A systemic approach to instructional design that involves the analysis design, development, implementation, and evaluation of instruction.
Published in Chapter:
Leveraging Instructional Technology to Design Diverse Learning Experiences Through Collaborative Stakeholder Engagement
Jessica Andrea Giraldo (Herbert Wertheim College of Medicine, USA & Florida International University, USA), Samantha Marina Lemus-Martinez (Herbert Wertheim College of Medicine, Florida International University, USA), and Garamis E. Campusano (Center for the Advancement of Teaching, Florida International University, USA)
Copyright: © 2022
|Pages: 16
DOI: 10.4018/978-1-7998-9490-2.ch011
Abstract
Medical educators often receive minimal formal pedagogical and technological training. The COVID-19 pandemic made this gap even more apparent, necessitating the development of a multidisciplinary team approach to design and implement quality online learning interactions. The team is composed of faculty development and instructional design personnel, who are positioned to provide the pedagogical, technological, and theoretical expertise and guidance on how to design and develop diverse digital learning experiences. This team works within an iterative, development process that encourages collaboration by assisting faculty in shifting from lecture-based instruction to active learning, providing medical educators a form of reverse faculty development by engaging medical students as co-curriculum constructors, informing faculty regarding the implications of cognitive load and the science of learning, and cultivating positive experiences for faculty when working with the multidisciplinary team that encourages future repeated engagement.