Instructional Design Summit - Part 3: Bringing It All Together

Concurrent Session 6
OLC Session

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Brief Abstract

Don’t miss the third and final session of the Instructional Design Summit where raffle prizes will be awarded to participating attendees and breakout group facilitators will have the opportunity to provide report outs from the previous session.  Join us for a final reflection on the four corners of an ID’s life!


Sponsored By


Jennifer Paloma Rafferty ( Pronouns: she, her, hers) provides leadership in researching, scoping, managing, and evaluating a full range of professional development solutions for multiple audiences within the OLC Institute for Professional Development. She has worked since 1999 supporting online learning initiatives in higher education and in the adult basic education system. Jennifer assumed this role at OLC after working for over seven years as an instructional designer at Quinnipiac University Online in Hamden, Connecticut. During her time at Quinnipiac University, Jennifer was also responsible for spearheading the development of the first online Spanish course at the University. She continues to teach this specialized curriculum for the School of Nursing and presents both nationally and internationally on the topic of online foreign language instruction. Prior to working in higher education, Jennifer was the project manager for the Massachusetts Adult Basic Education Distance Learning Project. In this role, she collaborated with the Massachusetts Department of Education and Project IDEAL to research and identify best practices for distance learning programs serving adult GED and ESL students. Jennifer holds a Masters of Education in Instructional Design from UMASS Boston, a Masters of Arts in Spanish from the University of Wisconsin-Madison, and an undergraduate degree in Romance Languages from Mount Holyoke College.
With over 15 years in higher education and online course development, I provide instructional design support to faculty in the development and improvement of online/hybrid/F2F courses to improve student success outcomes. My journey into issues of equity, inclusion, and diversity was kick-started several years ago after reading Debbie Irving's book, Waking Up White. From there, I began reading books and articles, attending programs and workshops and getting involved with equity initiatives on my campus. I wanted to learn more about social justice issues, white privilege, and racism in the United States. My journey continues to push me to think about how these systems affect my work as an instructional designer. How does one design with equity in mind is the question I am grappling with at the moment.
Dr. Olysha Magruder is currently the Assistant Director, Center for Learning Design, at the Whiting School of Engineering, Engineering for Professionals, Johns Hopkins University. Prior to this, she worked as an instructional design at Hopkins and other higher education institutions as an instructional designer and adjunct faculty. Olysha started her career in a K-12 classroom, which sparked her love for all things teaching and learning. She is a graduate of the University of Florida's Educational Technology doctoral program. Her research interests include faculty development, blended learning, instructional design, and leadership.
Penny has designed online courses since 1997. She is currently a senior instructional designer for the Penn State World Campus. Her research interests include student perspectives of quality and how this impacts the design practice; and the use of games and simulations in online instruction. She has presented at various regional, national, and international conferences and is currently chair of the Quality Matters Instructional Designers Association. She recently co-authored the book MindMeld: Micro-Collaboration between eLearning Designers and Instructor Experts with Jon Aleckson.
German E. Vargas Ramos is a learning designer for the Center for Teaching and Learning at Otterbein University in Westerville, Ohio, and a PhD candidate in the math, science, and learning technologies program of the College of Education at the University of Massachusetts Amherst. He has a BA in English from the University of Puerto Rico Mayaguez and an MEd in learning media and technologies from the University of Massachusetts Amherst. His research focuses on sociocultural theories of learning, critical literacy, and inclusive instructional design.

Extended Abstract