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.
connected learning, connectivism, faculty development, social media, social networking
Instructional Media Design
Universitat Oberta de Catalunya
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© Beth Rochefort and Nancy Richmond
Rochefort, Beth and Richmond, Nancy, "Connecting instruction to connected technologies – why bother? An instructional designer’s perspective" (2011). College of Professional Studies Faculty Publications. Paper 1. http://hdl.handle.net/2047/d20000841
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