Instructional Design

The Instructional Design model used by our unit is probably best understood through a comparison. Often, what is referred to as Instructional Design (I.D.) is frequently in reality Instructional Technology (I.T.). An I.T model involves a process where a faculty member's request is handed off to an I.T. person who creates a module which is then delivered to the faculty who made the request.

Our comprehensive instructional design model is significantly different. We engage faculty in course redesign using a student-centered learning approach as a vehicle for them to learn about instructional design. While the redesigned course is often the goal of the faculty, our goal is the process. Faculty who have undergone this process, in addition to having a redesigned course that addresses evolving pedagogical issues such as, student-centered learning, multiple learning styles, information literacy and responsible inclusion of technology, possess the instructional design skills necessary to maintain any changes to their courses. They can then transfer these skills to other courses for which they are responsible.

Because our motto is "I.D. before I.T.," we do not design for a specific mode of delivery. Rather, the courses we design can be delivered, with minor adjustment, at any point of the face-to-face to pure distance continuum.