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What Graduate School Didn\u27t Teach You About Instructional Design Consulting
Get PDFInstructional design consultants provide learning and performance solutions for their clients. However, it can be difficult for instructional design students and newly graduated instructional designers to adapt to the realities of consulting in a real-world context. This difficulty is magnified by significant technological, social, and other disruptions that often occur in work and learning environments. In our observation, newly graduated instructional design consultants enter the workforce equipped with powerful tools, theories, and models for increasing learning but are less equipped to consult with their clients and other stakeholders. This article is based on our experiences as instructional design consultants, and we share key practice-based, expert-informed skills, principles, and strategies for success as an instructional design consultant. We then share strategies that can be used to overcome consulting constraints and obstacles. We share ways to maintain fidelity to principles amidst disruptions and outline strategies for ensuring that learning and performance solutions have long-term resilience and impact. We conclude with reflections on the education and practice of instructional design consulting
Don\u27t Miss These Patients! The Experience of Working Full Time While Also Being a Caregiver
Get PDFThe project sought to understand the experiences of working professionals who are also the caregiver for others with a health care issue. A caregiver in this research study is an individual who provides personal, financial, social, physical, and or psychological support from individuals other than themselves. It has believed that a significant number of professionals serve as a caregiver for individuals such as, but not limited to, a parent, partner, significant other, spouse or child
FUSE Annual Report 2021
Get PDFThe Franklin University Scholarly Exchange (FUSE) officially launched in June 2020. Learn more about FUSE\u27s first year in our annual report complied by the Franklin University Library
The Ethical and Practical Challenges of Archiving Refugee Accounts: Reflections from Two Research Projects in the UK
Get PDFSince the 2015 ‘refugee crisis’, the lens of researchers has been increasingly focused upon asylum seekers and refugees around the world. Nevertheless, working in the field of refugee studies poses several methodological and data challenges. For example, there is a relative paucity of detailed statistical data on refugee stocks, which has led to researchers favouring the collection of personal, qualitative stories from refugee populations. Although this produces a substantial volume of rich narratives, these can be geographically and temporally specific. The collection of qualitative data is also expensive, time consuming, and labour intensive. Therefore, alongside the increasing institutional and mandatory demands to deposit qualitative material in open access repositories, there is growing recognition of the value of archiving refugee accounts. There are also significant challenges in archiving refugee interview transcripts to enhance broader knowledge. In this paper, we discuss the process of archiving refugee accounts to highlight the practical and ethical challenges of depositing sensitive material. Specifically, we draw upon the archival process that was required upon completion of two Research Council funded projects in the UK. This involved the preparation and depositing of interview transcripts from over 100 refugees. Key challenges that arose included the need to uphold interviewees’ confidentiality, the process of anonymisation, and determining the level of access to grant future users. Subsequent issues have involved responding to data requests, permitting selective release of data, and stipulating conditions for release. We then reflect more widely upon the tensions we encountered between procedural and micro-ethics, namely the difference between decisions based upon rules rather than judgement. In doing so, we consider key processes and highlight best practice to be adopted in the future archival of refugee stories
What is Critical Ethics and Why it Matters?
Get PDFAt its core, critical thinking is a purposeful mental activity that takes something apart, via analysis, and evaluates it on the basis of an intellectual standard. In this context, that something is an argument and the intellectual standard is logic, the study of arguments. This is important because, as Alfred Tarski notes (xiii-xiv), … logic, by perfecting and by sharpening the tools of thought, makes men and women more critical-and thus makes less likely their being misled by all the pseudo-reasonings to which they are incessantly exposed in various parts of the world today. The assurance that critical thinking is basic to ethics comes from the application of the logical principle of non-contradiction, which states…that when two ethical judgments are diametrically opposed, one must be mistaken (Ruggiero, 73, adapted). There is also the assurance that comes from logic being uncompromising in ethical matters, for it does not allow the luxury of ignoring the implications of our ethical judgments. Rather, it demands that we analyze ethical judgments by their logical implications (32, adapted). Critical Ethics (as a unified account of normative and meta-ethics) uses critical thinking to get around the limitations of personal belief and indoctrination to get to what ought to be done and why to improve the human condition. For, if we teach only moral beliefs (whether as a set of absolutistic or relativistic normative codes)-no matter how useful and even inspiring they may be to a particular culture or community-the adherent will have a hard time
Happy Hour with Robin Sacks
No full textRobin Sacks is the author of Get Off My Bus!: How to Get Clarity, Get in the Driver\u27s Seat, and Get Moving in Your Life! Introduction by Kristen Kuhlman, LSW, LHNA, MBA/HCM DHA Candidate