Connecting Instruction to Connected Technologies – Why Bother? An Instructional Designer’s Perspective

Beth Rochefort, Nancy Richmond

Abstract


This article identifies the disconnect between workplace demands and university teaching. It highlights the importance of providing faculty development related to connected teaching and the role of the instructional designer to assist faculty with the integration of social media tools in their courses in a pedagogically appropriate way. Examples from practice include connected learning utilizing social media within online higher education courses and programs. Using the theory of connectivism, and the idea of connected learning, the article outlines possibilities to engage and support adjunct and distance faculty to embrace social media and networks.


Keywords


connected learning, connectivism; faculty development; social media; social networking



DOI: http://dx.doi.org/10.7238/rusc.v8i1.942

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RUSC. Universities and Knowledge Society Journal is an e-journal coedited by the Universitat Oberta de Catalunya (Barcelona) and its eLearn Center, and the University of New England (Australia) and its dehub.

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