Podcasts about jinnette senecal

In this episode, the instructional designers from Arizona State University's Edson College of Nursing and Health Innovation (Aaron Kraft, Celia Coochwytewa, and Jinnette Senecal) are joined by special guest Dr. Karen J. Saewert, to consider several factors related to the design and facilitation of compressed format courses. We then explore aspects such as instructor presence, communication management, and the timely support of students who may be struggling. Resources from the episode: *Lutes, L., & Davies, R. (2013). Comparing the rigor of compressed format courses to their regular semester counterparts. Innovative Higher Education, 38(1), 19–29. https://doi.org/10.1007/s10755-012-9226-z *Shaw, M., Chametzy, B., Burrus, S., & Walters, K. (2013). An evaluation of student outcomes by course duration in online higher education. Online Journal of Distance Learning Administration, 16(4), 1 – 22. https://www.westga.edu/~distance/ojdla/winter164/shaw_chametzky_burrus_walters164.html *Sloan, R. (2017, November). Improving student outcomes utilizing 8-week courses: Considering its feasibility for Ivy Tech Community College. https://www.ivytech.edu/files/8-Week-Courses-Study-Paper.pdf *The University of North Carolina at Charlotte, The Center for Teaching & Learning. (n.d.). Short courses / part-of-term courses: Condensing course content. https://teaching.uncc.edu/teaching-guides/short-courses-part-term-courses-0 *Vareberg, K., & Westerman, D. (2020). To :-) or ☺, that is the question: a study of students' initial impressions of instructors' paralinguistic cues. Education and Information Technologies, 25(5), 4501-4516. https://doi.org/10.1007/s10639-020-10181-9

In this episode, the instructional designers from Arizona State University's Edson College of Nursing and Health Innovation (Celia Coochwytewa, Jinnette Senecal, and Aaron Kraft) are joined by special ASU guests Katrina Fogelson, Allison Hall, Tim McKean, and Meredith Saavides to reflect on the collaborative university-wide efforts to support a rapid pivot to synchronous remote learning modalities. We then explore the practical outcomes and potential future of unsiloed collaboration for ASU's instructional designers and related professionals. Today's HOT TOPIC is focused on the decades-long challenge of implementing technology tools strategically and meaningfully in support of learning. Resources from the episode: *Arizona State University Office of the University Provost (n.d.). ASU Sync Live-hosted digital classes, wherever you are. https://provost.asu.edu/sync *Arizona State University Office of the University Provost (n.d.). Faculty toolkit. https://provost.asu.edu/sync/toolkit *Hobson, L. (2021, February 11). Ali Siddiqui - Project-based learning / Instructional design journey. [Podcast episode]. In Dr. Luke Hobson. https://drlukehobson.com/podcast-episodes/ep-20-ali-siddiqui-project-based-learning-instructional-design-journey Hot topic and related resources: *Ackerman, G. (2018, June 21). What Larry Cuban said about technology is (discouragingly) still accurate. hackscience.education. https://hackscience.education/2018/06/21/what-larry-cuban-said-about-technology-is-discouragingly-still-accurate/ *Cuban, L. (1986). Teachers and machines: The classroom use of technology since 1920. Teachers College Press.

In this episode, the instructional designers from Arizona State University’s Edson College of Nursing and Health Innovation (Aaron Kraft, Celia Coochwytewa, and Jinnette Senecal) are joined by special guest Jessica Cole from ASU Online to explore several dimensions of quality in online distance education. We then consider aspects of quality from a variety of stakeholder perspectives. Today’s HOT TOPIC is a conversation prompted by fan request, on approaches for productively organizing content into curriculum. Resources from the episode: *Harvey, L., & Green, D. (1993). Defining quality. Assessment & Evaluation in Higher Education, 18(1), 9-34. https://doi.org/10.1080/0260293930180102 *Online Learning Consortium. (n.d.). Quality Framework narrative, the 5 pillars. https://onlinelearningconsortium.org/learn/quality-framework-narrative-5-pillars/ *Sadaf, A., Martin, F., & Ahlgrim-Delzell, L. (2019). Student perceptions of the impact of Quality Matters-certified online courses on their learning and engagement. Online Learning Journal. https://olj.onlinelearningconsortium.org/index.php/olj/article/view/2009 *Sangra, A., Porto, S., & Jung, I. (2014). Diversity in expectations of quality and assessment. In Jung, I. & Gunawardena, C., (Eds.), Culture and online learning: Global perspectives and research (pp. 91-101). Stylus Publishing, LLC.

In this episode, the instructional designers from Arizona State University’s Edson College of Nursing and Health Innovation (Celia Coochwytewa, Aaron Kraft, and Jinnette Senecal) examine the characteristics of and implications for imposter syndrome. We then discuss some of the realities of coping with imposter syndrome, and a few strategies for managing it. Today’s HOT TOPIC segment is focused on a systematic rubric for evaluating E-Learning tools in higher education. Resources from the episode: *Lee, K. (2018, November 8). You are not an imposter. https://www.psychologytoday.com/us/blog/rethink-your-way-the-good-life/201811/you-are-not-imposter *Munroe, R. (n.d.) Impostor syndrome. xkcd. https://xkcd.com/1954/ *Parkman, A. (2016). The imposter phenomenon in higher education: incidence and impact. Journal of Higher Education Theory and Practice, 16(1), 51-60. https://www.researchgate.net/publication/306254333_The_Imposter_Phenomenon_in_Higher_Education_Incidence_and_Impact *Revuluri, S. (2018, October 4). How to overcome imposter syndrome. The Chronicle of Higher Education. https://www.chronicle.com/article/How-to-Overcome-Impostor/244700 *Rose Clance, R. (1985). Imposter phenomenon (IP). https://www.paulineroseclance.com/impostor_phenomenon.html *Young, V. (2020). Impostor syndrome. https://impostorsyndrome.com/ Hot topic and related resources: *Anstey, L., & Watson, G. (2018, September 10). A rubric for evaluating E-Learning tools in higher education. EDUCAUSE Review. https://er.educause.edu/articles/2018/9/a-rubric-for-evaluating-e-learning-tools-in-higher-education *Western University. (2020). eLearning toolkit. https://elearningtoolkit.uwo.ca/

In this episode, the instructional designers from Arizona State University’s Edson College of Nursing and Health Innovation (Aaron Kraft, Celia Coochwytewa, and Jinnette Senecal) examine the components and value opportunities for digital credentials. We then discuss some of the considerations necessary for establishing a digital credential system.Today’s HOT TOPIC segment is focused on how and why an instructor might consider transforming their course syllabus into an FAQ format. Resources from the episode: *Carey, K.L., Stefaniak, J.E. (2018). An exploration of the utility of digital badging in higher education settings. Education Tech Research Development, 66(5), 1211–1229. https://doi.org/10.1007/s11423-018-9602-1 *Diaz, V., Finkelstein, J., & Manning, S. (2015, August 5). Developing a higher education badging initiative. EDUCAUSE Learning Initiative (ELI). https://library.educause.edu/resources/2015/8/developing-a-higher-education-badging-initiative *Hurley, B. (2017). Open badges and alternative credentialing. International Journal on Innovations in Online Education,(1), 3. https://onlineinnovationsjournal.com/streams/eportfolios-and-prior-learning/0625246a7876598b.html *Senecal, J. Coochwytewa, C., Kraft, A., & Crawford, S.R. (2017, June 5). Lightning Round. Instruction By Design. Podcast retrieved from https://soundcloud.com/ibd_podcast/summer-2017-bonus-episode-01-lightning-round *Williamson, J., & Pittinsky, M. (2016, May 23). Making credentials matter. Inside Higher Ed. https://www.insidehighered.com/views/2016/05/23/understanding-differences-what-credentials-are-being-stacked-and-why-essay Hot topic: *Loepp, E. (2019, October 2). How to turn your syllabus into an FAQ, and why you should. The Chronicle of Higher Education. https://www.chronicle.com/article/How-to-Turn-Your-Syllabus-into/247248

In this episode, the instructional designers from Arizona State University’s Edson College of Nursing and Health Innovation (Celia Coochwytewa, Jinnette Senecal, and Aaron Kraft) describe a problem-solving methodology known as “Design Thinking”, and explore the implications for higher education. Today’s HOT TOPIC segment is focused on National Standards for Quality Online Teaching, and how these research-based standards may support the vital work that educators do every day. Resources from the episode: *Gardner, L. (2017, September 10). Can design thinking redesign higher ed? The Chronicle of Higher Education. Retrieved from http://universityinnovationfellows.org/wp-content/uploads/2015/08/Can-Design-Thinking-Redesign-Higher-Ed_-The-Chronicle-of-Higher-Education.pdf *Gilbert, C. G., Crow, M. M., & Anderson, D. (2018). Design thinking for higher education. Stanford Social Innovation Review, 16(1). Retrieved from https://ssir.org/articles/entry/design_thinking_for_higher_education# *Hasso Plattner Institute of Design at Stanford University. (n.d.) Sketches and stories of design in practice. Retrieved from https://dschool.stanford.edu/field-notes *Holland, B. (2016, May 31). A design thinking approach to working with Millennials. Education Week. Retrieved from https://blogs.edweek.org/edweek/edtechresearcher/2016/05/a_design_thinking_approach_to_working_with_millenials.html *Meyer, A. (2019, October 12). Increasing accessibility with design thinking. Luther College Chips. Retrieved from https://www.lutherchips.com/7457/news/increasing-accessibility-with-design-thinking/ *Morris, H., & Warman, G. (2015, January 12). Using design thinking in higher education. Educause Review. Retrieved from https://er.educause.edu/articles/2015/1/using-design-thinking-in-higher-education *Szczepanska, J. (2017, January 3). Design thinking origin story plus some of the people that made it all happen. Medium.com. Retrieved from https://medium.com/@szczpanks/design-thinking-where-it-came-from-and-the-type-of-people-who-made-it-all-happen-dc3a05411e53 Hot topic and related resources: *Virtual Learning Leadership Alliance, & Quality Matters. (2019). National standards for quality online teaching (3rd ed.). Retrieved from https://www.nsqol.org/the-standards/quality-online-teaching/ *Virtual Learning Leadership Alliance. (n.d.). National standard for quality (NSQ) online learning. Retrieved from https://www.virtuallearningalliance.org/online-course-quality/ *Senecal, J. Coochwytewa, C., Kraft, A., & Crawford, S.R. (2017, September 11). Copyright basics for educators. Instruction By Design. Podcast retrieved from https://soundcloud.com/ibd_podcast/season-02-episode-03-copyright

In this episode, the instructional designers from Arizona State University’s Edson College of Nursing and Health Innovation (Aaron Kraft, Celia Coochwytewa, and Jinnette Senecal) are joined by special guest Tim McKean from the Herberger Institute at ASU to consider what makes assessment authentic, and why it matters. We then explore the possibilities and pitfalls for implementing authentic assessment in online learning environments. Today’s HOT TOPIC segment is focused on workplace norms, digital fluency, and communication skills. Resources from the episode: *Indiana University Bloomington, Center for Innovative Teaching and Learning. (n.d.). Authentic assessment. Retrieved from https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/ *Mueller, J. (2016). Authentic assessment toolbox: Welcome. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/ *Mueller, J. (2016). Authentic assessment toolbox: What is authentic assessment?. Retrieved from http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm *Arizona State University, University Office of Evaluation and Educational Effectiveness. (n.d.). Measures & methods. Retrieved from https://uoeee.asu.edu/plan-measures *Ashford-Rowe, K., Herrington, J. and Brown, C. (2014) Establishing the critical elements that determine authentic assessment. Assessment & Evaluation in Higher Education, 39 (2). pp. 205-222. Retrieved from https://researchrepository.murdoch.edu.au/id/eprint/17047/1/Critical_Elements_of_Authentic_Assessment_KAR_21_June_13.pdf Hot topic and related resources: *Hu, J. C. (2019, October 2). Being bad at the Internet shouldn’t disqualify job candidates. Slate.com. Retrieved from https://slate.com/technology/2019/10/being-bad-at-the-internet-shouldnt-disqualify-job-candidates.html *Coochwytewa, C., Kraft, A., & Senecal, J. (2019, April 22). The competencies of digital literacy. Instruction By Design. Podcast retrieved from https://soundcloud.com/ibd_podcast/season-03-episode-06-the-competencies-of-digital-literacy

In this episode, the instructional designers from Arizona State University’s Edson College of Nursing and Health Innovation (Aaron Kraft, Celia Coochwytewa, and Jinnette Senecal) are joined by special guest Peter van Leusen from EdPlus at ASU to explore the features, functions, and flexibility of adaptive learning systems. We discuss the potential for improved learning outcomes, necessary considerations for successful integration, and the reality of using adaptive learning systems from the perspectives of instructors and learners. Resources from the episode: *Posner, Z. (2017, January 11). What is adaptive learning anyway? Retrieved from https://www.mheducation.com/ideas/what-is-adaptive-learning.html *Smartsparrow.com (n.d.). What is adaptive learning? Retrieved from https://www.smartsparrow.com/what-is-adaptive-learning/ *Edsurge. (2016). Decoding adaptive: Overview. Retrieved from https://www.edsurge.com/research/special-reports/adaptive-learning/ *Edsurge. (2016). Decoding adaptive: Definition. Retrieved from https://www.edsurge.com/research/special-reports/adaptive-learning/definition *Johnson, D. (2017, June 15). Opening the black box of adaptivity. Retrieved from https://er.educause.edu/blogs/2017/6/opening-the-black-box-of-adaptivity *Garn, M. (2019, March 13). Unfair at any speed. Retrieved form https://www.insidehighered.com/views/2019/03/13/personalized-learning-should-replace-higher-educations-unfair-fixation-speed *UNESCO Institute for Information Technologies in Education. (2012, March). Personalized learning: A new ICT-enabled education approach). Retrieved from https://iite.unesco.org/pics/publications/en/files/3214716.pdf

In this episode, the instructional designers from Arizona State University’s Edson College of Nursing and Health Innovation (Celia Coochwytewa, Aaron Kraft, and Jinnette Senecal) are joined by special guests Steven R Crawford, Ed.D, and Michael Moramarco, M.A. to consider the forms and functions of instructional multimedia, along with factors that impact effectiveness. We then explore several of these issues through the lens of common misconceptions, and what actionable conclusions may be reached based on current research. Resources from the episode: *Crawford, S. R. (2019, March 30). Busting multimedia myths: An evidence-based approach to quality instructional media [Webinar Resource]. Retrieved from https://www.qualitymatters.org/sites/default/files/presentations/Busting_Multimedia_Myths_Crawford.pdf *Instruction By Design Season 02 - Episode 06: Instructional Multimedia: https://soundcloud.com/ibd_podcast/season-02-episode-06-instructional-multimedia *Romaniuk, S. N. (2018, April 21). Using video in higher education. eLearning Industry. Retrieved from https://elearningindustry.com/video-in-higher-education-using

It’s time for another episode of CAIPER Confabs, your favorite health professions podcast brought to you by CAIPER Interprofessional by Design℠. In this episode, the team from the Center for Advancing Interprofessional Practice, Education and Research at ASU (Dr. Gerri Lamb, Dr. Karen Saewert, Michael Moramarco, Nina Karamehmedovic, Jinnette Senecal, and Jody Steehler) come together to explore the idea of sensemaking. We discuss the definition and process of sensemaking as well as insights into how we have used this as a team, and how its use within the clinical environment could be advantageous. With the variety of backgrounds and perspectives represented from the team, we provide an in-depth look into the practical use of sensemaking as an ability and tool to aid individuals in navigating the constantly-shifting landscape of healthcare. As well, we discuss why the ability to sensemake should be a core and foundational competency for all of our health and non-health professional learners. Resources from this Episode: - Ancona, D. (2011). Sensemaking: Framing and acting in the unknown. In S. Snook, N. Nohria, & R. Khurana (Eds.), The handbook for teaching leadership (pp. 3–19). Thousand Oaks, CA: Sage - Saewert, K. J. (2018). Leading interprofessionally. In J. M. Adams, J. Mensik, P. R. Ponte & J. Somerville (Eds.), Lead like a nurse: Leadership in every healthcare setting (pp. 101-121). Washington, DC: American Nurses Association. - Dr. Ancona’s 2009 Interview on the Four Capabilities of Leadership: https://www.youtube.com/watch?v=YXBJhrTNo90 - The Four Capabilities of Leadership: https://resources.saylor.org/wwwresources/archived/site/wp-content/uploads/2013/09/Saylor.orgs-The-4-Capabilities-of-Leadership.pdf - Center for Advancing Interprofessional Practice, Education and Research https://ipe.asu.edu And a special note of thanks to Jinnette Senecal, M.Ed. for invaluable guidance and insights, and Michael W. Moramarco, MA for episode and series production.

In this episode, the instructional designers from Academic Innovation (Celia Coochwytewa, Aaron Kraft, and Jinnette Senecal) discuss the term “digital literacy” and explore the layers of meaning behind it. We then explore critical issues related to digital literacy and the higher education environment such as benchmarks, personal interest, and legal/ethical use of technology. In closing, we deliberate on a letter submitted by an IBD listener who is curious about how educators with minimal instructional design support/resources might successfully navigate their own professional development paths. Transcript: https://www.dropbox.com/s/cna5rdw8kij7u6p/InstructionByDesign_Season03Episode06_TheCompetenciesofDigitalLiteracy.pdf?dl=0 Resources from the episode: *Instruction By Design Season 03 - Episode 01: Hot Topics: NMC Horizon Report 2018: https://soundcloud.com/ibd_podcast/season-03-episode-01-hot-topics-nmc-horizon-report-2018 *EDUCAUSE 2019 Horizon Report Preview (see Page 5): https://library.educause.edu/-/media/files/library/2019/2/2019horizonreportpreview.pdf *NMC Horizon Project, Digital Literacy in Higher Ed.: https://cdn.nmc.org/media/2017-nmc-strategic-brief-digital-literacy-in-higher-education-II.pdf *NMC Horizon Report: 2018 Higher Education Edition (see Pages 7, 22, 26-27): https://library.educause.edu/~/media/files/library/2018/8/2018horizonreport.pdf *International Society for Technology in Education (ISTE) Standards: https://www.iste.org/standards/ *What We Educators Get Wrong About 21st-Century Learning: Results of a Survey (see Pages 7-8): http://dx.doi.org/10.1080/21532974.2016.1242392 *What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning: https://dx.doi.org/10.1080/21532974.2013.10784716 *Merlot Faculty Development Community Portal: https://www.merlot.org/merlot/FacultyDevelopment.htm

It’s time for another episode of CAIPER Confabs, your favorite health professions podcast brought to you by CAIPER Interprofessional by Design™. In this episode, CAIPER Director Dr. Gerri Lamb sits down with three dynamic thinkers to discuss a vision for Health Care Without Walls: Susan Dentzer (former President of the Network for Excellent in Health Innovation and author of the book Health Care Without Walls), Dr. David Coon (Associate Dean for Research at CONHI and the Director for the Center for Innovation in Health and Resilient Aging), and Donna Zazworsky (Adult Administrator for Care Management at Arizona Complete Health). They discuss what Health Care Without Walls truly means, and how we can make it a reality in Arizona. With Susan’s in-depth knowledge of the model, David’s broad research scope and background, and Donna’s on-the-ground experience, the conversation moves seamlessly from the theoretical to the practical when talking about how we can start moving care out of the hospital and into the community. Listen in to hear how a combination of high tech and high touch practice can help us begin meeting patients and families where they are today. Resources from this Episode: -Health Care Without Walls: A Roadmap for Reinventing US Health Care https://www.nehi.net/publications/81-health-care-without-walls-a-roadmap-for-reinventing-u-s-health-care/view -Susan Dentzer https://healthpolicy.duke.edu/news/susan-dentzer-appointed-visiting-fellow -Network for Excellence in Health Innovation https://www.nehi.net/ -Center for Innovation in Healthy and Resilient Aging https://nursingandhealth.asu.edu/research/centers/aging -Arizona Complete Health https://www.azcompletehealth.com/ -January 25th, 2019 Event https://ipe.asu.edu/susan-dentzer -Related ASU Now Article https://asunow.asu.edu/20190122-solutions-health-care-without-walls-talk-underscores-asu-college-nursing-robust-suite -ASU Center for Health Promotion and Disease Prevention Current Research https://chpdp.asu.edu/our-work/current-research -Center for Advancing Interprofessional Practice, Education and Research https://ipe.asu.edu/ The CAIPER team would like to extend a sincere note of gratitude and recognition to our guests, Susan Dentzer, Dr. David Coon and Donna Zazworsky. And finally, a special note of thanks to Jinnette Senecal for invaluable guidance and insights, and Michael Moramarco for episode production.

In this episode, team members from CAIPER (Gerri Lamb, Michael Moramarco, and Jinnette Senecal) and special guests Peter Long (President and CEO, Blue Shield of California Foundation) and Chris Barreto (Medical Social Worker, Dignity Health Center for Transitional Care) explore the 2017 National Academy of Medicine special publication on Effective Care for High-Need Patients. We discuss the various models highlighted in the report, and gain an on-the-ground perspective on the numerous ways that interprofessional practice and education provides a set of strategies for caring for high-needs patients. With Peter’s in-depth knowledge of the major models and Chris’ clinical experience, the conversation moves seamlessly from the theoretical to the practical when talking about how we care for high-needs patients in America, and specifically Phoenix, Arizona, today. This is an important conversation right now, as we know that the top 5% of health care users in the country are accounting for almost 50% of the resources. Listen in to hear how stories from practice and the report’s hard data align to light a path forward in serving some of our most vulnerable patients. Resources from this Episode: - National Academy of Medicine Special Publication - Effective Care for High-Need Patients: Opportunities for Improving Outcomes, Value, and Health :https://nam.edu/wp-content/uploads/2017/06/Effective-Care-for-High-Need-Patients.pdf - Dignity Health - St. Joseph’s Hospital Center for Transitional Care: https://www.dignityhealth.org/arizona/locations/stjosephs/services/transitional-care - Blue Shield of California Foundation: https://blueshieldcafoundation.org/ - Centers for Medicare and Medicaid Services (CMS) - Accountable Health Communities Model: https://innovation.cms.gov/initiatives/ahcm/ The CAIPER team would like to extend a sincere note of gratitude and recognition to our guests, Dr. Peter Long and Mr. Chris Barreto. And finally, a special note of thanks to Aaron Kraft (ASU), for assistance with the media production process during studio recording, Jinnette Senecal for invaluable guidance and insights, and Michael Moramarco for episode production.

In this episode, team members from ASU’s Center for Advancing Interprofessional Practice, Education and Research (Michael Moramarco, Karen J. Saewert, and Jinnette Senecal) and special guest Barbara Maxwell (A.T. Still University - Mesa, AZ) explore the concept and characteristics of wicked problems in relation to health care systems. We discuss the multifaceted ways that interprofessional practice and education may provide a unique lens and set of strategies for approaching the wicked problem of achieving the quadruple aim. The conversation is anchored by select excerpts of conversations the CAIPER team held at the 2018 National Center for Interprofessional Practice and Education’s Nexus Summit (MN). Resources: - Health in America is a Wicked Problem - https://stakeholderhealth.org/wicked-problem/ - Is Teamwork the Solution to “Wicked” Health Care? - https://uofuhealth.utah.edu/accelerate/blog/2017/04/kyle-bradford-jones-is-teamwork-the-solution-to-wicked-health-care.php - Rittel, Horst, and Webber. (1973). Dilemmas in a General Theory of Planning. Policy Sciences 4, Elsevier Scientific Publishing, Amsterdam, pp. 155-159 - https://doi.org/10.1007/BF01405730 - Roberts, N.C. (2000). "Wicked Problems and Network Approaches to Resolution". International Public Management Review. International Public Management Network. 1 (1) http://journals.sfu.ca/ipmr/index.php/ipmr/article/view/175/175 - Sykes, Sam [@SamSykesSwears]. (2018, August 22). every day that spiders have not grown wings is a good day [Tweet]. Retrieved from https://twitter.com/SamSykesSwears/status/1032196664470061057 - Wicked Problem (Wikipedia) - https://en.wikipedia.org/wiki/Wicked_problem - World Coordinating Committee All Together Better Health - http://www.atbh.org/about-us.html The CAIPER team would like to extend a sincere note of gratitude and recognition to those who sat down with us at the 2018 Nexus Summit and provided interviews for this episode (in order of appearance): 1. Dr. Barbara Brandt, Director, National Center for Interprofessional Practice and Education, University of Minnesota 2. Dr. Claudia Chaperon*, Associate Professor, University of Nebraska Medical Center 3. Dr. Erin Appelt, Professor of Practice, Midwestern University 4. Dr. Oaklee Rogers, Chair, Occupational Therapy, Assistant Clinical Professor, Northern Arizona University 5. Dr. Lillee Smith Gelinas, Senior Fellow Nurse Executive, Institute for Patient Safety, University of North Texas Health Science Center 6. Stephanie Lackey, Project Coordinator, Accelerating Grant Initiative, National Center for Interprofessional Practice and Education, University of Minnesota 7. Dr. Joy Doll, Associate Professor, Creighton University 8. Dr. Barbara Maxwell, Professor and University Director of Interprofessional Education and Collaboration, A.T. Still University 9. Dr. Shelly Cohen-Conrad, Professor and Director, School of Social Work and the Interprofessional Education Collaborative, University of New England 10. Dr. George M. Thibault, President Emeritus, Josiah Macy Jr. Foundation And finally, a special note of thanks to Aaron Kraft (ASU), for assistance with the media production process during studio recording, and Ricardo Leon (ASU), for series development consultation and on-site conference recording support. *“The Accelerating Interprofessional Community-based Education Practice Grant is supported by the National Center for Interprofessional Practice and Education with funding and in collaboration with Robert Johnson Foundation, the John A. Hartford Foundation, the Josiah Macy Jr. Foundation and the Gordon and Betty Moore Foundation. More information about the National Center can be found at nexusipe.org. This content and opinions are those of the author and should be construed as the official policy of, nor should any endorsements be inferred by the National Center for Interprofessional Practice and Education or any of the National Center’s private founders or funders.”

In this summer bonus episode, the instructional designers from CONHI’s Academic Innovation (Steven Crawford, Jinnette Senecal, Celia Coochwytewa, and Aaron Kraft) discuss the importance of rubrics and how they may enhance the assessment and evaluation process for faculty. We then explore the relationship between rubrics and grading transparency, along with some ideas for designing effective rubrics. Transcript: https://www.dropbox.com/s/60m5xd7r6q057rd/InstructionByDesign_SummerBonus2018Episode04_EvaluatingAssignmentswithRubrics.pdf?dl=0 Resources: * Exploring the Advantages of Rubrics - https://www.facultyfocus.com/articles/teaching-professor-blog/exploring-the-advantages-of-rubrics/ * Using Rubrics as a Defense Against Grade Appeals - https://www.facultyfocus.com/articles/course-design-ideas/rubrics-as-a-defense-against-grade-appeals * Assessments with Rubrics - http://teachonline.asu.edu/2013/08/assessments-with-rubrics/ * How to Escape Grading Jail - https://www.chronicle.com/article/How-to-Escape-Grading-Jail/241830

In this episode, team members from ASU’s Center for Advancing Interprofessional Practice, Education and Research (Teri Kennedy, Gerri Lamb, Karen J. Saewert, and Jinnette Senecal) kick off a new podcast series focused on a variety of interprofessional practice and education topics. In this episode, we examine where the “buzz” is in the land of IPE today, and explore what’s on the horizon. We also discuss and reflect on the role and relevancy of developing a podcast series and how it is well-positioned to promote interprofessional knowledge, values, and networks. Resources: - A Report on the Use of Open Access Podcasting in the Promotion of Social Work - http://dx.doi.org/10.1080/0312407X.2014.991338 - Interprofessional Education Collaborative (IPEC®) Core Competencies for Interprofessional Collaborative Practice - https://www.ipecollaborative.org/resources.html - The Pedagogy of Podcasts - https://gcci.uconn.edu/2018/05/30/the-pedagogy-of-podcasts/ The CAIPER team would like to extend a special note of gratitude and recognition to Aaron Kraft, for managing the media production process during recording, and Ricardo Leon, for consultation and post-production services.

In this episode, the instructional designers from CONHI’s Academic Innovation (Steven Crawford, Jinnette Senecal, Celia Coochwytewa, Aaron Kraft, and Ricardo Leon) discuss the importance of reflection and how it can improve the learning process. Then we will reflect on the podcast by discussing the listening statistics and highlight the most popular episodes, which episodes we thought were our best episodes, and moments in podcasts where we wanted to provide more or different information. Transcript: https://www.dropbox.com/s/2yy2j43lkumurbu/InstructionByDesign_SummerBonus2018Episode02_Reflections.pdf?dl=0 Resources: * Reflection in the classroom https://commons.georgetown.edu/teaching/teach/reflection-in-classroom/ * Three Ideas for Implementing Learner Reflection https://www.facultyfocus.com/articles/teaching-and-learning/three-ideas-implementing-learner-reflection/

In this episode, the instructional designers from CONHI’s Academic Innovation (Celia Coochwytewa, Steven Crawford, Jinnette Senecal, and Aaron Kraft) engage in a “lightning round” of questions on cell phones in the classroom, post-exam reviews, effective questioning, and peer feedback. Transcript: https://www.dropbox.com/s/5s80wbx9b0ggjl3/InstructionByDesign_SummerBonus2018Episode01.pdf?dl=0 Resources: * Cell Phone Policies: A Review of Where Faculty Stand https://www.facultyfocus.com/articles/effective-classroom-management/cell-phone-policies-review-faculty-stand/ * An Innovative Post-exam Review Activity https://www.facultyfocus.com/articles/teaching-professor-blog/an-innovative-postexam-review-activity/ * “Everybody with Me?” and Other Not-so-useful Questions https://www.facultyfocus.com/articles/teaching-and-learning/bad-questions-prompts/ * Frame Your Feedback: Making Peer Review Work in Class https://www.facultyfocus.com/articles/teaching-and-learning/frame-feedback-making-peer-review-work-class/

In this episode, the instructional designers from CONHI’s Academic Innovation (Aaron Kraft, Steven Crawford, Celia Coochwytewa, and Jinnette Senecal) identify guidelines for accessibility in online/hybrid courses and discuss how Universal Design for Learning (UDL) principles can be applied to on-ground, hybrid, and online courses. We will also examine other methods for reducing barriers in course design and delivery. Transcript: https://www.dropbox.com/s/m9cf450pjarkl78/InstructionByDesign_Season02Episode17_AccessibilityinCurriculumDesign.pdf?dl=0 Resources from the episode: * UDL: Principles and Practice: https://youtu.be/pGLTJw0GSxk * The UDL Guidelines: http://udlguidelines.cast.org * 5 Tips for Accessibility and Universal Design for Learning: https://er.educause.edu/blogs/2018/2/5-tips-for-accessibility-and-universal-design-for-learning * 10 Tips for Creating Accessible Course Content: http://ung.edu/student-disability-services/_uploads/files/10%20Tips%20for%20Creating%20Accessible%20Course%20Content%20Accessible.pdf

In this episode, the instructional designers from CONHI’s Academic Innovation (Steven Crawford, Celia Coochwytewa, Aaron Kraft, and Jinnette Senecal) describe what is meant by “high enrollment” and discuss if the role of class size effects student performance. Then we identify strategies for managing large face-to-face and online courses. Transcript: https://www.dropbox.com/s/41osqw0iodq0mve/InstructionByDesign_Season02Episode16_HighEnrollment.pdf?dl=0 Resources from the episode: *The National Center for Academic Transformation: http://www.thencat.org/ *NCAT Projects - Arizona Board of Regents: Learner-Centered Education Course Redesign Initiative **General Chemistry: http://www.thencat.org/States/AZ/Abstracts/ASU%20Chemistry_Abstract.htm#Lessons **Computing and Information Literacy: http://www.thencat.org/States/AZ/Abstracts/ASU%20Computer%20Literacy_Abstract.htm#Lessons **Introduction to Geology: http://www.thencat.org/States/AZ/Abstracts/ASU%20Geology_Abstract.htm#Lessons **Organizational Management and Leadership: http://www.thencat.org/States/AZ/Abstracts/ASU%20Org%20Mgt_Abstract.htm#Lessons **Public Speaking: http://www.thencat.org/States/AZ/Abstracts/ASU%20Public%20Speaking_Abstract.htm#Lessons **Women in Society: http://www.thencat.org/States/AZ/Abstracts/ASU%20Women%20in%20Society_Abstract.htm#Lessons *Considerations for Large Lecture Classes: https://teaching.berkeley.edu/considerations-large-lecture-classes *Managing High-Enrollment Online Courses: https://www.facultyfocus.com/articles/online-education/managing-high-enrollment-online-courses/ *Uncovering Content In Summer Courses: http://www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence/teaching-and-learning/uncovering-content-in-summer-courses

In this episode, the instructional designers from CONHI’s Academic Innovation (Celia Coochwytewa, Aaron Kraft, Jinnette Senecal, and Steven Crawford) are joined by Dr. Karen Saewert (Clinical Professor and Senior Director, Academic Innovation) define the term formative assessments and describe the difference between formative and summative while understanding the gray areas. In addition, they identify various formative assessment strategies. Transcript: https://www.dropbox.com/s/eqqpeolxlhiavpo/InstructionByDesign_Season02Episode14_FormingFormativeAssesment.pdf?dl=0 Resources from the episode: * Unlocking the Promise of Digital Assessment (Faculty Focus, October 30th, 2017) https://www.facultyfocus.com/articles/teaching-with-technology-articles/unlocking-promise-digital-assessment/ * Baleni, Z. G. (2015) Online Formative Assessment in Higher Education: Its Pros and Cons. Electronic Journal of e-Learning, 13(4). p228-236. https://eric.ed.gov/?id=EJ1062122 * Duers, L.E., Brown N. (2009) An exploration of student nurses' experiences of formative assessment. Nurse Education Today, 29(6). p654-659. DOI: 10.1016/j.nedt.2009.02.007 https://www.ncbi.nlm.nih.gov/pubmed/19285761

In this episode, the instructional designers from CONHI’s Academic Innovation (Steven Crawford, Celia Coochwytewa, Aaron Kraft, and Jinnette Senecal) define the terms virtual reality and augmented reality. They will also describe the history of virtual reality and augmented reality and discuss applications of virtual and augmented reality in higher education. Transcript: https://www.dropbox.com/s/ftuwwz00tnvtmdm/InstructionByDesign_Season02Episode13_VRARHypeorRipe.pdf?dl=0 Resources from the episode: * New Media Consortium Horizon Report: 2016 Higher Education Edition https://www.nmc.org/publication/nmc-horizon-report-2016-higher-education-edition/ * 7 Things You Should Know About AR/VR/MR https://library.educause.edu/resources/2017/10/7-things-you-should-know-about-ar-vr-mr * Merriam-Webster Dictionary: **https://www.merriam-webster.com/dictionary/augmented%20reality **https://www.merriam-webster.com/dictionary/virtual%20reality * History of Virtual Reality https://www.fi.edu/virtual-reality/history-of-virtual-reality * The History of Augmented Reality (Infographic) https://www.huffingtonpost.com/dennis-williams-ii/the-history-of-augmented-_b_9955048.html * The First Augmented Reality Star Wars Game, Falcon Gunner, Hits The App Store https://techcrunch.com/2010/11/17/star-wars-iphone-falcon-gunner/ * Ready Player One http://readyplayeronemovie.com

In this episode, the instructional designers from Academic Innovation (Aaron Kraft, Celia Coochwytewa, Jinnette Senecal, and Steven Crawford) identify critical cultural dimensions and their impact on learning, discuss gender issues as they relate to on ground and online learning environments, and consider how instructional designers and faculty can take into account the global audience when engaging in course design. Transcript: https://www.dropbox.com/s/04u4p81gltxk8w0/InstructionByDesign_Season02Episode12_TeachingtheGlobalAudience.pdf?dl=0 Resources from the episode: * Jung, I., Gunawardena, C. N., & Moore, M. G. (2015). Culture and online learning: global perspectives and research. Sterling: Stylus Publishing.

In this episode, the instructional designers from Academic Innovation (Celia Coochwytewa, Jinnette Senecal, Aaron Kraft, and Steven Crawford) explore the use of portfolios in higher education courses and programs. They will also evaluate and differentiate the use of portfolios in various integration models. Transcript: https://www.dropbox.com/s/t55mhnpkvsbwxin/InstructionByDesign_Season02Episode10_ExploringtheImplementationofDigitalPortfolios.pdf?dl=0 Resources from the episode: * Batson, T., Coleman, K.S., Chen, H. L., Watson, C. E., Rhodes, T.L., & Harver, A. (Eds.). (2017). Field guide to eportfolio. Washington, DC: Association of American Colleges and Universities. * “EPortfolios” https://www.aacu.org/eportfolios

In this episode, Valerie Simmons, a Management Information Analyst from Arizona State University’s College of Nursing and Health Innovation joins the instructional designers from Academic Innovation (Celia Coochwytewa, Jinnette Senecal, Aaron Kraft, and Steven Crawford) to describe the purpose of end-of-course evaluations. We also identify what faculty can do to improve student response rates and discuss how faculty can use the end-of-course evaluations to improve their courses. Transcript: https://www.dropbox.com/s/oznlsdgea2t1ifv/InstructionByDesign_Season02Episode09_YourCourseEvaluationsandYou.pdf?dl=0 Resources from the episode: * Campus Labs - CoursEval. (n.d.). Retrieved November 08, 2017, from https://invoke.freshdesk.com/support/home * Lauer, C. (2012). 13: A comparison of faculty and student perspectives on course evaluation terminology. To Improve the Academy, 31(1), 194-211. http://onlinelibrary.wiley.com/doi/10.1002/j.2334-4822.2012.tb00682.x/full * Marsh, H. W. (2007). Students’ evaluations of university teaching: Dimensionality, reliability, validity, potential biases and usefulness. In The scholarship of teaching and learning in higher education: An evidence-based perspective (pp. 319-383). Springer Netherlands. https://link.springer.com/content/pdf/10.1007%2F1-4020-5742-3_9.pdf * Weimer, Maryellen. (2016, May 18). Course Evaluations: How Can Should We Improve Response Rates? [Blog post]. Retrieved from https://www.facultyfocus.com/articles/teaching-professor-blog/course-evaluations-can-improve-response-rates/

In this episode, the instructional designers from Academic Innovation (Steven Crawford, Jinnette Senecal, Celia Coochwytewa, and Aaron Kraft) with special guest Babette Kraft (Mary Lou Fulton Teachers College) identify various acts that students may commit that are considered as “cheating” and discuss why students may choose to cheat on an assignment or in a course. We then describe course design approaches could help minimize cheating. Transcript: https://www.dropbox.com/s/wqrhcjoq434ig0d/InstructionByDesign_Season02Episode08_AcademicIntegrity.pdf?dl=0 Resources from the episode: * Will They Cheat? Do They Like the Course? Inside Higher Ed (October 6, 2017) https://www.insidehighered.com/news/2017/10/06/study-links-student-cheating-whether-course-popular-or-disliked * They Once Cheated in Class. Now They Teach. The Chronicle of Higher Education (October 10, 2017) http://www.chronicle.com/article/They-Once-Cheated-in-Class/241415 * Neil deGrasse Tyson. Twitter Post (April 14, 2013) https://twitter.com/neiltyson/status/323495818889949184?lang=en * McCabe, D. L. (2009). Academic Dishonesty in Nursing Schools: An Empirical Investigation. Journal of Nursing Education 48(11). DOI: 10.3928/01484834-20090716-07

In this episode, the instructional designers from Academic Innovation (Aaron Kraft, Jinnette Senecal, Celia Coochwytewa, and Steven Crawford) with special guest, Babette Kraft an instructional designer from ASU’s Mary Lou Fulton Teachers College articulate an individually meaningful concept of teamness and discuss key considerations and factors related to successful teamwork and teamness. Transcript: https://www.dropbox.com/s/4gxjpfw5zhyn268/InstructionByDesign_Season02Episode07_Teamness.pdf?dl=0 Resources from the episode: * Educating Learning Technology Designers: Guiding and Inspiring Creators of Innovative Educational Tools by Chris DiGiano et al. http://a.co/2ipgyGH * Understanding and improving teamwork in organizations: A scientifically based practical guide (Salas, Shuffler, Thayer, Bedwell, & Lazzara, 2015) http://onlinelibrary.wiley.com/doi/10.1002/hrm.21628/abstract

In this episode, the instructional designers from Academic Innovation (Aaron Kraft, Jinnette Senecal, Celia Coochwytewa, and Steven Crawford) with special guest, media specialist Ricardo Leon discuss the various types of online presentations, identify tools for content creation, discuss cognitive theory of multimedia learning, identify best practices for multimedia content creation, and look at platforms for publication of content. Transcript: https://www.dropbox.com/s/tmayj0f1ia49nns/InstructionByDesign_Season02Episode06_InstructionalMultimedia.pdf?dl=0 Resources from the episode: * Cognitive Theory of Multimedia Learning https://www.youtube.com/watch?v=m_buwrnFIho&feature=youtu.be * The types of online presentations and when to use them: The Flipped College Classroom Conceptualized and Re-Conceptualized http://www.springer.com/us/book/9783319418537 * Multimedia Learning - Richard Mayer https://www.amazon.com/Multimedia-Learning-Richard-Mayer/dp/0521735351

In this episode, the instructional designers from Academic Innovation (Aaron Kraft, Jinnette Senecal, Celia Coochwytewa, and Steven Crawford) define adult learning theory and andragogy, discuss the role of andragogy in higher education, and describe how we can apply adult learning theory to our courses. Transcript: https://www.dropbox.com/s/p39j3ti9xkou4dz/InstructionByDesign_Season02Episode04_TheMatureMatriculatorEpisode.pdf?dl=0 Resources from the episode: * Andragogy - Malcolm Knowles: http://academic.regis.edu/ed205/knowles.pdf * In defence of pedagogy: A critique of the notion of andragogy: http://www.sciencedirect.com.ezproxy1.lib.asu.edu/science/article/pii/026069179390072A * Back to school statistics (2017): https://nces.ed.gov/fastfacts/display.asp?id=372

In this episode, the instructional designers from Academic Innovation (Celia Coochwytewa, Aaron Kraft, Steven Crawford, and Jinnette Senecal) reflect on short-term faculty preparation and provide resources and answers to common faculty questions and concerns that often occur at the startup of a new semester via a “lightning round” of questions. Transcript: https://www.dropbox.com/s/cw3m26bm0bq32a1/InstructionByDesign_Season02Episode%2002%20SemesterStartUpTriage.pdf?dl=0 Resources from the episode: * Tips for Faculty Teaching for the First Time https://teachingcenter.wustl.edu/resources/course-design/tips-for-faculty-teaching-for-the-first-time/ * To My Student, on the Death of Her Grand­moth­er(s) http://www.chronicle.com/article/To-My-Student-on-the-Death-/240353

In this episode the instructional designers from Academic Innovation (Steven Crawford, Jinnette Senecal, Celia Coochwytewa, and Aaron Kraft) describe the purpose of a course syllabus and identify the elements of an effective course syllabus. Transcript: https://www.dropbox.com/s/ohghmhyjoyxy0io/InstructionByDesign_Season02Episode%2001%20Designing%20Your%20Course%20Syllabus.pdf?dl=0 Resources from the episode: * Oxford English Dictionary http://www.oed.com/view/Entry/196148 * Parkes, J. and Harris, M. B. (2002) The Purpose of a Syllabus. College Teaching, 50(2). DOI:10.1080/87567550209595875 Stearns, R. G. and Corgan, J. X. (2010) Six Syllabi from the Early Years of American Geological Education, 1817-1838. Journal of Geoscience Education, 58(1). DOI:10.5408/1.3559658 * Palmer, M. S., Wheeler, L. B., and Aneece, I. (2016) Does the Document Matter? The Evolving Role of Syllabi in Higher Education. Change: The Magazine of Higher Learning, 48(4), 36-47, DOI: 10.1080/00091383.2016.1198186 * ASU Academic Affairs Manual ACD 304–10: Course Syllabus https://www.asu.edu/aad/manuals/acd/acd304-10.html

In this Summer Bonus episode, Heidi Sanborn, a Clinical Assistant Professor and Associate Director from Arizona State University’s College of Nursing and Health Innovation joins the instructional designers from Academic Innovation (Celia Coochwytewa, Jinnette Senecal, Aaron Kraft, and Steven Crawford). We will be identifying various formats of faculty development, discussing value and goals for engaging in faculty development from the faculty perspective, and reflecting on barriers to faculty development in higher education. Transcript: https://www.dropbox.com/s/3h1x0aoiliyh7j3/Summer%202017%20Bonus%20Episode%2003%20Faculty%20Conversation.pdf?dl=0

In this episode the instructional designers from Academic Innovation (Celia Coochwytewa, Aaron Kraft, Steven Crawford, and Jinnette Senecal) define what is meant by “team-based” course design within higher education and describe the positive impact of team-based course building. We will also reflect on what is needed prior to building a team for course development. Transcript: https://www.dropbox.com/s/b11qcxen41ezef6/InstructionByDesign_Season%2001Episode06%20Team-Based%20Course%20Design.pdf?dl=0 Resources from the episode: * Team-based Course Design: Increasing Resource Utilization and Collaboration Across Campus http://dx.doi.org.ezproxy1.lib.asu.edu/10.1080/10668926.2016.1241961 * Team-based Online Course Development: A Case Study of Collaboration Models https://pdfs.semanticscholar.org/ce3e/67cafab66266f80aeb19499e07a0a07b9ee2.pdf *How to Apply a Team Based Approach to Online Course Design https://onlinelearninginsights.wordpress.com/2013/06/05/how-to-apply-a-team-based-approach-to-online-course-design/ * Instruction Boot Camp: Better Instruction Through Collaborative Course Design http://dx.doi.org/10.1080/01930826.2014.915163 * Collaborative Course Design Approach: An Idea that Is Yet to Be, in Most Higher Learning Institutions http://engage.franklin.edu/i4/2014/08/18/collaborative-course-design-approach-an-idea-that-is-yet-to-be-in-most-higher-learning-institutions/

In this episode the instructional designers from Academic Innovation (Steven Crawford, Jinnette Senecal, Celia Coochwytewa, and Aaron Kraft) discuss the history of instructional designers and how the profession has become a fixture in higher education. We go on to describe the role of an instructional designer and identify common ways that they can help faculty. Transcript: https://www.dropbox.com/s/abikwyblg1g79hu/InstructionByDesign_Season%2001Episode03%20InstructionalDesign.pdf?dl=0 Resources from the episode: * Instructional Design in Higher Education http://intentionalfutures.com/reports/instructional_design/ * Finding Our Voice: Instructional Designers in Higher Education http://er.educause.edu/articles/2016/2/finding-our-voice-instructional-designers-in-higher-education * 7 Things You Should Know About … Developments in Instructional Design http://net.educause.edu/ir/library/pdf/eli7120.pdf

In this episode the instructional designers from Academic Innovation (Steven Crawford, Jinnette Senecal, and Celia Coochwytewa) discuss various online tools that can be used to “flip the classroom” and describe how these tools can be integrated into the flipped classroom. Transcript: https://www.dropbox.com/s/785v3f9sdgnwkq2/InstructionByDesign_Season%2001Episode02%20FlippedClassroom.pdf?dl=0 Resources from the episode: * Inverting the Classroom: A Gateway to Creating an Inclusive Learning Environment http://www.tandfonline.com/doi/abs/10.1080/00220480009596759 * Chapter 3 - Tools of the Trade: What Do You Need to Flip? In The Flipped College Classroom http://www.springer.com/us/book/9783319418537 * Adobe Spark (formerly Adobe Voice) https://spark.adobe.com/ * Adobe Presenter http://www.adobe.com/products/presenter.html * Techsmith Camtasia https://www.techsmith.com/camtasia.html * Lino http://en.linoit.com/

In this episode the instructional designers from Academic Innovation (Celia Coochwytewa, Steven Crawford, and Jinnette Senecal) will define active learning and identify benefits and barriers to implementation. We will also discuss the connection between higher levels of thinking and active learning. Transcript: https://www.dropbox.com/s/5hqpr7d83lle96n/InstructionByDesign_Season%2001Episode01%20ActiveLearning.pdf?dl=0 Resource from the episode: * Faculty Perceptions About Barriers to Active Learning http://umbfacultydevelopment.wikispaces.umb.edu/file/view/Faculty+Perceptions+About+Barriers+to+Active+Learning.pdf * Learning by Doing: An Empirical Study of Active Learning Techniques https://pdfs.semanticscholar.org/e85e/6afc1ab9e16154b19d974e6012425169282b.pdf