Learning Design Philosophy.
Opportunities for Practice in Design of Research Administration Instruction
Research administration processes are considered to be procedural in nature, however most organizations, schools or departments do not have the proper tools, resources, and trainings or opportunities to practice supporting organizational expectations. I want to make sure that research administrators are equipped to fully maximize their learning potential as well as cultivating collaborative environments in order to continue evolving as professionals. This human-centered approach to designing a learning space is described by Oblinger (2006) to provide the learner an opportunity to apply information in productive and collaborative ways so as to strengthen learning; as well as, allow the learner to construct strategic knowledge (schemas) effectively tapping into higher order cognition (e.g. synthesizing information, make predictions, etc.), and far transfer (e.g. on-the-job application).
Research administration processes are considered to be procedural in nature, however most organizations, schools or departments do not have the proper tools, resources, and trainings or opportunities to practice supporting organizational expectations. I want to make sure that research administrators are equipped to fully maximize their learning potential as well as cultivating collaborative environments in order to continue evolving as professionals. This human-centered approach to designing a learning space is described by Oblinger (2006) to provide the learner an opportunity to apply information in productive and collaborative ways so as to strengthen learning; as well as, allow the learner to construct strategic knowledge (schemas) effectively tapping into higher order cognition (e.g. synthesizing information, make predictions, etc.), and far transfer (e.g. on-the-job application).
Using instructional design principles ensures that the learner, the research administrator, will be able to:
- Apply their knowledge to practical use
- Collaborate with other research administrators to share best practices
- Increase their perceived self-efficacy to continue learning and developing skills
- Develop organization, management and self-regulatory skills
- Explain the importance and utility value of the task
My Mission
- Make an impact in the research administration industry that extends to multidisciplinary opportunities for training and development
- Equip research administrators with the proper tools, resources, and guidance in navigating through research administration topics
My Career Vision
- Create novel learning experiences that tap into higher order skills to match the demands of the organization
- Improve the quality of research administration education in any learning environment to promote and support higher order skills
My Goals
- Apply my expertise as an instructional designer towards the field of research administration
- Strengthen research university’s approach to assessing, designing, developing, implementing and evaluating meaningful training programs for research administrators
- Always consider the Universal Design for Learning framework that of which is rooted in the notion to create instruction that is accessible, equitable and inclusive to everyone interested in growing in the field of research administration
Universal Design for Learning.
My purpose is to design meaningful instruction that serves the needs of learners, in this case the research administrator, to match the needs of the organization as a collective. Despite its ubiquitous presence at higher-education institutions across the country, there is a paucity of programs available to educate these integral specialists. My goal as a learning designer is to improve the way learning is designed for research administrators by advocating their needs from the lens of the Universal Design for Learning framework. The Universal Design for Learning posits that issues of equity, power, and inclusion are limited when learners have been given the proper tools and resources to engage and participate (CAST, 2018).
- My learning design approach aims to increase ACCESS to heretofore unprovided and desperately needed education in this field. Higher education has hitherto exclusively focused on maximizing the skill set of scientists and researchers.
- My instruction will bring educational parity to these individuals, thus providing EQUITY through graduate-level education, specifically designed for working professionals.
- Finally, being able to educate my fellow colleagues in this awesome profession will not only empower them, but ultimately lead to a more INCLUSIVE organization that will doubtless lead to higher-functioning research teams.
REFERENCES
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Clark, R. E., Yates, K., Early, S. & Moulton, K. (2010). An analysis of the failure of electronic media and discovery-based learning:
Evidence for the performance benefits of guided training methods. In K. H. Silber, & R. Foshay, (Eds.), Handbook of training and
improving workplace performance, Volume I: Instructional design and training delivery. Washington, DC: International Society for
Performance Improvement
Holden, J. (2015). An introduction to the ADDIE instructional design systems model. [White
paper]. Retrieved 7 July 2015, from http://www.fgdla.us/uploads/White_Paper‑‑Introduction_to_the_ADDIE_ISD_Model.pdf
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice 41(4), 212-218.
Oblinger, D. G. & Lippincott, J. (2006). Learning spaces. EDUCAUSE. OECD. (2010). 21st Century Learning Environments.
Retrieved from http://www.oecd.org/education/innovationeducation/centreforeffectivelearningenvironmentscele/21stcenturylearningenvironments.htm
Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). New York: John Wiley & Sons.
CAST (2018). Universal Design for Learning Guidelines version 2.2. Retrieved from http://udlguidelines.cast.org
Clark, R. E., Yates, K., Early, S. & Moulton, K. (2010). An analysis of the failure of electronic media and discovery-based learning:
Evidence for the performance benefits of guided training methods. In K. H. Silber, & R. Foshay, (Eds.), Handbook of training and
improving workplace performance, Volume I: Instructional design and training delivery. Washington, DC: International Society for
Performance Improvement
Holden, J. (2015). An introduction to the ADDIE instructional design systems model. [White
paper]. Retrieved 7 July 2015, from http://www.fgdla.us/uploads/White_Paper‑‑Introduction_to_the_ADDIE_ISD_Model.pdf
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory Into Practice 41(4), 212-218.
Oblinger, D. G. & Lippincott, J. (2006). Learning spaces. EDUCAUSE. OECD. (2010). 21st Century Learning Environments.
Retrieved from http://www.oecd.org/education/innovationeducation/centreforeffectivelearningenvironmentscele/21stcenturylearningenvironments.htm
Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). New York: John Wiley & Sons.
