Instructional Design and Technology

I describe my job as helping faculty incorporate technology into teaching. In order to do that, I have to meet my clients where they are.

Classroom Technology Resource

I designed the Classroom Technology Resource at classrooms.utk.edu as a resource for instructors. It gives specific instructions on using the technology in each classroom, advertises for one-on-one consultations where I will go to the instructor and work with them to show them how to best use the technology in their classroom or office in a way that best works with their teaching style, as well as provides step-by-step resources, video tutorials, and sections on pedagogy.

Pages in the resource often include both videos and written instructions. Videos include timestamps so instructors can find the specific resource they need immediately.

Sometimes, faculty, staff, and students don’t have time for live training on other topics we offer. We’ve developed asynchronous training to meet those needs.

Canvas Asynchronous Training

Canvas is our LMS. We use it to create private, asynchronous training geared toward the UTK community.

Some of the training I’ve created with the help of students in graphic design includes PowerPoint training geared specifically to students, faculty, and presenters. The training includes videos, step-by-step instructions, as well as tips and tricks. Much of the information is taken from a live training workshop I still perform called “Best Practices for Presentations.”

Other Asynchronous Training

In addition to the above, I’ve created training for rapid response during COVID-19, created or edited the text for other trainers, and guided and supervised the creation by graduate students of several other pieces of training, including OneNote, Google Drawings, and more. I’ve also taken over asynchronous training for our Personal Response System training (TurningPoint Clickers) and have redesigned that training with an eye to instructional design. I’ve assigned a graduate student tasks to improve the training by re-ordering topics, adding more step-by-step instructions, adding timestamp notes on long videos, and including answers to common questions faculty have when learning how to use clickers.