Using Instructional Design for Faculty Development in a Post-Secondary, TechnologyEnhanced Environment

Abstract

This article presents a straightforward instructional design framework that stresses the alignment of learning outcomes, learning activities, and evaluation/feedback (Berge, 2002). It focuses on student learning rather than instructional input and can be used in most, if not all, disciplines. It is phrased in language familiar to most faculty who have taught in classrooms. The model encourages faculty development and the continuous improvement of faculty members' skills in designing their own courses, rather than turning instructors into professional instructional designers or keeping them dependent on the design expertise of others.