The ID and the Ego

Hello again everyone! After an unplanned hiatus due to workload and personal events, we are BACK. This episode we're talking about trust. How do you define trust in a professional relationship as an ID? What does it mean to your work and the courses you build and design with subject matter experts and faculty members? Does it really matter that much? The editor of the new book The Learner-Centered Instructional Designer, Jerod Quinn, joins us to drop some knowledge on why trust is a cornerstone of any project you undertake in this field.

Show Notes

On this episode, Brandon says "uh" for the 100,000th time since starting the podcast! But really, we're talking communities of practice. I have four very special guests from Pedagome, a community of practice grown organically by some excellent women in the field of instructional design. On the podcast are Susannah Simmons, an Online Learning Experience Designer at Colorado School of Mines; Lainie Hoffman, a Senior Instructional Designer at University of Colorado; La Dawna Minnis, a Lead Instructional Designer at University of California Irvine; and Laura Widenor, an Instructional Designer at Kansas State University. All four have been integral to the growth and development of Pedagome and share their insight about the community itself as well as on communities of practice. Join us for the first panel discussion we've ever had and a truly interesting discussion!

The first episode of the new year! Happy new year to everyone and we have a great conversation with Shea Swauger to start out 2021. We're covering the iniquities of proctoring and how those affect students and institutions. This is a long episode at around 90 minutes, but I tried to break it up into bite-size segments. This topic is insanely pertinent as we march toward the start of another semester that's likely to be remote learning for just about everyone, so have a listen and please, please share with your friends, colleagues, and faculty members who might benefit from a deep dive into why proctoring promotes discrimination. Show notes below!

In this episode, Rebecca gets impatient and Brandon thinks everything is interesting. I haven't entirely managed my commitment of bi-weekly episodes, but we're coming up on the end of the year and Rebecca wanted to provide a quick wrap on the year with some of our favorites. We cover IDT articles, books for work and pleasure, podcasts, movies, TV, and more. We have a lot of great shows lined up for the new year and we will be back in early January. Please rate and review our show and send us show ideas, feedback, guest connections, fan mail, hate mail, whatever you please. Happy Holidays!

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We're talking project management this week! There's a lot of ground to cover and this is a fairly long episode, but if you have ever had to deal with a project that seems never-ending or have looked at a contract that boggles the mind, this episode is for you! Check out the resources below for more information.

We're back again! This week I'm excited to share a conversation with our friend Shea Swauger about the prison to school pipeline of ed tech. We delve into a few topics surrounding the two-way commerce of discrimination in education, from the intentional to the unintentional. The idea of the school to prison pipeline, a concept of how certain policies (see: zero tolerance) interfere with the education of students of color and put them on the path to incarceration, but schools also import technology and policies developed or perfected in prisons into their classrooms and courses. This is a difficult -- but extremely important -- topic that Shea was kind enough to discuss with us. The show notes this week are copious with an amazing amount of resources, so please, dive in!

Show Notes

Thank you for listening! This week we broadcast from a tin can! (Sorry about the audio quality.) We're talking about learning objectives! As we head toward fall and more remote and online learning for our learners, these objectives play an insanely crucial role to defining learning for students. We answer the question: what should your students be able to do after they complete a module, your entire course, or even a program. For education, this is equivalent to "What is the meaning of life?" except the answer isn't "42". Pick a verb, a subject, and a context, and join our learning outcome sing-a-long. Seems like Thursday works better for me, but I'll work on that!

Well crap, I almost forgot the actual show notes. This is harder than it seems! Check out the links below more for more information. It's great. I promise.

Holy cow, summer gets away from you sometimes (read: I'm swamped and my 4-week intensive just started plus contract work just rolled in at the same time)! I'm a little late on the draw this week, but this is a very special episode of The ID and the Ego. Today we have our very first guest, Dr. Jill Stefaniak! Rebecca, Dr. Stefaniak, and I discuss needs assessment in theory and practice in instructional design as well as how we prepare instructional design students for practicing in the real world from corporate to consulting to higher education. Dr. Stefaniak has extensive experience in the field of instructional design and is currently an Assistant Professor in the Learning, Design, and Technology program at the University of Georgia. Plus, I finally get through an episode without swearing a single time.

We're looking at Emergency Remote Teaching vs. Online Learning this week. Still relevant as we look toward fall semesters and how we can tackle this paradigm moving forward. As campuses start to re-open, how do teacher, designers, and technologists support students in learning? How do we improve upon these new and developing models? How are these teaching models different? We address the pandemic as an impetus for changes in funding and operational models for education. 

If you have questions, comments, episode ideas, or just want to reach out, email idandegopod@gmail.com.

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