Instructional Designer Certificate Program
Delivery Mode : Asynchronous Workshop
Levels : Beginner,Intermediate,Advanced
Who should take this program?
This series of four online courses are designed for new and experienced online instructional designers, librarians, and multimedia specialists who work directly with online faculty and other online learning support professionals during the course design and development process, as well as online faculty who support online course design and development at their institution.
Program Description:
Throughout each course, participants will collaborate with colleagues and learn about:
- Guiding new and experienced faculty through the online course design and development process
- Providing opportunities to faculty for integrating multimedia into the course design
- Analyzing learning/instructional theories and instructional methods to support professional development and practice
- Providing strategies and resources for staying current with emerging best practices
- Becoming qualified in applying the OLC and Open SUNY Course Quality Review (OSCQR) rubric and process.
Program Objectives
- Develop an effective online course development process outline and schedule
- Identify strategies for planning online faculty development experiences
- Assess the varying faculty needs for online course resources
- Identify relevant resources for inclusion in teaching and learning environments
- Apply learning theories to relevant teaching scenarios
- Identify strategies and resources for staying current with emerging best practices
- Evaluate the OSCQR Self-Serve rubric for course quality reviews
- Apply the OSCQR rubric and review process
Prerequisites
Participants should have at least one year of experience in supporting online course design and development in an instructional design capacity.
Program Completion Requirements:
- A certificate is earned after completion of each 4-week course
- The courses do not have to be taken in order
- You have one year from the time you start to complete all 4 courses if you wish to receive a certificate for the Instructional Designer Certificate Program
Please review the prerequisites (below) before registering for this program.
OFFERING DATES
January 2019 Offering: January 28, 2019 - June 30, 2019
(registration is closed for the full January 2019 cohort; spaces are still available for the ID4 course)
- ID4: Course Quality Review (OSCQR) - June 3 - June 30, 2019
March 2019 Offering: March 18, 2019 - August 4, 2019
(registration is closed for the full March 2019 cohort; spaces are still available for the ID2, ID3, and ID4 courses)
- ID2: Curating and Evaluating Resources for Faculty - April 22 - May 19, 2019
- ID3: Professional Foundations: Collaborating, Researching and Networking - June 3 - June 30, 2019
- ID4: Course Quality Review (OSCQR) - July 8 - August 4, 2019
April 2019 Offering: April 29, 2019 - September 8, 2019
- ID1: Helping Faculty with New Course Development - April 29 - May 26, 2019
- ID2: Curating and Evaluating Resources for Faculty - June 3 - June 30, 2019
- ID3: Professional Foundations: Collaborating, Researching and Networking - July 8 - August 4, 2019
- ID4: Course Quality Review (OSCQR) - August 12 - September 8, 2019
Additional offering dates for 2019 are listed under the "Program Details" section below.
Apr 29, 2019 - Sep 08, 2019
Instructed By:
Jennifer Jaiswal
, Dr. Lujean Baab
Jennifer Jaiswal
Jennifer Jaiswal is currently a Senior Instructional Technologist at Stony Brook University, which is part of the State University of New York (SUNY). She has been working in the field of instructional technology and design since 2005. She completed her Masters Degree in Instructional Technology and Media at Columbia University: Teachers College in 2011. In 2012, Jennifer completed the SUNY Instructional Designer Certificate Program with distinction. Jennifer has a commitment to lifelong learning and facilitating better learning through design.
Dr. Lujean Baab
Dr. Lujean Baab serves as the Senior Director for Learning Experience Design, a unit Technology-enhanced Learning and Online Strategies at Virginia Tech. She leads a team of instructional designers, instructional technologists, support and content development specialists, graphic and media developers, digital image repository management, digital media services, assessment and research specialists who with faculty to develop online courses, provide instructional design and course development through cohorts, faculty working groups and individual consultation.
Dr. Baab has been a faculty member and administrator for online learning programs for over 15 years. She has previously served as Director of Educational Technology for Moravian College in PA, a Director of Distance Learning for Northampton Community college in PA, and the Director of Graduate Programs in Education for DeSales University in PA. She holds an Ed.D. from Pepperdine in Educational Technology and an MA in Communications from Marywood University. She also holds a K-12 certification as Instructional Technology Specialist and was responsible for building and administering an online program in PA leading to that certification.
Aug 05, 2019 - Feb 02, 2020
Instructed By:
Bethany Bovard
, Leah Chuchran-Davis
Bethany Bovard
I've been an educator since 1997 - unless you count from my 1st grade report card in 1972 when I got into trouble for helping other students while I was supposed to be in my seat studying! I love helping others so, naturally, I've also spent the past 19 years helping other educators with teaching and technology. Thankfully, bad report cards no longer come into play and I can help all I want without getting sent to the principal's office. I proudly wear the 'geek' and 'educator' name tags simultaneously. I study technology for how it can help us teach and I gladly interact with other educators to learn from them and to teach them what I have learned. Hopefully, you and I will have many opportunities to interact and teach/learn from one another.
In my non-geek life, I spend a good deal of time teaching others how to knit and crochet. I can say with absolute certainty that teaching a hands-on skill to people who are interested learning a new hobby is quite different than teaching online teaching skills to faculty or even teaching education topics to graduate students. 
Leah Chuchran-Davis
Leah has been teaching and learning in the online environment since 2005. She earned each of her degrees and certificates online, as well. She is currently a virtual-preneur not only with The Online Learning Consortium since 2013, but also for Emory College and Southern New Hampshire University. At Emory, she leads the online summer program and facilitates the Emory College Online Teaching Strategies eight-week course for new-to-online faculty members. Within three years the program has expanded to 33 liberal arts course offerings. Her position at Southern New Hampshire University is as a Core Network Instructional Designer, which translates to working with subject matter experts and instructional designers to design engaging and real-world courses for student satisfaction and success. She also recently supported the first online summer program at Spelman College (HBCU).
To find out more about Leah and her interests and skills check out her interactive instructor page.
Sep 16, 2019 - Mar 08, 2020
Instructed By:
Dr. Donna Scribner
, Dr. Melanie Shaw
Dr. Donna Scribner
Dr. Donna E. Scribner has more than 35 years of experience in education, as a teacher at the middle, high school and college levels, and in developing and delivering professional development opportunities for teachers. A seasoned conference speaker, she frequently addresses groups on the effective use of technology in the mathematics and engineering curricula, creating instructional environments that support a student's motivation to engage and persist in learning, and has conducted professional development workshops for teachers all over the country. One of Donna’s frequent messages is about the power and the promise of online learning.
Most recently Donna held the position of Vice President and leader of the Center for Teaching and Learning at American Public University System (APUS). Before joining APUS, Donna was the Chief Learning Officer for Virtual High School Global Consortium (VHS) where she was responsible for overseeing VHS’s online curriculum for students and professional development for teachers. In addition, Donna held the position of the Director of Online Learning for Project Lead the Way (PLTW). She created their Virtual Academy, an online school offering professional development opportunities for teachers to learn the skills and content needed to teach pre-engineering courses. She started at PLTW as a National Associate for Curriculum and Training. While in this position, she traveled the country designing and delivering all day professional development workshops for the PLTW teachers.
Donna holds a BS in Mathematics Education from the University of New Hampshire, a MA in Education from Antioch New England, and a Ph.D. in Instructional Design for Online Learning from Capella University. She lives in NH with her husband of 39 years.
Dr. Melanie Shaw
Dr. Melanie Shaw has over fifteen years of educational experience ranging from classroom and graduate level teaching to counseling and administration. She is Director of Online Curriculum and Instruction at Clemson University. In addition, Melanie is a dissertation chair, teaches undergraduate and graduate courses online, and develops curriculum for a variety of higher education institutions.
Melanie’s primary research interests include online teaching and learning, organizational leadership, and distance learning instructional practices. She is the author of several books, articles, and chapters including: An Evaluation of Student Outcomes by Course Duration in Online Higher Education; Establishing an Online Professional Development Community to Promote Faculty Engagement and Excellence; Distance Learning Courses: A Survey of Activities and Assignments; and Online Course Activities: A Survey of Assignment and Assessment Types. In addition to Melanie’s publications, she has presented at national conferences on topics related to distance learning. She is the winner of the Wagner Award for Outstanding Instructional Support and the Online Learning Consortium’s Effective Practice Award.
Melanie received a Ph.D. in Education with a specialization in Curriculum and Teaching from Northcentral University, a master’s degree in Education Administration from Grand Canyon University, and a second master’s degree in School Counseling from University of West Alabama. She received her bachelor’s degree in Liberal Studies and Music from Excelsior College. She holds teaching certificates in online teaching, elementary education, and guidance counseling. She lives near Colorado Springs with her husband and two daughters.
- Develop an effective online course development process outline and schedule
- Identify strategies for planning online faculty development experiences
- Assess the varying faculty needs for online course resources
- Critique resources for inclusion in teaching and learning environments
- Apply learning theories to relevant teaching scenarios
- Identify strategies and resources for staying current with emerging best practices
- Evaluate the OSCQR Self-Serve rubric for course quality reviews
- Apply the OSCQR rubric and review process
A certificate will be awarded upon the successful completion of each course. Completion of all four courses is required to earn an overarching certificate for the Instructional Designer Certificate Program as well as a digital badge of completion via Credly. Courses do not have to be taken in order and/or can be taken as a single professional development activity.
The courses are as follows:
- ID1: Helping Faculty with New Course Development
- ID2: Curating and Evaluating Resources for Faculty
- ID3: Professional Foundations: Collaborating, Researching, and Networking
- ID4: Course Quality Review (OSCQR)
ID1: HELPING FACULTY WITH NEW COURSE DEVELOPMENT
COURSE OVERVIEW
This course is designed to help new online instructional designers be confident in their knowledge and abilities in guiding new faculty through the online course development process. Participants will discuss how to dispel the initial apprehensions for teaching online, strategies for planning online faculty development experiences, creating and managing online course development milestones, and the practice and procedure for implementing a continuous improvement plan.
Learning Objectives:
- Determine the scope of the instructional designer role at your institution
- Identify instructional design challenges
- Generate potential solutions to instructional design challenges
- Analyze the course development process at your institution
- Identify challenge areas in the course development process
- Develop a solution to a course development challenge
- Analyze the faculty development program at your institution
- Propose revisions to improve the effectiveness of your faculty development program
- Describe the relationship between program evaluation and continuous improvement
- Apply Kirkpatrick’s 4 Levels of Evaluation model
- Analyze the effectiveness of a faculty development program evaluation plan
Week 1: Instructional Designers & Your Institution
Week 2: The Course Development Process
Week 3: Faculty Development Strategies
Week 4: Evaluating Impact & Continuous Improvement
ID2: CURATING AND EVALUATING RESOURCES FOR FACULTY
COURSE OVERVIEW
This course is designed to allow participants the opportunity to explore and discuss tailoring resources for online faculty, including tools, strategies and curating techniques. Techniques for helping online faculty integrate resources into their online courses, such as multimedia, open education resources, and social networking tools are also explored.
Learning Objectives:
- Explore content curation tools for collecting, curating, and sharing resources
- Develop strategies for making resources accessible to faculty
- Create a resource list for use by faculty and instructional designers
- Analyze strategies and methods used to evaluate online resources, OER, and online teaching and learning tools
- Create an evaluation checklist for evaluating new online tools
- Create an evaluation checklist for evaluating online resources and OER
- Apply strategies for effectively organizing online resources
- Evaluate methods for effective resource sharing
- Create a faculty support resource
Week 1: Collecting Resources
Week 2: Evaluating Resources
Week 3: Organizing and Developing Resources
Week 4: Developing and Sharing Resources
ID3: PROFESSIONAL FOUNDATIONS: COLLABORATING, RESEARCHING, AND NETWORKING
COURSE OVERVIEW
Great instructional designers continually improve their professional knowledge and skills through networking, research, and collaboration. In this course, you will assess your knowledge of learning and instructional theories, current learning trends, and instructional designer competencies. You will then engage in research, networking, and collaboration to address your needs.
You will also explore well-established theories of learning and instruction that are meant to foster critical and creative thinking, problem-solving, and metacognition. Our focus will be to evaluate those theories and strategies for use in different courses and contexts and apply those strategies in ways that support deeper learning. This course utilizes several of the instructional methods you will be researching so you can experience them while you learn about them.
Learning Objectives:
- Analyze the connections between learning theories, instructional theories, and instructional design models
- Assess your professional learning needs in the areas of instructional designer competencies and current learning trends
- Determine your learning needs utilizing networking, research, and collaboration
- Compare various instructional designs in terms of their ability to support deeper approaches to learning
- Design instruction that utilizes strategies to promote deeper approaches to learning in various contexts
- Analyze the uses of cognitivist, constructivist, and motivational learning and instructional theories
- Create instructional activities based on cognitivist, constructivist, and motivational learning and instructional theories
- Analyze the impact of participating in communities of practice in a specific instructional design practice
- Evaluate the use of communities of practice as an instructional design choice
- Discuss the strategies, benefits, and challenges for developing a community of practice at your institution
Week 1: Learning & Instructional Theories, Instructional Designer Competencies, & Current Learning Trends
Week 2: Instructional Strategies for Deeper Learning Development
Week 3: Instructional Design Models & Frameworks
Week 4: Networking & Communities of Practice
ID4: COURSE QUALITY REVIEW (OSCQR)
COURSE OVERVIEW
In this course, participants will be introduced to the OLC and Open SUNY Course Quality Review (OSCQR) rubric and process. They will discuss its pedagogical and research foundations, and review its course quality review standards and associated criteria. Participants will complete a formal course review using OSCQR and recommend improvements and institutional implementation strategies, and as a culminating activity will create a customized version of the OSQCR rubric to address the course quality needs at their institution. Upon completion of this course, successful participants will be a qualified OSCQR trainer, enabling them to train faculty at their own institutions.
Learning Objectives:
- Describe the OSCQR process and rubric components
- Analyze the OSCQR rubric criteria
- Apply the OSCQR rubric in an online course quality review
- Evaluate the results of an OSCQR review
- Compare the OSCQR rubric to other widely used course quality rubrics
- Critique the OSCQR rubric criteria for specific use at your institution
- Create a customized version of the OSCQR rubric based on your institutional quality needs
- Articulate the obstacles and implications of implementing OSCQR at your institution
Week 1: Tour of OSCQR
Week 2: Conduct a Course Review with OSCQR
Week 3: Evaluating OSCQR
Week 4: Customizing & Implementing OSCQR
OFFERING DATES
2019 Offering Dates
January 2019 Offering: January 28, 2019 - June 30, 2019
(Registration is closed for the full January 2019 cohort; spaces are still available for the ID4 course)
- ID4: Course Quality Review (OSCQR) - June 3 - June 30, 2019
March 2019 Offering: March 18, 2019 - August 4, 2019
(Registration is closed for the full March 2019 cohort; spaces are still available for the ID2, ID3, and ID4 courses)
- ID2: Curating and Evaluating Resources for Faculty - April 22 - May 19, 2019
- ID3: Professional Foundations: Collaborating, Researching and Networking - June 3 - June 30, 2019
- ID4: Course Quality Review (OSCQR) - July 8 - August 4, 2019
April 2019 Offering: April 29, 2019 - September 8, 2019
- ID1: Helping Faculty with New Course Development - April 29 - May 26, 2019
- ID2: Curating and Evaluating Resources for Faculty - June 3 - June 30, 2019
- ID3: Professional Foundations: Collaborating, Researching and Networking - July 8 - August 4, 2019
- ID4: Course Quality Review (OSCQR) - August 12 - September 8, 2019
August 2019 Offering: August 5, 2019 - February 2, 2020
- ID1: Helping Faculty with New Course Development - August 5 - September 1, 2019
- ID2: Curating and Evaluating Resources for Faculty - September 9 - October 6, 2019
- ID3: Professional Foundations: Collaborating, Researching and Networking - October 21 - November 17, 2019
- ID4: Course Quality Review (OSCQR) - January 6 - February 2, 2020
September 2019 Offering: September 16, 2019 - March 8, 2020
- ID1: Helping Faculty with New Course Development - September 16 - October 13, 2019
- ID2: Curating and Evaluating Resources for Faculty - October 21 - November 17, 2019
- ID3: Professional Foundations: Collaborating, Researching and Networking - January 6 - February 2, 2020
- ID4: Course Quality Review (OSCQR) - February 10 - March 8, 2020
N/A
There are two payment options for the Instructional Designer Certificate Program:
Option 1: Program Bundle Package
$1,650 for members; $2,000 for non-members
This option is for participants who wish to participate in all 4 courses of the program to complete the Instructional Designer Certificate Program (a $150/$200 discount on pricing over the a la carte option). Note that with this option, participants have 12 months to complete the program (all 4 courses) starting from the time they enroll into the first course.
Option 2: A la carte (Pay as you go)
$450 per course for members; $550 per course for non-members
This option is for participants who may not want to complete the certificate program, but would like to take a single course. If participants decide to complete the full program by paying for each workshop individually, they have twenty-four months from the time that they enroll in their first course to complete the entire program (note that the bundle discount does not apply to this option).
*Please note that workshop passes and coupons do not apply to this program or to individual courses.