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Member Directory
---------------------------------------------------------------------- I'm an Instructional Designer at Anne Arundel Community College. I assist instructors with planning and building online courses, and making learning objects in various media to use in their courses. I train instructors to technically use the WebCT software and how to adapt best teaching practices to the online medium. I've been a designer and teacher for over twenty years. I have experience in web page design and artwork, publications design and desktop publishing, original artwork, video production, audio recording and mixing, digital and traditional photography. My focus is on the user experience: organization, information flow & storyboarding, and web navigation. I have cross platform abilities in various computer software, experience with computer troubleshooting and operations, both Macintosh and PC. I'm currently working with co-workers on redesigning our Online Academy training program, including basic courses for new instructors, special workshops on topics of interest and a completely online workshop on ADA Compliance. Although I have an AA in Media, a BA in Art, and a Master's degree in Design, I've discovered that I will never stop the craving to learn something new. The IDAG (Instructional Design Affinity Group) will hopefully solve that for me! ----------------------------------------------------------------------
Tom Cantu
A graduate of the Master of Arts program in Instructional Systems Development at the University of Maryland, Baltimore County, Tom has worked as an Instructional Designer in higher education since 1998, preparing faculty to teach online using Blackboard and WebCT, and consulting with faculty on ways to integrate the web into their teaching. In Tom’s Own Words: I learned early that you can’t tell faculty how to teach. What works well for one professor may not work at all for another. I see myself as a consultant to faculty, guiding them in making informed decisions about online teaching and helping them define their own online teaching style. In my graduate courses, I learned to use instructional design-speak, however, in my career, I had to learn how not to use the jargon. I have learned to talk with faculty about effective course design using faculty-friendly terms and processes. The results are still instructionally rigorous, but I carefully avoid “educating” a Ph.D on how to write four-part objectives. Instead, I simply ask, “What do you want students to learn?” The answer is an objective. We can add the conditions and criteria when he writes the assignment. The best ideas for translating an on-campus course into an online course come from the professor I am working with. I just listen for ideas that are under the surface, give those ideas a voice, and guide the professor through refining the teaching strategies in ways that will be effective online. It sounds easy, but it requires all my knowledge of designing effective instruction, principles of online teaching and learning, and a keen ear. I enjoy this kind of work. I see the role of instructional designers and instructional technologists in higher education growing as e-learning becomes increasingly common and integrated into everyday teaching. ---------------------------------------------------------------------- Bobbi Dubins
I'm the Coordinator for Instructional Design for Distance Learning at Allegany College of Maryland. I have 2 primary job interests, one is in faculty training and the other is in technology in general. I have designed 7 faculty professional development sessions for our faculty that I teach throughout the academic year. I am also the technology and support resource for our faculty who are teaching at a distance or incorporating web components into their face-to-face courses. I have big plans to expand the faculty training I do in the coming year, including developing more of my training sessions to be delivered to faculty online. Any ideas or sharing of information about this topic would be very welcome. Currently I teach Entrepreneurship as an online course. My educational background includes a BS in Computer Science and an MBA. Over the years I've been a computer programmer/systems analyst in both the corporate world and education, managed a computer department, worked for a federal contractor, taught adjunct, run an evening bachelors degree distance program, and run my own business, among other things. In 2004 I completed the LERN Certified Instructor Designation, which trains higher ed faculty to teach online. This was helpful for me in gaining knowledge of teaching methods and pedagogy, which I am a bit weak on. (Information about that program can be found at www.lern.net). For those of you who don't already know me, I am also spearheading the Instructional Design Affinity group, which came about from the FIPSE Quality Matters grant. ----------------------------------------------------------------------
Savithramma Sanjoy (Sarita) I am the instrutional Technology Specialist at Department of Physical Therapy and Rehabilitation Science, University of Maryland School of Medicine. I have a Bachelors degree in Computer Science and a Masters degree in Information Systems from UMBC. This job involves and revolves around technology. I assist including but not limited to: * Instructional design/technology -
assist the faculty/instructors in developing and maintaining courses
on course management system called Blackboard ---------------------------------------------------------------------- Kay Shattuck
I'm the director of distance learning programs, as well as Blackboard administrator, at Carroll Community College. For a long time I was the closest thing we had to an instructional designer, but we now have that position in our office. I continue doing a lot of faculty training focused on teaching/learning issues as they relate to course design and instructional technology. I also attempt to put in place "just-in-time" support for teachers and students. All aspects of distance learning interest me, and I clearly approach it from a systems perspective. My training is in education - specifically, adult education, not technology. When I realized the long history between adult education and distance education I had to learn how to make technology work in education (at least most of the time!) since it's the mechanism for connecting learners at a distance with the content and teacher. I have been involved with Quality Matters, the peer review process for online/hybrid course improvement, since its inception and think the success of QM has helped point out the importance of the instructional designer's work. In my other life I'm an instructor with Penn State's World Campus (their distance learning unit). Since 2000, I've taught in their Distance Education Certificate and master adult education program. I have the great pleasure of working with Michael G. Moore and a great crew of World Campus course designers, so I get to see a large system working. ---------------------------------------------------------------------- Milt
Tipperman I assist faculty, one-to-one, to develop or revise online and hybrid courses. In these design projects, I enjoy focusing on the instructor's needs and their teaching style, finding out how others conduct the same course elsewhere, identifying areas for improvement and solutions, and generally partnering with the instructor to do whatever it takes to have a course we are both proud of. Also developing an online orientation to the college's internship program. For the past few years I've taught career decision making courses at Frederick Community College -- PBS, classroom, online, and starting this summer, hybrid. Also conduct focus groups and facilitate group problem-solving and decision-making. Was national director of training and career development at the Medicare/Medicaid agency and did instructional design at NIH. Retired from federal service to do project work, help people learn and change, kayak, ride my horse, and mow. Something Learned - Earlier this year I learned some things in a 6-week online course from SUNY on best practices in designing online instruction. I changed the 15-week course I teach to have 6 units, each with objectives. The units provide a contextual roadmap for students, an analogy for the entire course, and a link between the core course outcomes and the weekly lessons. For example, in the career course, units are: Where am I now in my career trek? What are my strengths? What are my career possibilities? How do I improve my decision making? How do I communicate my strengths? Where am I going in my career trek? Use same units in on campus courses. Now working with faculty to do the same in other subjects.
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Please send website suggestions to: Melissa Harris For additional IDAG information: Jean Runyon, jeanr@csmd.edu |
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Tom
Cantu is an Instructional Designer with
