The Experts below are selected from a list of 111 Experts worldwide ranked by ideXlab platform

Robert D Tennyson - One of the best experts on this subject based on the ideXlab platform.

  • defining core competencies of an Instructional Technologist
    Computers in Human Behavior, 2001
    Co-Authors: Robert D Tennyson
    Abstract:

    Development of effective learning environments in an efficient manner is the goal of Instructional development. The process of Instructional development in highly complex learning situations requires that Instructional Technologists be competent in three basic core knowledge areas. This article defines the competency requirements for Instructional Technologists. Competency in the areas of educational foundations, ISD methodology, and ID process would improve learning and reduce the overall risk in the field of technology-based learning. Included in this article is a worksheet (Appendix) to help the reader rate his or her own competency.

Daniel W Surry - One of the best experts on this subject based on the ideXlab platform.

  • A Taxonomy of Instructional Technology Service Positions in Higher Education
    Innovations in Education and Teaching International, 2020
    Co-Authors: Daniel W Surry, Mary Ann Robinson
    Abstract:

    The purpose of this study was to determine the types of Instructional technology service positions available in higher education. The authors collected and analysed 449 job announcements and, based upon an analysis of the position descriptions, were able to develop a taxonomy of service positions. The taxonomy includes eight categories: Instructional Technologist; Instructional Designer; Distance Learning Co-ordinator; Instructional Technology Manager/Administrator; Technical Support Specialist; World Wide Web Specialist; Instructional Technology Librarian; and Miscellaneous. Common responsibilities and qualifications for each type of position are discussed in the paper. Salary information for each type of position is also included. The paper concludes with a discussion of the results and recommendations for future research.

  • defining the role of the Instructional Technologist in higher education
    Mid-South Instructional Technology Conference, 1996
    Co-Authors: Daniel W Surry
    Abstract:

    Many colleges and universities have begun to hire Instructional Technologists. The role, qualifications, and responsibilities of the Instructional Technologist are often illdefined. This paper describes the various roles the Instructional Technologist can play in higher education and describes the typical activities and qualifications of each role. The paper includes a description of ten recent Instructional Technologist position announcements from colleges around the country. The paper also includes a discussion of the key questions colleges should ask themselves before hiring an Instructional Technologist. A series of recommendations for developing a position description are included. "PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Lucinda T. Lea TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." Running Head: Defining the Role of the Instructional Technologist 2 BEST COPY AVA0 LADLE 304 Defining the Role of the Instructional Technologist Defining the Role of the Instructional Technologist in Higher Education Overview An impressive variety of changes in society, technology, and the economy have been exerting pressure on higher education for decades. Direct government subsidies for higher education, never in great supply, have begun to shrink at a rapid pace. Fewer, less experienced, faculty are having to teach an increasingly large number of students. Students are getting older, with many students working at least part time and unable to attend classes full time. In spite of these, and a litany of other changes, the traditionalist in higher education has argued that, in the end, the structure and organization of the university were hallowed and timeless and would endure in spite of any external influences, regardless how powerful. While the traditionalist view of higher education is still prevalent, many observers, inside and out of academe, have gradually come to see the need for reform. A recent review of higher education in U.S. News & World Report (1994) effectively and bluntly described the situation: Like it or not, colleges and universities are, in fact, labor intensive enterprises that operate in high cost environments and produce a human product that promises to remain in heavy oversupply for the foreseeable future Given the fundamentals, no amount of downsizing, restructuring or tinkering with the economic edges will alter the disheartening outlook. That disheartening outlook has forced even the most optimistic supporter of higher education to begin to consider alternatives to the present situation. Almost every college

Kelly M Timothy - One of the best experts on this subject based on the ideXlab platform.

M Kelly Timothy - One of the best experts on this subject based on the ideXlab platform.

Chan Wei Wu - One of the best experts on this subject based on the ideXlab platform.

  • SocialCom/PASSAT - Exploration of Asynchronous Online Teaching with a Network Analysis of Class Interaction
    2010 IEEE Second International Conference on Social Computing, 2010
    Co-Authors: Rhoda Baggs, Chan Wei Wu
    Abstract:

    Constant changes in technology for course delivery, along with constant changes in the technological social landscape, challenge the Instructional Technologist when it comes to nailing down the appropriate teaching technology for online or distance learning courses. This paper focuses on the ongoing problem of how to best teach online courses in the computer information systems (CIS) field for a graduate master’s program. Although it is generally thought that specific methods should be used to extend traditional electronic communication tools such as email, discussion forums, and live chats, there is no universal agreement as to what those tools should be. The foci of this research are to 1) shed light on current teaching practices, 2) make suggestions for methods which augment traditional email, forums, and chats, 3) to measure email interaction in two CIS core courses, and 4) to glean information based on the email interaction captured. Leaping onto the current flavor of the month online community like Twitter, Facebook, etc. is considered as an addition at the coursesite level, but is probably not a good idea where university policies, standards, and accreditation play a role. Additionally, the collaborative learning that social networks encourage may not be appropriate for all learning disciplines, especially in the fields of computer science and mathematics.

  • Exploration of Asynchronous Online Teaching with a Network Analysis of Class Interaction
    2010 IEEE Second International Conference on Social Computing, 2010
    Co-Authors: Rhoda Baggs, Chan Wei Wu
    Abstract:

    Constant changes in technology for course delivery, along with constant changes in the technological social landscape, challenge the Instructional Technologist when it comes to nailing down the appropriate teaching technology for online or distance learning courses. This paper focuses on the ongoing problem of how to best teach online courses in the computer information systems (CIS) field for a graduate master's program. Although it is generally thought that specific methods should be used to extend traditional electronic communication tools such as email, discussion forums, and live chats, there is no universal agreement as to what those tools should be. The foci of this research are to 1) shed light on current teaching practices, 2) make suggestions for methods which augment traditional email, forums, and chats, 3) to measure email interaction in two CIS core courses, and 4) to glean information based on the email interaction captured. Leaping onto the current flavor of the month online community like Twitter, Facebook, etc. is considered as an addition at the coursesite level, but is probably not a good idea where university policies, standards, and accreditation play a role. Additionally, the collaborative learning that social networks encourage may not be appropriate for all learning disciplines, especially in the fields of computer science and mathematics.