited conversation, expert panelists, and action-oriented breakout sessions. This year’s summit will take place virtually and will be divided into two segments: a one hour conversation with our panelists, followed by two hours for wicked design problem break-out rooms focused on creating solutions to the biggest problems in our field. You’ll choose your break-out topic when you register, so come equipped with some great ideas and be ready to learn and create with colleagues from across the globe!
Here are two examples of the wicked problems we’ll be solving together at the 2020 Instructional Design Summit:
Instructional design is critical in all learning modalities. Institutions are resource strapped, and ID teams often burn out even when working within a single modality (online). How can institutions of various sizes sustainably scale design work with limited resources, and without overtaxing faculty or instructional designers?
Learning management systems are the most prevalent platforms for teaching and taking online or blended courses. However, many believe that their emphasis on convenience for managing instructional materials and students engenders transaction rather than transformation, and compliance instead of student/faculty agency. How can the LMS be reimagined as a new digital learning environment (DLE), predicated on the tenants of learning, collaboration, flexibility, agency, and relationship?
We hope this whets your appetite for the 2020 Instructional Design Summit! Stay tuned for registration details, information about our panelists, and more wicked design problems that we’ll work through together. After all, that’s what instructional designers do best: work together to create things that are better than we could do alone. We can’t wait to see you at the summit!
You can also join in on the conversations via Twitter by following #OLCIDSUMMIT.
Register for virtual access here, and we hope to see you online at the ID Summit!
Panelists
OLC
Davidson College
Schedule
We will open the Instructional Design Summit with a panel of emerging leaders in the field of instructional design. Following the panel discussion, participants will have the opportunity to break off into smaller, facilitator-led discussion groups on trending topics that impact the work we do. You are encouraged to share your perspective and gain new insights around these hot topics including project management, the future of the instructional design profession, accessibility and universal design for learning, collaboration with faculty, and tools for instructional design. You will also be able to come back and review the individual breakout topic discussion notes and presentation slides after the event has ended.
General Schedule
1:00pm – 1:45pm – Part 1 – Panel Discussion
Session 1 of the ID Summit will begin with a panel discussion on a range of topics including instructional design during the Covid-19 pandemic, new frontiers in instructional design, diversity, equity, and inclusion in instructional design; and resources for advancing your knowledge and practice. Join us for this dynamic conversation with our expert panelists!
2:15pm – 3:00pm – Part 2 – Breakout Topics
In Session 2 of the ID Summit you’ll choose one breakout topic to explore in two parts. First, your breakout group will brainstorm ideas and share resources about your chosen topic/prompt. In the final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
3:30pm – 4:15pm – Part 3 – Breakout Topics (Continued)
In Part 3 of the ID Summit you’ll continue exploring the breakout topic chosen in Part 2. In this final part, you’ll work together to create recommendations for addressing that same challenge. Here is the list of breakout topics to choose from:
1. People vs. Products: Scalability in Instructional Design
Our resource-strapped institutions are looking for solutions for scaling instructional design. Institutions make these choices differently, but their decisions are often centered around one of two primary pathways: investing in people or investing in products (or some blend of the two). As instructional design professionals, how do we lead the conversation about scalability and sustainability in context of people or product-driven solutions? How does each institution’s approach align or diverge from their mission and values? How do we influence decision-making about product procurement, hiring, and workload that create a sustainable and scalable future for academic instructional design?
2. DEI & Instructional Design: Enacting Change
Designing and teaching inclusive, anti-racists courses and programs is more important than ever—yet faculty and instructional designers alike have a long way to go on the journey to inclusivity and anti-racism in course design. How can we partner with faculty to design more inclusive, anti-racist courses and programs? How do we individually and collectively grow our knowledge and awareness of social justice issues and practices for higher education and online learning? What steps can we enact as a profession to be inclusive and advance anti-racism through new approaches to instructional design?
3. Ethical Choice & Use of Technology
There are so many technology tools that we use in higher education learning design. Some are simple to use, some are complex, but all of them can be used in ways that are problematic (and worse) for students. How do we ensure that the tools we use are used ethically? How do we ensure that we assess the organizations, tools, and processes we adopt for their impact on students and faculty? How do we address the significant privacy, data, and surveillance concerns related to ed tech tools such as remote proctoring and plagiarism detection?
4. Design Challenge 1: Classes That are Challenging to Teach Online
Join this breakout for a scenario-based, community design challenge! Here’s the prompt you’ll explore together: With more faculty teaching in synchronous or asynchronous online environments than ever, there are courses and programs that are traditionally challenging to move online that are doing so—think visual arts, music, theater, engineering, and plenty more. You are the ID team at an institution that has continued to teach in remote and online environments during the COVID-19 pandemic. Faculty from these disciplines are coming to you for advice: do I choose synchronous or asynchronous? How do I convert my high touch course to an online space? Will my students learn as much as they did in person? Generate your recommendations and advice for faculty moving challenge disciplines online!
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