I like the flipped structure of learning this week. We are able to approach to materials and take them in at our own space. Discussions were held on Google+ and readings for in-class activities were available on Google drive. By taking the lecture section home with us, we have time left to do exercise, ask questions and seek help in the classroom. The biggest advantage of flipped class is that students are doing actual exercise in a place that has teacher available, no matter whether in face-to-face way or online, give them instant feedback. The benefit of synchronous communication.
During the class break, one thing Pim and I talked to Tom was the authority issue. Sometimes, as an instructional designer, you want to bring in new tech to the department, or you are excited about a new teaching method and believe that it will improve learning outcomes after appropriate implementation, or you feel that it is the right time to start an innovation program to close the discrepancy. The problem is, however, you don’t have adequate authority to realize your plan. Tom said that an instructional designer gives recommendations and negotiates with other stakeholders. It is not a role that will be involved in the whole process. If they still don’t buy it even if you have demonstrated advantages of new things, then just let it go because it is not your fault. Obviously, their negative reaction will upset you. It is a situation “when instructional designers find themselves in conflict with institutional values, and powerless to effect necessary change”. Thus frustration arises from a lack of coherence between institutional and personal values.
The question of “does someone wanting to be an instructional designer in higher education need teaching experience” reminds me of a conversation with a PhD student in IDDE. She told me that some faculty members are confident of the content, course design and delivery. Some still refuse to change even if you show them there is room for improvement. But if you have teaching experience, especially in the same or similar area, they are more likely to adopt your suggestions. I feel that even in United States, where ID originated and has been evolving for more than 70 years, faculty members and members might heard of it, but not all of them understand what an instructional designer could contribute to learning and teaching except the technological support.