As a digital pedagogy enthusiast, I’ve always been interested in how design of digital spaces impacts the educational experiences of our students. With the COVID-inspired unexpected move to online teaching, I had a real opportunity to become proficient as an instructional designer, both of my own courses, and of other faculty’s courses. At first, I worked closely on aligning my own courses with best online practices. Teaching at two community colleges at the time, I worked closely with the California Community College Online Education Initiative (CCC OEI) standards. I also sought out further education, enrolling in the Online Network of Educators’ (@ONE) four-week “Introduction to Course Design” course.
In summer of 2021, I was hired to a remote instructional design position at Bakersfield College, where I worked closely with professors to take build their courses from the foundation of their instructor and departmental learning objectives. Together, we designed the course to look and felt exciting to students, while chunking and formatting work to feel manageable. We used incredibly useful instructional design paradigms such as Backward Design and Accessibility by Design. In this position, I had the opportunity to work closely with other instructors to listen to their goals and help them achieve the course user experience they were interested in achieving.