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Set in a dual-mode Canadian university with no compulsory instructional design model, the study highlights tensions and coordination issues shaping instructional and technological innovation between roles.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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conseillère pédagogique, un travail d’innovation et de confiance  \nSerge Gerin-Lajoie  \nAbstract  \nThis case study deals with the development and implementation of two online art courses. It outlines the concerns of the faculty member responsible for these courses and those of the instructional designer assisting him. The key design issues deal with the management of copyright material available via the Internet, the difficulty of implementing innovative educational strategies, and the use of new Web 2.0 tools. This case study highlights the challenges of the relationship between an instructional designer and a professor in the context of instructional and technological innovation.  \nKey words: Canada – arts - redesign – instructional strategies – tools - Web 2.0 – instructional designer  \nThe institutional context  \nThis case is set in a medium-sized, dual mode Canadian university -King’s University (KU) - that offers more than 500 courses and approximately 50 programs completely online. The online courses represent just over 10% of the total number of courses offered by the university.  \nThere is no compulsory model of instructional design used at KU. The Office of Teaching and Learning (OTL) suggests using an adaptation of the Gagné and Briggs  \n(1979) model but this remains a recommendation and not a standard procedure of development. The face-to-face teaching culture and the best practices in distance education (DE) developed over the last 25 years by faculty members and instructional designers, specializing in DE, are the main models influencing the development of distance education courses at KU.  \nIn this case, the instructional approach recommended by the faculty member did not lend itself very well to established DE practices or even to a more general model of instructional design. The time had also come to introduce new and innovative educational tools that surpassed or replaced the practices that had, over time, become institutional best practices.  \nThe participants  \nMarc: Instructional designer specializing in DE. He has been a member of the instructional design team in the OTL for the last few years and has assisted in the development of online learning projects in the Faculty of Fine Arts. During a 2-year period, he assisted Robert in the development of his two face-to-face and online courses.  \nPatrick: Adjunct Professor in the Faculty of Fine Arts, a specialist in the history of art. He has worked on the development of a new digital arts program and has been expecting to receive a grant for a research and innovation digital arts laboratory. He is in charge of several history of art courses. Over the past year, he developed his first online course in association with Marc.  \nRobert: Associate Professor, a specialist in the anthropology of art. He holds a doctoral degree and is renowned for his expertise in the field. Robert has a lot of field experience,  \ntravelling regularly to collect data and artistic artifacts in various communities around the world. He is contracted on a regular basis by production companies and museums to develop exhibits. In addition to his numerous expeditions, he teaches in various Canadian and international universities. He has developed good skills in Information and Communication Technologies (ICT) but has never studied or taught via DE.  \nThe specific features of the case  \nMarc was given the mandate to develop two online courses, called \"C1\" and \"C2\" in this text, in the field of folk art. The project was initiated by Patrick, the professor in charge of these courses, and the Dean of the Faculty of Fine Arts. Over the last few years, these face-to-face courses were typically taught every two or three years, depending on Patrick's availability. However, given his current need to set up his new research laboratory, it is expected that Patrick will no longer be able to teach these courses. M","cbCaiovgn89Z1MTV","https://ap.wps.com/l/cbCaiovgn89Z1MTV","pdf",559559,28,"English","# Institutional context\n# The participants\n# The specific features of the case\n## Case timeline","[{\"question\":\"What is the main focus of the case study?\",\"answer\":\"It centers on developing and implementing two online art courses and the relationship challenges between the instructional designer and the professor during instructional and technological innovation.\"},{\"question\":\"What key design issues are discussed?\",\"answer\":\"The case highlights managing copyright materials available on the Internet, difficulty implementing innovative educational strategies, and using new Web 2.0 tools.\"},{\"question\":\"Why does the university move the courses online?\",\"answer\":\"The online format supports ongoing availability and more flexible student scheduling, and it may attract learners beyond the Faculty of Fine Arts.\"}]","Being an Instructional Designer - a Job requiring Innovation and Trust | PDF",1792085615,71]