Podcasts about senior instructional designer

This week, we're joined by Lisa Ekern a Senior Instructional Designer for ttcInnovations. She takes us through her journey in L&D as well as where she gets inspiration from, how she stays on top of industry changes, and where she sees the future of corporate learning. –––––––––––––––––At ttcInnovations, we help businesses create lasting change with immersive learning experiences. Through instructional strategy, design, and content development we empower employee confidence, performance, and results.

Continuous learning is a crucial aspect of organizational improvement. Just ask Senior Instructional Designer and e-Learning Specialist at Canon, Joseph McBee. When organizations encourage employees to engage in ongoing learning and development opportunities, they can stay ahead of industry trends, adapt to changing conditions, and drive innovation. In episode 78 of Brand Story, we speak with Joseph about the similarities between learning and development and marketing, ways to make learning easier, and how to create a culture of learning in the workplace.This is Brand Story, a podcast celebrating the stories of real people who are making an impact on brands, business, and the world around them. Episodes feature guests from a variety of backgrounds who bring their own unique perspectives to the conversation.Brand Story is created and produced by Gravity Group, a full-service brand and marketing agency, and is hosted by Gravity Group President, Steve Gilman.Links and Information From the Episode Here: https://www.gravitygroup.com/podcast/a-culture-of-learning/Continue the conversation on social:For more of Brand Story, check out our LinkedIn (https://www.linkedin.com/company/gravitygroupmarketing), where we'll post previews and highlights of shows, behind-the-scenes sneak peeks, plus other marketing news you can use.We're also on: Instagram — https://www.instagram.com/gravitygroupFacebook — https://www.facebook.com/gravitygroupmarketingChapters(00:00) Introduction - Joseph McBee, Senior Instructional Designer(01:18) What is Instructional Design?(03:25) Shift in Learning Formats with Technological Changes(05:53) The Empathy of Working in Learning & Development(07:42) Stories as a Framework for Teaching & Marketing(10:07) Being a Lifelong Learner(21:56) How Can Organizations Accommodate Different Learning Styles(23:42) Mixing Up Learning Delivery Formats(26:48) Storytelling as a Connector of People(28:10) The Future of Learning & Why Companies Should Value It(33:39) The Ripple Effect of Learning(36:26) The Call to Connect to People Through Teaching & Stories(37:19) Joseph's Current Chapter in Life(38:22) Advice to Younger Self(39:17) Focusing on the Present, Not the Destination

What does the day in the life of a senior instructional designer look like? Let's talk about it!

Adding videos and GIFs to your customer learning strategy can add a brand-new dimension to your content. But what role do they play and how do you know which to choose? Videos are useful during the onboarding process and for evergreen content, whereas GIFs can be helpful to explain advanced concepts, says Greg Mead, Senior Instructional Designer at ClickUp. Greg joins The Visual Lounge to share how he creates content to engage thousands of learners with learning tool, ClickUp University. He tells us his top tips for defining and generating engagement, the advantages of visual content over text and how customer feedback shapes the path his content takes. Learning points from the episode include: 00:00 – Introduction 01:36 – Greg's tip for using videos and GIFs 02:56 – Unpacking findings from ClickUp University surveys 03:36 – When to use video and when to use GIFs 05:54 – Why use video and GIFs instead of text? 07:36 – How customer feedback led Greg to shift his content focus 09:24 – The first steps toward making video content that scales 12:08 – Defining and generating engagement 17:03 – Greg's career as a video creator 22:03 – Greg answers Speed Round questions 26:59 – The final take 27:25 – Outro Important links and mentions: Connect with Greg on LinkedIn Follow Greg on Twitter/X Follow Greg on Instagram Visit ClickUp University Subscribe to Greg on YouTube

Eunice Ofori has a unique background, hailing originally from Ghana where she was an educator for 20 years. She immigrated to the U.S. in 2011 when her husband began his PhD program, intrigued by the American education system and efforts to provide accommodations for students with disabilities. This was lacking in Ghana and a key motivator for Eunice. She went on to pursue her own PhD research on optimizing instructional messaging for mobile devices, examining it through both an accessibility lens and a learning lens. Now at Tulane University, Eunice works to promote innovation and accessibility in education. As a Senior Instructional Designer and Faculty Program Coordinator, she created a Universal Design for Learning summer academy to increase faculty understanding of UDL principles and how to apply them in course design. She also sees potential for AI tools like ChatGPT to serve as assistive technologies, allowing flexible engagement with content whether via text, visuals or other modalities. While UDL has made strides in the U.S., these concepts are still not widely understood globally. Eunice notes the decentralized American education system allows for customization but also inconsistencies in qualifying for student services. She stresses the importance of continuing the conversation on accessibility, staying open to learning, and properly leveraging the technologies already available to better reach and support all learners.

Stacy Rice is Senior Instructional Designer in the Faculty Center for Teaching and Learning (FCTL) at Missouri State University. On January 18, 2023, the FCTL blog posted a piece by Stacy about artificial intelligence and its role in education: ⁠FCTL Blog post: Artificial Intelligence (AI) and Its Impact on the Classroom⁠ Stacy's post was the first of its kind that I found. At the time, I had only just discovered ChatbotGPT, and I wondered whether my students were using it or not. Today, exactly eight months after the FCTL published the post, Stacy's insights are more relevant than ever. In today's conversation, we talk about all things related to AI in higher ed. Check out the Making CASH Facebook page. Thanks for listening.

Künstliche Intelligenz und ihr generativer Verwandter versetzen die globale Arbeitswelt branchenübergreifend in Aufruhr. Was vor zwei Jahren von den meisten noch für ferne Zukunftsmusik gehalten wurde, diffundiert zunehmend in unseren Alltag. So mancher taucht bereits tief in die Materie des Learnings ein und treibt ein junges Feld der Forschung, Entwicklung und Praxis voran. Von personalisierten Lernpfaden über virtuelle Assistenten bis hin zur Verbindung diverser KI-Systeme zur Erstellung von Distributed Classrooms bietet KI einen ungemeinen Mehrwert für all jene, die sich mit dem Thema Corporate Learning befassen. Auf der Kehrseite bangen Spezialisten um die Zukunftssicherheit ihrer Branche. So wenden sich Host Dirk Schwendt und sein Gast Christian Burkhart, Senior Instructional Designer bei der appliedAI Initiative in Folge 30 der Lernkurve, unter anderem der Frage zu, welche Auswirkungen KI auf Schaffende im digitalen Lernbereich haben wird. Dirk Schwendt https://www.linkedin.com/in/dirkschwendt/ Christian Burkhart https://www.linkedin.com/in/christian-burkhart/

Luke Hobson, Senior Instructional Designer and Program Manager at MIT xPRO, joins the podcast to share the value of blogging and why talent development professionals should leverage it in their work. He describes how blogging can help repackage content and how to implement it in organizations today. We also discuss the active learning benefits of writing a blog, and how to build both your personal brand and knowledge base by blogging on social platforms like LinkedIn.   Resources: Luke's website: https://drlukehobson.com/ttps://drlukehobson.com/ Luke on LinkedIn: https://www.linkedin.com/in/luke-hobson-edd-7a685622

Creating course content in an LMS can be time-consuming and tedious. In this episode, Dave Ghidiu joins us to discuss ways of leveraging Google Apps to simplify content creation, facilitate student collaboration, and to allow students to maintain access to their work after the semester ends. Dave is an Assistant Professor of Computer Science and Coordinator of the Gladys M. Snyder Center for Teaching and Learning at Finger Lakes Community College. Previous to his time at FLCC, he spent a few years as a Senior Instructional Designer at Open SUNY, where he was a lead designer for the OSCQR rubric software. A transcript of this episode and show notes may be found at http://teaforteaching.com.

Hello everyone! My name is Ladek and my guest for today is Shawn Rosler, who is a Senior Instructional Designer with Office Practicum and, more importantly for this conversation, the Host & Creator of The Coarse Grind Podcast.In this ‘hilarious' conversation Shawn and I talk about00:00 › Start02:40 › Not Just Stories—The fact that podcasts are not just for creative storytelling; and the potentially missed opportunity by schools and businesses around the world to use podcasts as an effective way to deliver learning and skill building06:00 › The Checklist—What resources does a person, team or company need to create an effective podcast? And, perhaps more importantly, what can you do to “humanize” the material in a podcast so that your listeners care?8:30 › Shawn & the World of Podcasting—Hint: It wasn't for the fame and glamour; and Shawn's take on the fact we've now evolved to a video AND audio format13:33 › Stats for Newbies—What you need to consider before jumping into creating a podcast for the first time; and the difference between a professional podcast with a purpose, and a show that develops organically18:00 › The (Lack Of) Elephants In The Room—In the age of followers, do we need to care about how many people are in the room; and is this something you talk about with your company or school?22:00 › Mistakes and Failures Check-In—What Shawn has learned from his journey on Coarse Grind, and his recommendations about how to avoid them. (Probably a good thing if you have experienced some of these yourself)28:46 › Shawn's first Podcast, his retelling of the experience and his predictions for the future of podcasting.Listen to AI experts cut through the noise in our upcoming Elearning Success Series: AI in Learning Summit.20+ hours of content, all free: eLearnMagazine.com/ai-in-learning-summit

Hello everyone! My name is Ladek and my guests for today are Deanna Flanagan, a Partner Learning Manager and Senior Instructional Designer; and Mike Belknap, the Training Operations Manager for Trintech, a provider of financial software.They've created massive amounts of high quality, consistent learning content for Trintech and I wanted to find out how they scaled their operation.In this 'disciplined' conversation Deanna, Mike and I talk about00:00 › Start3:20 › How Diana and Mike Create Consistency in their education products by using templates. We also discuss what resources are needed to ensure high quality when you're creating huge volumes of learning10:47 › Learning and the National Association of State Boards of Accountancy (NASBA)—What it is and why access to a standards body like this can be an advantage when creating learning material. This also leads to a discussion about the differences between template and master slides and why these are important20:00 › Intern-Based Teaching? The advantages and challenges of hiring interns and teachers to build learning rapidly and at scale. And, we discuss the skills you should be looking for in candidates to replicate their process31:14 › Building for Upskilling or Reskilling. Focusing on what learners actually need to learn is the right choice. And how to make sure you're placing your learners at the center of what you're creating.Listen to AI experts cut through the noise in our upcoming Elearning Success Series: AI in Learning Summit.20+ hours of content, all free: eLearnMagazine.com/ai-in-learning-summit

In this episode of Beltway Broadcast, your Metro DC Chapter of ATD hosts Luke Hobson. Luke is the Senior Instructional Designer and Program Manager at MIT, an Online Instructor for SNHU, and the Founder of Instructional Design Institute. He is also the author of the What I Wish I Knew Before Becoming an Instructional Designer. In this episode, Luke discusses how to get the most out of your collaboration with SMEs. If you'd like to learn more about Luke, visit his website. For more info about the Metro DC Chapter of ATD, visit DCATD.org.  Episode Credits: Series Announcer: Julie Waters Hosts: Christina Eanes, Stephanie Hubka, Laëtitia Gnago, and Halyna Hodges

What you'll learn in this podcast episode Most of us have heard the phrase, “If you see something, say something.” But what does that look like when someone witnesses bad behavior in the workplace? How can companies help their employees be active bystanders in the face of misconduct? In this episode, LRN colleagues Felicity Duncan, senior instructional designer, and Kristen Motzer, learning director, share their expertise on bystander intervention training and how organizations can effectively give employees the knowledge and skills they need to step in and help their coworkers. Listen in as the two share insights from their latest course development for the training library at LRN.   Principled Podcast Show Notes [1:22] - What does it mean to be a bystander, and why do organizations have bystander training? [3:05] - Unpacking the idea of a “Speak up culture”. [3:40] - Why don't people get involved when they see problems? [6:08] - How to train people to be active bystanders? [9:36] - Why are scenarios so important? [12:14] - How DEI relates to bystander intervention. [15:26] - How having a robust bystanding and speak up culture will benefit partners.   Featured guest: Kristen Motzer Kristen Motzer is an experienced leader in values-driven, empathetic behavior change. As Learning Director for the LRN Library she oversees course content development and online, blended, and facilitated learning experiences. She has expertise in human-centered learning design and has developed and managed education and learning programs at institutions such as NYU Langone Health, NeuroLeadership Insitute, Stanford University, Xavier University, and the Cleveland Clinic. Kristen holds a BA from Wright State University and an MA from Carnegie Mellon University and resides in Chicago.   Featured Host: Felicity Duncan Dr. Felicity Duncan believes that training and communication interventions have the power to transform behavior, including driving people toward more ethical treatment of those around them. Felicity graduated with a Ph.D. in Communication from the University of Pennsylvania. After teaching at the college level for several years, she transitioned to workplace education to have a bigger impact on working adults by providing them with the training they need to truly thrive in their roles. At LRN, she is focused on developing high-impact, behaviorally focused content for the LRN Library. Her most recent project saw her working with the Library team to create a powerful new DEI Program that includes not only LRN's world-class Inspire courses but also a set of microlearning assets designed to support, reinforce, and guide behavior change.   Principled Podcast Transcript Intro: Welcome to the Principled Podcast, brought to you by LRN. The Principled Podcast brings together the collective wisdom on ethics, business and compliance, transformative stories of leadership, and inspiring workplace culture. Listen in to discover valuable strategies from our community of business leaders and workplace change makers. Felicity Duncan: Most of us have heard the phrase, "If you see something, say something." But what does that actually look like when someone witnesses bad behavior in their workplace, like bullying or harassment? And how can companies help their employees be active bystanders in the face of misconduct? Hello, and welcome to another episode of LRN's Principled podcast. I'm your host, Felicity Duncan, Senior Instructional Designer here at LRN. And today, I'm joined by my colleague Kristen Motzer, the Learning Director of LRN's Library Course Content. Kristen has over 20 years of experience in technology supported learning and development, and I am a PhD with a decade of experience working in both academic and professional training environments. Kristen, thanks for joining me on today's Principled podcast. So, let's start with the basics. What does it mean to be a bystander and why do organizations have bystander training? Can you explain the sort of core idea here? Kristen Motzer: Sure. A bystander is someone who witnesses misconduct but isn't directly involved in the situation. So, they see something happening, but they're not actually a part of it. So, being an active bystander is about doing something as opposed to just standing by when you see someone being harassed or bullied or abused. And there's actually a lot of research showing that bystander intervention can have a major impact. When bystanders intervene in situations in the right way, they can stop abuse in its tracks, support victims, and really make perpetrators reevaluate their behavior. However, very often bystanders witness abuse and harassment and say nothing. That's why we need active bystander training that equips people with the tools they need to intervene successfully when they see something wrong. So, recently we've seen a lot of interest in bystander training from our partners, and Chicago now has an requirement for our long bystander of training for employees in Chicago. But really beyond that, there's a recognition that engaging your workforce to do something, to fight back, to say this is not behavior that we want to have in our workplace can be really powerful. And it's creating a speak up culture. Felicity Duncan: So, tell me a little bit more about this idea of the speak up culture. What do we mean by that? Kristen Motzer: So, it's creating an environment where people feel safe to be able to speak up. Of course, speaking up is a little bit scary. You don't know what's going to happen. There could be retaliation, things could change. The folks that usually eat lunch with might not want to eat lunch with you anymore. Things might change an environment that we spend a lot of time in at work. So, creating a safe space where there's an expectation that you see something that you don't want in your workplace culture, you're going to speak up and say something. Felicity Duncan: So, obviously acts of bystander intervention is really important. We really want this speak up culture that's going to help us build a better workplace environment. So, why don't people get involved when they see problems? Kristen Motzer: It's a great question, and it's really important to understand that it's not because people don't care. It's not that we're bad people at work or wherever we might be. It's that we're human. And intervening can be really difficult. Psychology has shown research from the 60s and onward that people have good intentions, and people tend to actually believe that if they saw something happening like harassment, discrimination, that they would get involved. But when it actually happens, that intention that they would get involved disappears and they just freeze up. And it's because of our fight, flight, freeze response kicking in. We're facing an unknown situation. We don't know how the people involved will react, and we're just scared of looking stupid, upsetting someone, getting into trouble, being embarrassed besides the possible outcomes like having some kind of retribution losing our job or our workplace friendships. So, from a biological and neuroscience perspective, our brains flood with stress hormones and react as though we're facing something like a bear, a really dangerous situation even though it's a social threat, not an actual bear, it can feel just as intense. So, when this happens, it's really hard for humans to overcome these instincts and get involved. So, we freeze. We try not to make eye contact, we put our heads down, try to hide, and if we're in a group, behavioral psychology research is found that it's even worse. So, when there's multiple people witnessing a situation, everyone's kind of expecting someone else is going to take action, and we sort of take the lead of kind of like group think. We take the lead from those around us, and if they're not doing anything, then we won't do anything. We have all these reasons why people don't intervene when they're bystanders. And Felicity, given these barriers, how do you train someone to be a bystander at work? I would love for you to take me through how you created the Inspire Active Bystander Training. Felicity Duncan: Well, luckily for us, the research that you mentioned earlier that talks about why bystanders don't intervene also gives us hope. It shows us how we can overcome those barriers to intervention. At what it really boils down to is being prepared, right? Being ready to get involved in these situations. But the truth is, it's a long road to get learners to that point. So, I'm going to walk you through what we did and why we think that works. So, we begin our training by acknowledging that this is hard. As you said, a lot of people assume that if they're in a bystander situation, that they're going to do the right thing, and then when it actually happens, they're unprepared for how scary it is, and for how strongly and viscerally they react to that fear, right? And so what we try to begin with is getting our learners to understand what to expect, right? We're really frank about the fact that it's going to be scary. Your palms are going to be sweaty, your heart is going to be pounding. You're going to be really afraid, all right? And telling them that feel the fear, but overcome it because that is not a reason not to intervene. It's just part of the experience. And so, in that way, we try to help prepare them for how it's actually going to be. What they're actually going to feel when a situation arises where they need to make some kind of intervention. Then what we do is we give learners some very practical strategies for how to intervene. And again, we're preparing them, right? We give them a literal list of step one, step two, step three, Here are four possible approaches to intervention. Here's how you would implement those approaches to intervention. So, it gets incredibly practical so that when learners are faced with these situations in the real world, they don't have to think like, "Oh, what am I going to do?" They have a set of actual steps that they can take. And then finally, we let them essentially practice using literally dozens of real world scenarios. And there's an important point here that I want to make about our training is that it's really focused on the workplace. Now, a lot of the research that you mentioned earlier, and a lot of general bystander research comes from non-workplace environments. So, a lot of it comes from campus sexual assault prevention and also from street harassment. So, we're getting involved in preventing street harassment more recently. And those are really different situations to what you'd face in the workplace, right?. In a street harassment, there's a real threat of violence, its strangers. What's at stake is perhaps your physical safety. And of course in sexual assault, if we're talking particularly, a lot of this work is done on college campuses, there's a lot more social pressure. People are really afraid of offending their friends. And that's really different to what's at stake in the workplace. You mentioned earlier the issue of retribution and retaliation. So, if I get involved, is that going to undermine my promotion? If I say something, am I going to start getting put onto bad projects? So, we really try to dig into the fears and issues that arise in a workplace context and our scenarios are really focused on that. Kristen Motzer: So, let's talk about this a little bit more. You mentioned scenarios multiple times, and I know this learning experience that we've created includes dozens of scenarios. So, why are these so important? Felicity Duncan: It really comes down to that question that you asked originally. What can we do to help learners overcome their biological resistance to saying something and get them to actually take action when they're witnessing misconduct? And as we said, the key is preparation. And we know the best way to prepare for a situation is to really think in very concrete terms about what you would do in that situation. In all kinds of training scenarios, we really focused on planning and preparation to help you deal with the situation that might be emotionally difficult. And so, our scenarios illustrate dozens of real world scenarios that our learners or people encounter every day. So, a coworker telling a sexist joke maybe, and abusive customer using racist language. And then we look at like, "How do you handle those situations as a bystander who is witnessing misconduct?" So, in other words, we ask people, "What would you do in this situation? What's the right thing to do? What are the possible consequences of doing that?" And that gives us an opportunity to talk about retaliation and sort of the protections that exist in workplaces to keep people safe from retaliation. So, the idea is to really help learners engage with the practical steps that they should take when they're bystanders. Because the more someone plans their responses to different situations, the more likely that person is to actually take action when they're faced with those situations. And what we want to do by giving all these scenarios, by giving these practical strategies and steps that we're providing in our training, is equip learners with a practical toolkit of responses. So, when they're in that bad situation and their heart is pounding and their palms are sweating, and they're feeling anxious and they're scared, they don't have to think, "What should I do?" They know what to do and they're ready to do it. And that's really the only way to help people overcome these natural biological barriers to intervening in bad situations. But Kristen, I want to ask you, in our library, we've put bystander training in our diversity, equity, and inclusion suite of content. So, why have we conceptualized bystander training as part of DEI? Kristen Motzer: That's a really great question and an important one. So, if we think about our philosophy at LRN, and within our inspire content with the library, we think about DEI as the antidote to harassment and discrimination. So, diversity, equity and inclusion content around respect, allyship, these are the kinds of things that the mindset and the skills we build that will prevent harassment and discrimination. So, if we think about bystander and being able to put that respect and allyship to work, when you see something that needs to be dealt with, that should be reported, bystander intervention isn't just about harassment and discrimination and these kinds of scenarios. It's about as much that helps our HD programs. It's about a kind of culture that you want to build. It's not just about preventing the worst kinds of sexual harassment and discrimination. It's about actively speaking up and knowing that when people see microaggressions, when they see subtle behavior that excludes people, that hurts victims. But it's not illegal. It's not quite at that level of being something illegal, but it's saying, this is not something that we want to see in our culture and our culture, we treat people with respect no matter who they are. And DEI is about building a culture that gives everyone the freedom to be themselves and the tools they need so they can thrive and make their best contribution and be these ethical employees in this ethical culture that we want to have. And we have to decide that's what we want to create, and that's what we want to protect. So, it's more than just preventing the worst kinds of bad behavior. It's about being intentional in saying instead of just thinking prevention, we're going to build. We're positively choosing these behaviors that create an equitable and inclusive culture for everyone. So, we see bystander training as a critical part of this broader DEI program, and it's really seeing it as a tool that can enable our partners and employees to create and maintain the kind of culture that they want to have at work. Felicity Duncan: I think that's a really important point, and it's essentially the difference between doing the baseline of compliance and moving further beyond that to actively create good. At LRN, we argue that by doing that, by going beyond, we obey the basic rules to we actively try to make a great environment, that is a real business advantage for organizations that that taking those extra steps is not only the right thing to do, but it's also the smart thing to do. So, can you talk a bit about how you would see having a robust bystander training program and having a speak up culture is actually going to benefit partners beyond the sort of avoiding the fines and problems that come with harassment? Kristen Motzer: Absolutely. That's a great question. So, if we think about this kind of culture where employees speak up, it's a culture where employees feel trust. And we know that employees feel that trust, not only will they speak up, but they will behave more ethically. In general, they will feel, this is the environment we're in, this is what the culture expects from me. This is what the highest levels of leadership expect from employees and from our culture. This is what we do here. So, if you think about that trust and that psychological safety of being able to be who I am and know that I can speak up, if I see behavior that I don't want in the workplace, I go to work to do a good job, to do something that I'm passionate about doing, and I shouldn't have to worry about am I going to get harassed today or discriminated against. So, it's really in everyone's best interest to create this culture, because also the trust, it increases engagement. So, every organization wants engaged employees. It's good for business. So, if we think about this kind of culture that encourages people to be themselves and to stand up for others, then you've got employees who are engaged with the organization, with its values and the mission that it's trying to achieve, and that's good for everyone. Felicity Duncan: See, and I think it's really important to draw these connections because you can think about bystander training as being, well, there's this new Chicago requirement and we're going to have to give people an hour of bystander training and get that compliance box ticks. But I think it's really important for companies to think about this more broadly. About culture, about engagement, about having happy people in your office who are there for more productive, right? None of this is happening in isolation as a box ticking exercise. It's really all about building the kind of workplaces where people want to be. Kristen Motzer: Absolutely. Felicity Duncan: But clearly this is a conversation we could be having all day, but we are out of time for today. Kristen, thank you so much for joining me on this episode. My name is Felicity Duncan, and I want to thank you all for listening to the Principled Podcast by LRN. Outro: We hope you enjoyed this episode. The Principled Podcast is brought to you by LRN. At LRN, our mission is to inspire principled performance in global organizations by helping them foster winning ethical cultures rooted in sustainable values. Please visit us at lrn.com to learn more. And if you enjoyed this episode, subscribe to our podcasts on Apple Podcasts, Stitcher, Google Podcasts, or wherever you listen. And don't forget to leave us a review.  

Show Notes Dr. Luke Hobson is the Senior Instructional Designer and Program Manager at MIT, the author of the book What I Wish I Knew Before Becoming an Instructional Designer, the founder of Instructional Design Institute, and the host of the Dr. Luke Hobson Podcast and YouTube Channel.   In today's episode, Luke tells us all about instructional design, and how you can get started in your classroom.  Timestamps 2:46 What does an instructional designer do? 3:42 How did Dr. Luke get involved in instructional design? 6:52 Luke did NOT love school as a kid!  8:48 The importance of getting to know your students 11:19 Telling younger students about instructional design 13:15 EVERYONE needs an instructional designer!  16:41 How does a teacher start the process of improving their instructional design? 18:03 Incorporating student voice 19:02 Beta testing your courses before they go live 22:27 Course mapping using your data 27:52 Using qualitative AND quantitative data 31:48 So many more people know what instructional design is now!  34:19 Trying to avoid using jargon 35:14 Actually, maybe jargon can be inclusive SOMETIMES 37:10 What would Luke give to every teacher in the U.S.? Resources https://drlukehobson.com/

My guest for today is Naomi Pusch, a highly experienced Senior Instructional Designer in the public sector L&D space.I invited Naomi on the show today after learning more about the types of organizations she delivers for which, unfortunately, shall remain unnamed. Suffice it to say, we'd all usually consider these organizations highly structured, traditional and anything but agile.In this forward thinking conversation, Naomi and I discuss:⚔ When she crossed over from a trainer to a designer and the progression that helped her make this transition

Our intersectional identities impact our positionality in the work that we do. In this episode, Carol Hernandez joins us to discuss her qualitative research addressing the experiences of educational designers from an underrepresented group.  Carol is a Senior Instructional Designer and Faculty Developer at the Center for Excellence in Learning and Teaching at Stony Brook University. Carol recently successfully defended her dissertation at Northeastern University. In it she examined the simultaneity of the multiple identities experienced by Latina educational developers working in higher ed. Before moving into higher ed, Carol was an award-winning journalist.

What you'll learn in this podcast episode Can we make diversity matter to everyone? If so, how can we overcome resistance to dealing with tough topics like racism and gender equality and really change people's behavior? In this episode of the Principled Podcast, host Jen Uner talks with Senior Instructional Designer Felicity Duncan about a new LRN learning model and how it can drive behavior change to support diversity, equity, and inclusion initiatives. Listen in as the two discuss effective DEI training as well as Felicity's recent work on the new LRN DEI Program, a comprehensive learning campaign that includes a range of essential microlearning assets.   Additional resources: LRN's new DEI Program provides companies with a multi-faceted training solution—a ready-to-deploy learning campaign with curriculums, asset packs, and customizable courses, plus the option to add bespoke content, learner experiences, and communications campaigns developed in association with LRN's E&C experts. You can preview some of our most popular course content (just one piece of this program!) by clicking here.    Principled Podcast shownotes [1:26] - Why is behavior change particularly important when it comes to diversity, equity and inclusion efforts? [4:57] - The three most common barriers to overcome when it comes to inspiring DEI behaviors. [7:51] - How does the LRN library approach the behavior change differently? [10:45] - Why empathy is so central in getting people to do the right thing. [15:02] - The importance of training.  [16:51] - How empathy can be inspired on an online course. [21:09] - The core behaviors LRN's new course focuses on. [25:45] - Leader led learning and why it's important.   Featured guest: Felicity Duncan, Ph.D. Dr. Felicity Duncan, Senior instructional designer, believes that training and communication interventions have the power to transform behavior, including driving people toward more ethical treatment of those around them.   Felicity graduated with a Ph.D. in Communication from the University of Pennsylvania. After teaching at the college level for several years, she transitioned to workplace education to have a bigger impact on working adults by providing them with the training they need to truly thrive in their roles. At LRN, she is focused on developing high-impact, behaviorally focused content for the LRN Library. Her most recent project saw her working with the Library team to create a powerful new DEI Program that includes not only LRN's world-class Inspire courses but also a set of microlearning assets designed to support, reinforce, and guide behavior change.   Featured Host: Jen Uner Jen Uner is the Strategic Communications Director for LRN, where she captains programs for both internal and external audiences. She has an insatiable curiosity and an overdeveloped sense of right and wrong which she challenges each day through her study of ethics, compliance, and the value of values-based behavior in corporate governance. Prior to joining LRN, Jen led marketing communications for innovative technology companies operating in Europe and the US, and for media and marketplaces in California. She has won recognition for her work in brand development and experiential design, earned placements in leading news publications, and hosted a closing bell ceremony of the NASDAQ in honor of the California fashion industry as founder of the LA Fashion Awards. Jen holds a B.A. degree from Claremont McKenna College.   Transcription Intro: Welcome to the Principled Podcast, brought to you by LRN. The Principled Podcast brings together the collective wisdom on ethics, business and compliance, transformative stories of leadership and inspiring workplace culture. Listen in to discover valuable strategies from our community of business leaders and workplace change-makers. Jen Uner: Creating a quality, diversity, equity, and inclusion program is a top concern of organizations today. Quality being key, how can we positively impact people's behavior? Can we make diversity matter to everyone? How do we overcome people's resistance to dealing with tough topics like racism and gender equality. Hello, and welcome to another episode of LRN's Principled Podcast. I'm your host today, Jen Uner, Strategic Communications Director at LRN. Today I'm joined by Felicity Duncan, a Senior Instructional Designer on the LRN Library Team. We're going to be talking about a new LRN library learning model and how it can truly drive behavior change to support DEI initiatives. Felicity has just completed work on the new LRN DEI program, a comprehensive learning campaign that includes a range of exciting micro-learning assets. Felicity, thank you for coming on the Principled Podcast. Felicity Duncan: Thanks, Jen. I'm excited to be here. Jen Uner: Just to get us started, I know that for corporate legal operations folks, according to a 2021 survey that I read about recently, standing up a DEI program was really one of the top priorities of 2021. And it certainly was born out by our own traffic to our own website, the things that people were searching for. And so, I'm really excited to see LRN respond to that interest by expanding the offering that we have for our audiences. My first question for you is since you've just worked on this new program expansion, why is behavior change particularly important in the context of diversity, equity, and inclusion efforts? Felicity Duncan: Well, with a lot of ENC issues, there's so much companies can do in terms of processes that sort of takes the guesswork out of achieving compliance. So if you think about something like, know your customer, the company can establish 10 steps to follow and they could be very well defined. And if employees do that, great, you're compliant, you have no worries. When it comes to something like DEI, what really matters is the quality of interactions among the people in your company. So those thousands of little moments between people and the reality is, just you can't create processes for that, right? You can't give people 10 steps to having perfect communication every time. You have to inspire people to reevaluate how they're treating others and decide to do better every day. So DEI efforts rely on the actions of every single employee.            And as we probably all know from our own experiences in our careers, if you have one bad apple that was really going to spoil a bunch in a DEI context. So the goal of DEI training has to be to get everybody on board with the ideas behind DEI, and committed to behaving in ways that are consistent with building a great inclusive workplace. So, it's all about behaviors that are not necessarily clearly defined. And it's about everybody behaving in those correct ways every day and in every interaction. So behavior is completely central to DEI in a way that it is not necessarily in these more process-based compliance issues.            And another point is that behavior change is really hard to measure in a DEI context, partners often ask, how can we measure the impacts of our training? How can we be sure that it's working? And in a DEI context, that can be really difficult because again, we can't create a list of very specific measurable behaviors. So your company might want to see respectful communication, but what does that actually look like? How can a manager monitor it? How can you record it? So the idea of behavior is just really central to DEI. And it's also one of the hardest nuts to crack both from the perspective of defining those behaviors from the perspective of measuring them and from the perspective of inspiring them. Jen Uner: And yet, we know from our own benchmark of ethical culture survey, that the most ethical companies, the ones with the best behavior, they see up to 40% lift in key business metrics like employee loyalty, customer satisfaction, innovation, growth. So, I mean, it's clearly, it's really important. What are some of the biggest challenges we have to overcome when it comes to inspiring DEI behaviors? Felicity Duncan: Well, actually what you just said there links to my first point here, and that's, some people don't necessarily see the value of DEI. They don't see how it connects to the bottom line. So there's a lot of people out there who are really focused on the bottom line performance, business goals. And for them, it's not always easy to see what role DEI can play in achieving those. And so things like you've mentioned there, the impacts on employee satisfaction, the impact on performance productivity, all of that is really important, and is the way to overcome that challenge is to really underscore that for people taking our training and actually our DEI introductory course called Diversity Equity and Inclusion, that actually starts off with a section that just explains the value of diversity and what it can do for teams and how it can contribute to success and explains that right upfront to try to overcome that barrier.            Another very common barrier that we see is, there are people who would prefer to believe that things like racism and sexism are in the past, right? They don't want to acknowledge that this is an ongoing reality because it's a difficult and ugly thing to face, right? And that's why we found in our training, it's so important to use testimonials and stories to show this is a real problem, and it's happening to real people right now. And I think a third challenge that we have to overcome is, that some people think that as long as they aren't doing anything that is explicitly problematic. So they're not harassing other people. They're not saying inappropriate things.            As long as they're doing these things, they don't have to worry about DEI, right? They don't see a need to necessarily engage in positive behaviors that promote DEI. And that's why our training really tries to focus on the role that everybody can play no matter who they are. And to explain why it's so important that everybody gets involved in creating a positive DEI environment. Because as I said, it's not enough not to do wrong, you have to do good because those behaviors, those active behaviors every day are what underpins successful DEI programs. Jen Uner: Yeah. Actively do good, really focuses then on outcomes, right? And it's about how things land with others. And I think that's why it is important to know even the most well-intentioned person doesn't even necessarily know where they may be doing something or saying something that is not well received by the audience around them. So I think it does change, good training, I think does change behavior because it introduces sensitivities and promotes empathy in a way that I think doesn't really happen with any other sort of training offered by corporate programs at this point. So for us, what makes the LRN library approach to behavior change different? Felicity Duncan: Well, I think, and this circles back to what you were just saying, that one of the things that makes our program different in our approach to behavior change different is, we really focus on helping people understand where bias comes from, right? That essentially everyone has biases you, me, everybody, because it's part of how our brains work. They're programmed to use heuristics, to shortcuts things like stereotypes, to make quick decisions, right? And that's actually a good thing. It keeps us safe, right? If you see a large shadowy figure in a dark alleyway, the right thing to do is to run away. You don't want to stop and take time to evaluate whether the person there is dangerous or not. And so essentially being human means that our brains are running on the software that evolved millions of years ago and never got updated, but that doesn't necessarily work well in our complex modern world.            And so even if you have the best of intentions, even if you are a quote-unquote, good person, you can't help having biases and you can't stop having biases. But what our courses really try to say is, like you can manage those biases, right? You can avoid letting your biases affect the things you say and do in the workplace and the decisions that you make, right? So it's not about being a good person or a bad person, having good intentions, having bad intentions. What it's about is being aware of your own biases and managing them so that you don't have a negative impact on the people around you. Another important part of our approach is about putting a human face on the issue. We really try to get learners to see how these issues, so things like racism or anti LGBTQ plus bias, how they affect real ordinary people.            We want our learners to think about DEI in human terms, rather than in political or economic terms. It's about people and it's about how people treat one another. I'd also say we try to talk to everyone. We try to talk to people who are perhaps being targeted by problematic behaviors. We talk to people who may be guilty of doing things in the workplace that are inappropriate. And we also talk to people who are by stand and who see things happening, and maybe don't say anything. So we want to create a role for everybody in creating a DEI environment whether it's changing your own behavior, speaking up when you see a problem, reporting your own negative experiences, it's truly like a 360 degree take on behavior. And so all of this actually, I could summarize by saying that our approach is really strongly rooted in empathy, and that that's the core driving value behind how we see the process of inspiring positive behavior change. Jen Uner: And so why is empathy so central to getting people to do the right thing? Felicity Duncan: Wait, if you think about it, right? Empathy is the unique human ability to take an imaginative leap, right? And really put yourself in somebody else's shoes, really understand what life can be like for somebody who isn't you. Okay. And so in a DEI context, if you can start to really understand what life is like for somebody who has to deal with microaggressions every day or somebody who's getting passed over promotion for promotions repeatedly because of who they are, when you really understand other people's reality, you can start to find the will to change things. You can realize how your actions, simple actions from you could transform other people's experiences. And that helps you feel empowered to really make a difference. But from the LRN perspective, we're not only talking about people who lack a DEI mindset, finding empathy for others.            We're actually talking about sort of 360-degree empathy. And that starts with empathy for the learner. So when we design our courses, we start by thinking about our learners as human beings and trying to believe the best about them. A lot of DEI training can be quite, almost aggressive saying, this is wrong. This is wrong. These are bad behaviors. And that's sort of natural, right? Because things like racism, things like sexism are terrible and they are wrong. But if you're trying to inspire people to behave better, then taking that perspective towards your learners is just not going to work, right? People are going to become defensive if you start with that approach and there's no space there for inspiring positive change, right? So we start with empathy for the learner and that really models the empathy that we want to inspire. And then of course, we try to inspire empathy in our learners.            And that means empathy for one another no matter who. And this is something that can be a little difficult, but what we're talking about here is not only empathizing with the person who's being targeted by say for example on microaggression, it also means empathizing with the person who's responsible for the microaggression, right? Understanding, look, maybe they really do think it's just a joke, and that's why they've become so defensive. Okay. Because when you get to the point where people can really understand one another's perspective, that opens up space to move forward, right? When you can truly say, look, I understand, you think it's a joke, but it's not a joke to her. And that matters. You've hurt her feelings. You need to make that right. No matter what your intentions are. That's the point at which positive behavior can emerge. Nobody needs to be defensive. Nobody needs to be afraid. We can all instead rather work together out of a place of understanding to improve the context and the environment around us. So really empathy is at the heart of inspiring that positive change. Jen Uner: I love what you said about space to move forward. I think that is a really important aspect of progress and change, right? If we're just throwing up walls and problems, we're not going to be able to move forward. We're not going to be creating a culture of respectful communication, which is vital. Felicity Duncan: And it can be really difficult, right? If you're in a workplace environment where you're sitting down to some DEI training and you're thinking about, my colleagues, so and so who keeps saying all these terrible things, it can be difficult to try and come to a place where you empathize and understand that person's perspective, but we really are engaged in these human relationships in the workplace. And if we don't have that empathy, we don't have that understanding. We really can't have authentic connections and we can't explain to one another how we can do better. There's just no openness and no trust in those environments, and without that there's really no possibility for improvement. So, I mean, empathy, sometimes people think it's a bit of I don't know, like a wooly concept or a touchy-feely concept, but it's really practical. It's really the foundation for creating a positive environment where people can work together effectively. Jen Uner: It really is very important. One of the things that we say it's somewhere on our website, I can't exactly remember where, but that, at LRN at our core, we do believe that people generally most all people and certainly people that made it through the vetting process to get into your company, do want to do the right thing, people do want to do the right thing. They may not be equipped necessarily. They may not have gone through the work to examine, how are they really comporting themselves in society. So I think that, making that space and arming people with the tools to help assess and evaluate their own behaviors and not just, I'm not trying to say judge others, but are actually aware of what they're doing. I think it's a really good thing that people can use, not just in the workplace, but in their life in general. Felicity Duncan: Yeah. And you said earlier, like what can training do, right? If we're talking about treating other people like decent human beings, you'd sort of hope somebody learned that when they were a child, right? But what training could do is what you just said there and can really explain to people like, you might think this is okay, but here's why somebody else might think it's not okay. And here's why that matters, and here's why you need to consider other people. And not just assume that your perspective is the only perspective, right? It's really good opportunity to open up how people are thinking about things, because, if you are, maybe an environment where you're not being exposed to a lot of new ideas about sort of DEI issues, you can get trapped in these routine ways of thinking and training can help you break out of it. So I think there's a really important role for training, even in something that might be as hard to define or hard to pin down as building empathy and inspiring kindness in respect, right? Training can still play a role in that. Jen Uner: And so how can we and inspire empathy in an online course? Felicity Duncan: Yeah. People sometimes can think about online courses in a sort of flat way, right. But in fact, you can do in an online course, what you can do in any other context. And one of the most powerful ways that we've found to inspire empathy in our courses is through compelling stories, right? Because stories are really just stories are how human beings understand the world. That's how we learn all our sort of sense of morality, stories are really powerful. And so we try throughout our courses to really leverage the power of stories, to inspire these feelings and this type of understanding. So for example, I'm thinking now of our LGBTQ plus course, our anti-racism course, our microaggressions courses.            In all of those courses, we have sort of confessional style videos where real people, real ordinary people share their experiences with things like microaggressions in the workplace, with racism, with dealing with the fallout from agenda transition, they just share these really personal narratives about what's happened to them, how they feel about it, what they think about it. Watching stories like that, stories that, you person in an office taking a training, you might not really be encountering in your day to day life that can really start to humanize the issues that we're talking about.            As I said earlier, like put a human face on it and start to inspire you to think about maybe very difficult to alluded concepts, like racism in these more human terms and in terms of the stories of the impact that they can have on regular folks. And that way, you can inspire empathy even in something that you might not traditionally think of as being a powerful tool for that, like an online course. And I think that in our new sort of revamped DEI program, we've done a really good job of leveraging those kinds of testimonials, those kinds of stories, as well as narratives like real-world scenarios, where you can apply your knowledge and things like that, leveraging all of that to achieve these goals of building, understanding, inspiring empathy, helping to humanize issues. And out of that ultimately encouraging people to behave better to one another. Jen Uner: Those first-person stories are very powerful. It really provides I think, excellent context, especially if you haven't been exposed to those things and not everybody has, I've grown up in very multicultural places and have seen firsthand microaggressions for example, or the ways that people are just, things are assumed about people and slights are made. And I think that having those first-person stories, just to kind of remind folks about those moments and how prevalent that kind of behavior still is. I think it's really powerful to put that in context of the training right there, right at the moment that you're in a moment to learn. So I want to commend you guys on our learning design team for bringing those real stories to the forum in this training. Felicity Duncan: No, you're right. And I think you make an important point there is that, everyone is coming to the training with different experiences, right? So some people might have had the experiences you've had, where they are in diverse contexts and they've seen these things happening, but there are people out there who haven't necessarily had the opportunity to hear a lot of these types of stories. And so by having these narratives upfront and by sharing these like sort of really intimate stories, we create this shared understanding among everyone who comes to the training, no matter where they're coming from, what their background is, we can all sort of understand these human stories and that's a great foundation to build on in the rest of the learning where you can say, look, we've understood this. We can see how this impacts force around us. What can we do? Right? Like what are practical things we can do? What are some of the steps that we can take to improve the situation so that, no one has to go through this again. Jen Uner: So what are some of the core behaviors that our new inspire courses are focused on? Felicity Duncan: Yeah, a great question. And I think, again, as we said, right at the beginning it comes to DEI. It is really all about behavior. And so we have tried to define a set of behaviors that are really broadly applicable, that are the core things we want people to do after they've taken one of our training courses, whichever it is, whether it's microaggressions or our introduction. So the first thing is really being aware of and managing biases. So beginning there, I started talking about, we all have by biases, you can't help it. You're a human being. You're a member of homo sapiens sapiens, that's it, you come with biases, right? But if you are aware of that, you can manage it. If you are willing to evaluate your own biases and just sort of be real with yourself about that, you can manage them so that they don't impact the people around you so that you're not making decisions or taking actions or saying things from your biases that you're actually giving your conscious mind an opportunity to get involved and not letting your biases control you rather you controlling your biases.            The second key behavior we emphasize over and over again, is the idea of the pause and reflect, right? Pause and reflect before you make a decision. Pause and reflect before you say something that might be problematic. It's such a simple thing, but just taking two seconds to stop yourself before you decide something, before you say something and say to yourself, how could this land with somebody else?            Is this decision based on the facts or is it based on something else, right? Just interrogate yourself, get curious about your own motivations and your own behaviors. And just by doing something simple like that, I think it can have just such a powerful effect on how you show up for the people around you. The third core behavior we will look at, and it might sound a little wooly, but it's treating other people like people, treating everyone around you like a human being, right?            Sometimes we're busy at work and there's pressure and there's deadlines. And we can tend to treat people around us as a means to an end, instead of really seeing them as a person and treating them as a person. And just that simple behavior can really undermine and destroy any kind of aggression or harassment in the workplace. Just saying like, this is a person that I'm talking to, I should have talked to them like a person. A very practical behavior that we really want to see coming out of the training is the idea of speaking up when you see something wrong, companies really rely on people to speak up when there's a problem, especially when it comes to something like DEI, right? If we're talking about a team that where maybe there's one person who has some problematic behaviors, no one is going to know about that in the HR department, unless somebody speaks up.            So the problems cannot be addressed in the absence of reporting or speaking up. And so we constantly, throughout all of our DEI courses, we say, look, we know it's scary. We know it can feel really risky, but speaking up is a really practical thing that you can do that is going to have a direct impacts on the quality of our workplace. And that can really allow your organization to deal with the problem limbs that exist. Because if they don't know about them, they can't do anything.            And I think the last behavior and something that I'm surprised I haven't mentioned up to this point, is the idea of allyship being an ally, right? It's quite a buzzword right now you hear a lot about allyship, but in practical terms, what it means is supporting, listening, learning, being there, being a part of the journey and helping the people around you when they're facing tough times. And in a DEI context, being an ally is a way that anybody, no matter who they are, can sort of take an active role in promoting the kind of culture that we're trying to create. That organizations are trying create, right? You can be there for people around you. You can do your own work, do your own learning, and really just be somebody positive in the workplace instead of just being somebody neutral in the workplace. Jen Uner: Be a positive force. I love that. In a recent session, you were talking about leader-led learning. And I think this came in the context of the new assets that we've created for program managers around communicating around the programs, the learning courses, and delivering them and creating opportunities for conversation. Can you just tell me a little bit more about leader-led learning and why that's important? Felicity Duncan: Sure. So leader-led learning really comes down to the idea that, it can be really powerful if you see the person you report to everyday, taking something seriously and trying to guide you and inspire you around that behavior or whatever the case may be. It's saying you respect your leaders, whether it's your team leader or your CEO, whoever it is, you respect that person. You want to impress them. You want to support them. And if they take an active part in learning, that can be incredibly powerful, that can help people recall more. It can help people take the learning more seriously. It reinforces the messages of the learning and it just really strengthens the learning experience. And so as part of our DEI program, one of the things that we created was an asset that is an opportunity for teams and, small teams. It doesn't have to be sort like a company-wide thing, but for you, your small individual team to have a conversation about a DEI topic in a setting that is guided.            So there's guided, there's suggested questions. There's a framework that you can use to have the discussion, but really gives your team and your team leader, an opportunity for leader-led learning where the team leader can sort of ask the questions, prompt the discussion, and it can do a lot of things, right? That can just promote the simple idea of talking about DEI issues, which is really intimidating to a lot of people. It can highlight how important these issues are to your team, to your team leader and to your organization.            And it can give everyone the sense of confidence that if they want to speak up, that they're going to be supported, that this is an open conversation that's happening in their workplace. And that this is something that matters and it's something that's live, it's a live area of concern for their leader and something that need to take seriously. So we're very excited about that sort of taking the learning outside of the online context rather, into the actual dynamics of the team and giving the team an opportunity to sort of trial run this idea of engagement and empathizing with one another and just talking about tough topics. Jen Uner: Yeah. Felicity, this is a conversation we could continue to have, I think all day. I mean, it's really clear that if you want to be the change, if you want to see in the world, it starts with you. And I'm glad that we are creating the tools to help organizations have a positive impact and create a speak-up culture and a culture of respect and trust and belonging. Is there any parting thing you want to share with me? Anything I didn't get to ask you about before we go? Felicity Duncan: No, I would just say, it's great as you pointed out earlier, it's really an interesting time when DEI is something that's top of mind for organizations against a backdrop of sort of difficulties with talent retention and shortages of workers, that nothing is very important than creating a great culture, a culture that people want to participate in, a culture that works. And something like the LRN DEI program can play a really powerful role in promoting that, in supporting that and in inspiring that. So it's great to have the opportunity to talk this through. And I hope that organizations everywhere are thinking about what they can do to create better environments for their workforce so that they can really, achieve all the things you mentioned earlier, like better productivity, happier people, a more engaged and engaging culture, and ultimately, better success in their business goals. Jen Uner: Absolutely, retention, such a huge topic right now with a great resignation going on. And it's clear that toxic work cultures are like the number one reason why people are leaving. So I'm glad that our offerings, our services and our experts are helping to create more positive and more ethical workplace cultures. Felicity, thanks again for joining me on this episode. My name is Jen Uner, and I want to thank you all for listening to the Principled Podcast by LRN. Outro: We hope you enjoyed this episode. The Principled Podcast is brought to you by LRN. At LRN, our mission is to inspire principled performance in global organizations by helping them foster winning ethical cultures rooted in sustainable values. Please visit us at lrn.com to learn more. And if you enjoyed this episode, subscribe to our podcast on Apple Podcasts, Stitcher, Google Podcasts, or wherever you listen. And don't forget to leave us a review.

In this episode of Become an IDOL, I'll be chatting with Dina Beavers about her journey from being a high school math teacher to a Senior Instructional Designer with Deluxe Corporation after enrolling in the IDOL Courses Academy. We will be discussing how she found her way to instructional design, her experience as a part of the fourth cohort of students in the IDOL Courses Academy, and how that led to her current instructional design position. Connect with Dina on LinkedIn Learn more about the IDOL courses Academy: the only implementation program and pre-authorized trade school of its kind that not only shows you exactly how to create your job application assets and build a portfolio from scratch, but also includes credentials, mentorship, expert coaching, and paid experience opportunities in corporate instructional design and online learning for life!

Y'all...not going to lie...I was fan-girling HARD when I got to interview today's podcast guest. You know him, you love him...Dr. Luke Hobson is on today's episode of The Overnight Trainer Podcast! Luke is a Senior Instructional Designer at MIT, and in addition to his "day job" he is a podcast host, founder of The Instructional Design Institute, and if that didn't WOW you enough, he LITERALLY wrote THE book on instructional design, What I Wish I Knew Before Becoming an Instructional Designer. In this juicy episode we dove deep into:

Dr. Luke Hobson is Senior Instructional Designer and Program Manager at the Massachusetts Institute of Technology. He hosts the Dr. Luke Hobson Podcast and recently wrote What I Wish I Knew Before Becoming an Instructional Designer. Luke joins host Mike Palmer in a discussion about recent trends in instructional design along with his perspectives on where the field is going. Luke shares what it's been like being an instructional designer during the massive transformations driven by the pandemic. We get Luke's take on new tools and platforms like Gather Town and Eduflow before looking further out to explore how the Metaverse and other emerging media trends will impact instructional design in the coming years. Don't miss this thought-provoking conversation about an emerging profession that is on the rise. Subscribe to Trending in Education wherever you get your podcasts. Visit us at TrendinginEd.com for more zeitgeisty takes on the future of education.

Welcome to another episode of The Action and Ambition Podcast! Joining us today is Dr. R. Kay Green, E-learning Developer, Senior Instructional Designer, and E-consultant. She has a 10+ years history of providing high-quality, innovative expertise through cutting-edge instructional design, course development, Instructor-Led Training (ILT), and Computer-Based Training (CBT). Dr. Kay is certified in Instructional Design, Online Instruction, and Quality Matters with progressive roles in higher education, government and, corporations. Don't miss a thing. Tune in to learn more!

Dr. Luke Hobson is a Senior Instructional Designer and Program Manager at MIT, an Online Instructor for SNHU, and the Founder of Instructional Design Institute. I'm also the author of the book, What I Wish I Knew Before Becoming an Instructional Designer. It's safe to say that his life is online learning and he loves sharing his experiences with others to help them learn about instructional design! --- Support this podcast: https://anchor.fm/myedtechlife/support

Join our conversation with EdTech Expert Holly Owens as we talk all things technology and the learning experience. Holly Owens is a Senior Instructional Designer with Academic Partnerships. She has over 15 years of experience in education in various roles, including high school educator, instructional technologist, and podcast host. Holly has taught both undergraduate and graduate courses in education, and instructional design. She has a B.A. in American Studies from the University of Maryland, Baltimore County, two master's degrees, one in Instructional Technology, and another in Distance Learning from the University of Maryland, Global Campus. Holly is currently pursuing her doctorate in Education Administration and Leadership with Touro University Nevada and hopes to graduate in Spring 2022. She has a passion for online learning and the opportunities this modality brings to students around the world. Holly is also a small business owner & podcast host. Her business, Jolly Holly Ed Services, offers professional services for those that want to transition to a career in instructional design as well as providing higher education institutions with support in developing online courses and programs. Her podcast, EdUp EdTech is a go-to resource to stay updated with the latest and greatest Ed Tech tools that are disturbing (in a good way) education. Holly has interviewed CEOs, Founders, and EdTech innovators who are changing the landscape of education by making learning more accessible, fun, and engaging. She lives in Myrtle Beach, SC with her two furbabies, Kolton and Lola. Contact Holly: LinkedIn Facebook Twitter: @ihollyo Instagram: @edup_edtech --- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app

Caroline Frankel received her MEd in Instructional Design and graduate certificate in Instructional and Learning Design from UMass Boston in May 2020. She currently works at Massachusetts College of Pharmacy and Health Sciences in Boston, Massachusetts as a Senior Instructional Designer. Caroline has provided leadership to her institution in online learning, as well as remote instruction initiatives following COVID-19. She's worked closely with the various clinical programs at her university on streamlining the remote instruction & assessment of clinical skills. Caroline tirelessly advocates for the student experience and helps her institution make data-informed decisions on instructional technology utilization &  integrations. Caroline enjoys mentoring ID students within the UMass Boston program and is a helpful resource if you're interested in a career in higher education or in corporate learning. Support the show (https://www.patreon.com/rjhogue)

Joy Horvath is an experienced game developer and professor of game development that now works Unity Technologies as one of their first instructional designers. If you take any of Unity's online courses, you'll find her touch everywhere, including games that she developed specifically for students to practice coding skills. She's worked at Unity for four years and has watched the explosion of indie game development from the inside. We talk about her journey from costume design to game design, how to take advantage of opportunity when it strikes, and the importance of the people you meet along your journey. She's helping lead the charge with Unity's recent decision to open its learning platform for free to the public, and Joy and I are both incredibly passionate about a future where quality learning material is freely available online for every curious human. If you've ever been curious about game development, go to unity.com/learn. some mature language

Abstract: Instructional design sits at a unique point within ethics and compliance programs, combining stakeholder expectations with the learner experience to create education that impacts how we think and act. In this episode of the Principled Podcast, LRN Senior Advisory Learning Solutions Manager Damien DeBarra talks with LRN Learning Director Alexis King about the role of the instructional designer as listener, facilitator, and change-maker. The two explore how instructional design can help organizations look inward to understand potential risks to their culture, and how learning can fill those gaps. Listen in as Damien and Alexis discuss building accountability into E&C programs and the voices needed to be part of that effort.   Featured guest:  Alexis King has built corporate ethics and compliance programs that ignite tangible culture change for more than 15 years. As a Learning Director at LRN, she collaborates with clients to create effective learning solutions for their unique needs and designs online, blended, and facilitated education experiences that emphasize learner engagement. Before joining LRN, Alexis spent more than 10 years as a Learning Manager at Interactive Services. Prior to that, she worked as a Senior Instructional Designer and Task Lead at C2 Technologies. Alexis holds an M.Ed. from the Peabody College of Education and Human & Development at Vanderbilt University. Her BS is also from Vanderbilt University.  Featured Host: Damien DeBarra brings more than 20 years' experience to the instructional design and strategic workforce planning spaces.  As a Senior Advisory Learning Solutions Manager at LRN, he focuses on creating training solutions that ensure business buy-in and connect hiring practices to day-one learning roll-outs. In the last few years, Damien has helped organizations such as United Airlines, Sun Life Financial, SITEL, Astellas, MFS Investments, and SAP create 90-day action plans for their solutions and develop supporting communication strategies. He has worked with over 200 clients in areas ranging from retail to pharmaceuticals, call centers to nuclear plant manufacturing. Prior to LRN, Damien spent more than nine years as the Learning Solutions Director and Head of Instructional Design at Interactive Services. He has also worked as an instructional designer at NCALT, Electric Paper, and Epic. Damien received his BA from Maynooth University.

In this week's episode, I'm chatting with Training Manager and passionate Learning & Development advocate Cara North who tells us how she is ‘owning' her L&D career trajectory.   Like many training professionals, Cara has taken an interesting path to get to where she is today. She worked as a full-time Senior Instructional Designer, then as a Learning & Development Consultant.   Cara's L&D path is very clear. She has her sights set firmly on becoming a CLO -Chief Learning Officer.   Listen in as Cara tells you what she's doing to get there with the help of the right mentors!    In today's episode:   Where Cara started from in training  How she doubled her L&D followers on LinkedIn How she chose her CLO mentors to help her Why Cara is writing a book with the ATD What prompted Cara to write her PhD in Learning What she is doing to become a Chief Learning Officer   Check it out now!

Instructional videos are a cornerstone of many training programs, onboarding processes, and team communication. But if you have never produced your own videos, it can be a bit of a daunting project. There's producing, editing, camera equipment, audio equipment, and then distributing the content to think about. In this episode, we're focusing more on the steps you need to take before you start rolling. How do you plan your content for maximum impact? Lee Rodrigues, Senior Instructional Designer at Sunrun, joined this episode of The Visual Lounge to talk more about this planning stage. As part of our ten-week series on instructional videos, Lee is the latest guest to discuss instructional design and producing the best videos possible. Lee has had 15 years of experience in the technology, training, and multimedia production fields. He uses a number of tools and tactics to develop and evaluate blended learning solutions for measurable and improvable behaviors. Learning points from the episode include: Why all big projects should start with a prototype How planning a video is a bit like planning a recipe The difference between workflow-based instructions vs. knowledge transfer The Five Moments of Need and how to set objectives How Lee scripts his videos and uses the zero draft approach How to read a script on camera Important links and mentions: https://vimeo.com/574111426 (Lee's portfolio video) Learn more about the https://academy.techsmith.com/?utm_source=podcast&utm_medium=social&utm_campaign=visuallounge&utm_content=preparesuccessfulvideos (TechSmith Academy). To read the blog post on the topic or watch the video, https://www.techsmith.com/blog/instructional-video-success (click here.)

Die Chefs sind immer männlich, die Teilzeitkräfte ausschließlich weiblich, und alle kommen aus demselben Land… sorry, aber so fängt selten ein gutes Training an. Wenn Trainingsentwickler in ihren Lernmaßnahmen stattdessen die Vielfalt eines Unternehmens abbilden, sorgen sie dafür, dass ihre Inhalte auch ankommen - und die Lerner sich nicht nur selbst im Training wiederfinden, sondern gleichzeitig Neues kennenlernen. Wie das gelingt - von der Zusammenstellung des Entwicklerteams bis hin zur Produktion - diskutiert Dirk Schwendt in der 18. Folge der Lernkurve mit Juraj Mozola, Senior Instructional Designer bei Accenture.

Creating alternative learning solutions is often the best instructional design choice. But it's rarely what internal stakeholders, customers, clients, ask from you. Trends in performance support like the 5 Moments of Need have been leading the way in alternative learning solutions and yet, a large portion of practitioners still need to create courses.Jeni Johnson published a short LinkedIn post to highlight part one of her project with an Animal Rescue organization. I was impressed with her enthusiasm to take on ALL the roles for the project. This is very common in our industry and many are hesitant to spend time perfecting their graphic design, writing, editing, photography, and video skills. But it's a perfect opportunity to learn new software as well as take some chances with alternative learning solutions.Here is the link to her original Linkedin post:https://www.linkedin.com/posts/jenijohnsoniowa_instructionaldesign-traininganddevelopment-activity-6764645053999702017-np9oPlease join us for this amazing show'n'tell episode with a true renaissance woman.Jeni is a Senior Instructional Designer with over 15 years of experience with training, instructional design, and eLearning development.She has taught and designed curriculum in the United States, Germany, Thailand, and Costa Rica and has worked in the public, private and government sectors. In addition to Instructional Design, she has a background in graphic design and media creation. Jeni has a passion for understanding how people learn and creating enriching training experiences. Her love of knowledge began with her first trip to the public library at six years old.Become virtual friends with the IDIODC gang on twitter. Remember you can always stay in the loop by searching through the #IDIODC tag:Brent: @BSchlenkerChris: @Chris_V_WIDIODC: @TeamIDIODC  Brent Schlenker is dominKnow's Community Manager. Chris Van Wingerden is dominKnow's Sr. VP Learning Solutions. Want to join us live? Follow us on Crowdcast: https://www.crowdcast.io/dominknow

Join SharpHR Career Corner as we learn more about Eric Hill's career journey from a High School Social Studies/History teacher to a Senior Instructional Designer in higher education. Introduction by David Bittner, Independent Producer - David Bittner, LLC  Music provided by:  Konstantin Kasyanov - Relaxed Inspiring Corporate Scott Holmes - Upbeat Party  

We had a great episode in this LMS Playlist featuring Leslie Marquez of Inspired Learning Design. A Senior Instructional Designer and Consultant, Leslie let us in on what she really likes about TalentLMS, a cloud-based LMS that Leslie recommends for small to medium-sized businesses. We discussed a variety of things: ease of use, flexibility, reporting, and much more. We also spent a good amount of time discussing the multi-tenancy capabilities of TalentLMS - a new concept for most of our audience and something you'll want to check out if you're shopping for an LMS now. You'll also want to hear Leslie describing some of TalentLMSs shortcomings, especially on the support side of things. She's still a big fan and she's done the leg work to find something that's really working out for her and her many clients. Enjoy the episode.

In this podcast, a Senior Instructional Designer from GP Strategies offers some use cases from the business world of how AR technology can be leveraged, how our new COVID reality has pushed the conversation forward, and how creative use of AR technology in business can be a game-changer for the learning experience. The post Episode #40 | AR is Not Just for Gamers: Immersive Learning for… appeared first on GP Strategies Corporation.

Joe Willmann, Senior Instructional Designer with Concordia Publishing House, joins Andy and Sarah to talk about the available CPH FaithCourses, how you can use them during your time social distancing, and the full amount of resources available at cphfaithcourses.com.

John Helmer talks to Leonard Houx, Director at the eLearning Network and Senior Instructional Designer at Cass Business School. In an age when people who do his job are more often called learning designers or learning experience designers, how relevant is the history of instructional design to challenges we face today? As someone who knows both higher education and organisational learning, Leonard is uniquely placed to give insights on both. He also talks about his early love of skateboarding and how it causes him to reflect on how successive generations of designers tend to reinvent the wheel. 01:24    Skateboarding and Instructional Design 03:52   Who should we be reading? 04:51    ID in Higher Education 08:55   Pitfalls of learning experience design 12:43    Zombie Ideas 20:19    Can people learn from experience? 28:09   Learning experience design and UX 34:30   Ignorance of ID in Higher Ed Writers and thinkers on instructional design referenced by Leonard in this podcast: David Merrill Robert M. Gagné Siegfried Engelmann Charles Reigeluth John Sweller Paul Kirschner Jeroen J. G. van Merriënboer Books cited: Diana Laurillard Laurillard, D. (2002). Rethinking University Teaching. A conversational framework for the effective use of learning technologies. London: Routledge ISBN 0415256798 . Didau, D. (2015) What if everything you knew about education was wrong? Carmarthen: Crown House. Also mentioned: Donald Norman, who coined the term 'user experience' (UX) Jacob Nielsen, co-founder with the above of influential UX consultancy Neilsen Norman Sponsors: Visit Make Real's shiny new website: https://makereal.co.uk Contact Leonard Houx Twitter: @leonardhoux LinkedIn: https://www.linkedin.com/in/leonardhoux/ Contact John Helmer Twitter: @johnhelmer LinkedIn: https://www.linkedin.com/in/johnhelmer/ Website: http://johnhelmerconsulting.com/  

Joe Willmann, Senior Instructional Designer with Concordia Publishing House, joins Andy and Sarah to talk about his article “A Pedagogy Led by the Word” in the February issue of the Lutheran Witness, including how pedagogy led by the teaching of the Word different from teaching other subjects, what God promises us regarding the teaching of His Word, and how this can be helpful to parents and teachers. Find online exclusives of the Lutheran Witness at witness.lcms.org and subscribe to the Lutheran Witness at cph.org/witness. Find all of our KFUO Radio LW conversations at kfuo.org/witness.

Is the quality of learning better in class or online? Who is best suited for online learning? Is it radically cheaper to get a degree this way? Dick’s guests are Dr. Denis Collins, Professor of Business Ethics at Edgewood College and John Hollenbeck, Ph.D., Senior Instructional Designer at University of Wisconsin Colleges Online. The post Pros & Cons of Online Learning appeared first on Insights with Dick Goldberg.

Is the quality of learning better in class or online? Who is best suited for online learning? Is it radically cheaper to get a degree this way? Dick’s guests are Dr. Denis Collins, Professor of Business Ethics at Edgewood College and John Hollenbeck, Ph.D., Senior Instructional Designer at University of Wisconsin Colleges Online. The post Pros & Cons of Online Learning appeared first on Insights with Dick Goldberg.

In this podcast, I am joined by Bill Egan, Senior Instructional Designer in World Campus Learning Design and our "Innovation Coordinator". In that role, he oversees our innovation efforts and ensures ROI and goal-alignment so that our most future-thinking investments have the greatest impact.

Joe Willmann, Senior Instructional Designer for Concordia Publishing House in St. Louis, Missouri, joins Andy and Sarah to share knowledge about staying in the routine of receiving the gifts of God in Divine Service, even while on summer vacation. Read Joe's blog post about this at education.cph.org/teaching-the-faith-at-home/joy-challenge-summer-vacation. This is a rebroadcast from May 9, 2018.

Kelly Yamashiro is a Senior Instructional Designer in the Office of the Comptroller of the Currency for the federal government. She discusses some of the unique aspects of doing design in a government setting such as policy and project approval and prioritization.

In this episode, we talk to Claire Fennell, a Senior Instructional Designer at University College Cork in Ireland, about how to blend classroom teaching with online learning in your virtual learning environment (VLE). As we approach a new academic year, it's a great opportunity to think about how you can build, update or redesign a site in your VLE to integrate aspects of online learning into your classroom teaching. Claire introduces the ADDIE model of instructional design and a range of interactive tools, such as Sway, Roojoom, Google Forms and Screencast-o-matic, which can help to enhance teaching and learning in both online and offline spaces. Check out this episode for tons of useful tips, tools and strategies for creating effective blended learning activities for your learners. Links: Claire Fennell - Twitter: @clairefennel (https://twitter.com/clairefennell) - Profile at University College Cork (https://www.ucc.ie/en/teachlearn/people/clairefennell/) University College Cork Instructional Design - University College Cork Instructional Design website (http://instructionaldesign.ucc.ie/) - Twitter: @id_ucc (https://twitter.com/id_ucc) Tools - Microsoft Sway (https://sway.com/) - Roojoom (https://www.roojoom.com/) - GSuite for Education (https://edu.google.com/) - Google Forms (https://www.google.co.uk/forms/about/) - Google Docs (https://www.google.com/docs/about/) - Microsoft Forms (https://forms.office.com/) - Office 365 (https://www.office.com/) - Screencastify (https://www.screencastify.com/) - Screencast-o-matic (https://screencast-o-matic.com/) - Zoom (https://zoom.us/)

The issue of accessibility in online learning has been waiting for attention. Until recently, however, the urgency for action has been largely absent or deferred. Intentions were good, but few formal implementation deadlines demanded immediate action. The passage of the Accessibility for Ontarians with Disabilities Act in 2005 led to the 2008 b adoption of Web Content Accessibility Guidelines 2.0 (WCAG) developed by the World Wide Web Consortium (W3C). The Ontario Government has set a time limit of 1 January 2021 for compliance with this standard. This presentation will consider the changing concept of disability and accessibility in online learning. It will then provide a case study of Tyndale University College Seminary in Ontario, Canada, as it prepares to implement accessibility requirements for the 2021 deadline. Recorded and aired on Friday, January 26, 2018. The audio below plays the entire webinar with the Q/A session at the end. The YouTube video provides a subtitled, visual background to the 30-minute presentation embedded within the audio. Some resources from Ben Watson of the Faith-Based Online Learning Directors: Screen Readers:JAWS for Windows and NVDA for WindowsVoiceOver for both the iPhone and iPad.Reading Apps (all for the iPhone and iPad)Voice Dream ReaderKindleIBooksNookEasy ReaderPocketBard Mobile. This is the application from the National Library for the Blind and Physically Handicapped in the US. BARD stands for Braille and Audio Reading Download. Both audio and braille books can be accessed on the appFor reading the classics LibriVox or Audio Books Headquarters both work well. Overdrive, an app used by libraries across the country.App from Learning Ally. They have 75,000 mostly textbooks that have been recorded for blind and people with other learning disabilities that listening to a book can help.Audible should be mentioned, very accessible in both Windows and IOS.Apple’s news app for news and their podcast app for listening to podcasts.Writing:MicroSoft Office is very accessible.Word processing app called Voice Dream Writer.For blogging, Byword.Research:Everybody’s favorite Google app works well in both Windows and IOS and the Wikipedia app works well in IOS.Dr. Lawrence Hopperton is the Director of Distributed Learning at Tyndale University College and Seminary. He was formerly the Director of Research for the Canadian TeleLearning National Centre of Excellence and Senior Instructional Designer for the Canadian Centre of Excellence for Refugee and Immigrant Studies.

The issue of accessibility in online learning has been waiting for attention. Until recently, however, the urgency for action has been largely absent or deferred. Intentions were good, but few formal implementation deadlines demanded immediate action. The passage of the Accessibility for Ontarians with Disabilities Act in 2005 led to the 2008 b adoption of Web Content Accessibility Guidelines 2.0 (WCAG) developed by the World Wide Web Consortium (W3C). The Ontario Government has set a time limit of 1 January 2021 for compliance with this standard. This presentation will consider the changing concept of disability and accessibility in online learning. It will then provide a case study of Tyndale University College Seminary in Ontario, Canada, as it prepares to implement accessibility requirements for the 2021 deadline. Recorded and aired on Friday, January 26, 2018. The audio below plays the entire webinar with the Q/A session at the end. The YouTube video provides a subtitled, visual background to the 30-minute presentation embedded within the audio. Some resources from Ben Watson of the Faith-Based Online Learning Directors: Screen Readers:JAWS for Windows and NVDA for WindowsVoiceOver for both the iPhone and iPad.Reading Apps (all for the iPhone and iPad)Voice Dream ReaderKindleIBooksNookEasy ReaderPocketBard Mobile. This is the application from the National Library for the Blind and Physically Handicapped in the US. BARD stands for Braille and Audio Reading Download. Both audio and braille books can be accessed on the appFor reading the classics LibriVox or Audio Books Headquarters both work well. Overdrive, an app used by libraries across the country.App from Learning Ally. They have 75,000 mostly textbooks that have been recorded for blind and people with other learning disabilities that listening to a book can help.Audible should be mentioned, very accessible in both Windows and IOS.Apple’s news app for news and their podcast app for listening to podcasts.Writing:MicroSoft Office is very accessible.Word processing app called Voice Dream Writer.For blogging, Byword.Research:Everybody’s favorite Google app works well in both Windows and IOS and the Wikipedia app works well in IOS.Dr. Lawrence Hopperton is the Director of Distributed Learning at Tyndale University College and Seminary. He was formerly the Director of Research for the Canadian TeleLearning National Centre of Excellence and Senior Instructional Designer for the Canadian Centre of Excellence for Refugee and Immigrant Studies.

Guests Joe Willmann, Senior Instructional Designer for Concordia Publishing House in St. Louis, Missouri, Rev. Pete Jurchen, Editor of Curriculum Resources, Concordia Publishing House in St. Louis, Missouri, and Rev. Larry Vogel, Associate Director of the LCMS Commission on Theology and Church Relations, talk about the upcoming new catechism explanation, what prompted the updates, and how the new explanations differ from the current version. Find more details and get a sneak peek download at teachthefaith.cph.org/luthers-small-catechism-with-explanation-2017-edition.

Guest Joe Willmann, Senior Instructional Designer for Concordia Publishing House in St. Louis, Missouri, joins us to talk about how adults in all stages of life and vocation can and should memorize the catechism. The catechism is an integral part of knowing our faith and understanding what we believe and why it’s important for all adults to know the catechism. Read Joe’s articles on the CPH Education Blog at education.cph.org/teaching-the-faith-at-home/why-adults-should-memorize-the-catechism and education.cph.org/teaching-the-faith-at-home/how-adults-can-memorize-the-catechism.

Regina Owens/LHC Group Regina Owens is a Senior Instructional Designer for LHC Group, one of the nation's leading home health and hospice care companies. The needs of patients are top priority at LHC. Their comprehensive program of homecare, rehabilitation and hospice services centers on the unique needs of each patient. Putting the patient first has […] The post Regina Owens with LHC Group appeared first on Business RadioX ®.

Stephanie Dedhar, Senior Instructional Designer at Saffron Interactive, was the first to win the newly introduced IITT Instructional Designer of the Year Award. In this interview, she explains what her job is all about and what is important when trying to engage the learner.