Open Access

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

RUSC, Universities and Knowledge Society Journal20118:8010217

DOI: 10.7238/rusc.v8i1.942

Received: 15 June 2010

Accepted: 15 November 2010

Published: 15 January 2011

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