Designing for Impact: Enhancing K-12 Teacher Instructional Design Skills through an Asynchronous Graduate Course

Citation

Hartman, V. & Sadera, W. (2025). Designing for Impact: Enhancing K-12 Teacher Instructional Design Skills through an Asynchronous Graduate Course. In R. Jake Cohen (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 3572-3577). https://www.learntechlib.org/primary/p/226366/

Abstract

This paper demonstrates the impact of a theory-driven course in equipping K-12 educators with instructional design skills to create effective, engaging, and accessible learning experiences. Over three years, the course evolved through an iterative process, addressing challenges and refining design decisions to better support the needs of K-12 teachers. It integrates parallel learner tracks that combine theoretical knowledge and practical application in asynchronous design instruction, fostering reflective activities and feedback as central to the instructional process. A dozen tips for designing online project-based design courses are shared. Our findings reveal how instructional design skills can be effectively developed through online learning, providing K-12 educators with practical tools to enhance their own classrooms.

Authors

  • Hartman, Valerie
  • Sadera, William

Reference Type

Journal

Keywords

  • Instructional design
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