Many hands connecting

By Tully Privett

A colleague (and IDIG member!) recently pointed me to a report from Intentional Futures on instructional design in higher education. Their research was looking to clarify the role of instructional designers, the impacts they have on student success and provide new understanding about how IDs strive to improve education. While the entire report is filled with findings about all aspects of ID and the benefits to institutions, administration, faculty and students it also highlights some pitfalls and other barriers to achieving success in projects. If you are reading this from an ID’s perspective, you may not be surprised to find that the number one challenge IDs face in their daily responsibilities is difficulty in collaborating with faculty. These difficulties may be due to personal differences that strain the achievement of a good working relationship between an ID and a faculty member. However, the data collected and results from this report point to a larger misunderstanding – a misunderstanding I wanted to learn more about.