Instructional Design Masters – In this episode, I’m talking to Rebecca Hogue, a professor of instructional design at the University of Massachusetts Boston. He hosts his own podcast, Deconstructing Instructional Design. His vast experience, business acumen, and love for students’ “aha” moments make him a pleasure to listen to.
Rebecca is a lecturer in Instructional Design at the University of Massachusetts, Boston. It has a diverse history of educational design. From small business startups to consulting. Then move on to training, high performance, cooperation and higher education. He also hosts his podcast Demystifying Instructional Design.
Instructional Design Masters
Robin Sargent: I have Rebecca Hogue with me today, and she’s a professor at the University of Massachusetts, Boston. And he is a teacher of the program of teaching design. So welcome Rebecca, can you introduce yourself better?
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Rebecca Hogue: I’m Rebecca Hogue, and as you said, I teach in the Instructional Design program at the University of Massachusetts Boston, and I think I’ve had a background in teaching in a variety of settings. I started working in instructional design while working for a small family business. I’ve been able to do consulting work in a variety of design disciplines, including healthcare, but mostly technology issues like security writing. I have written about cryptography many times because I have done it there. After that I worked as a writing training manager for a crypto company. I read about cryptography and what crypto is based on. Then I went back to school and did a bit of work on a PhD and also did some research in healthcare and design in higher education. Before moving into teaching and design, I had experience in the business world, as well as experience in higher education. I currently teach an instructional design course, and I love the great moments that happen in this class. Then I teach a couple of large task-based learning in the program, which is also fun because the students are a little scared at first, and I can’t do that. Then they followed, surprising me and themselves with what they could come up with. So this change, again, one of the rewards of teaching is watching your students change. I’m a podcast host, and I host a podcast on translation tutorials.
Robin Sargent: So you’ve worked in the industry? Rebecca, how long did you work before you graduated? Or do you do both?
Rebecca Hogue: I’ve been in the business for about five years. And now I’m in college, but even though I’m thinking about going, it’s very different because I don’t have a change in my job at UMass Boston, not full. So I have more flexibility in other areas. So now I am working hard in a completely different way. I helped build a community building. I actually do a lot of online community building and writing policy and policy development for people. This is the level of need analysis and consultation. You know, many of the skills you develop as an instructional designer can be applied to many types of work that you don’t need to call an instructional designer. But it’s the same kind of work.
Robin Sargent: Oh, yeah, we’re very collaborative, even if it’s just thinking about the process that you go through to write a research paper. I use the same method to write the book I just finished, or the paper to go to. This design process is well suited for many other businesses. So now you’re a faculty member at UMass Boston. When most people want to become an instructional designer, one of the first questions they ask is do I need a college degree, that’s your job, right? Or should I get a certificate? Or should I go the way of creating a file like the IDOL class? So what is the benefit of Rabi’ah? What are the benefits of studying a master’s degree? And then I’ll ask you more questions.
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Rebecca Hogue: We are in graduate school, we have diplomas. Most people come and start with a certificate. And then when they are in, they will quickly reach the Masters. This is the case for most people, but it depends on where they come from. And you know, our students are middle-class workers, most of them have some kind of job. There are many teachers who want to switch to instructional design. But there are many experts that we have called designers, right? They practice teaching, but they have no training. And they, oh, I don’t know what we’re doing. So, getting into a graduate program can help you figure out why. But it’s a strange combination because it’s the quality of everything. This is not pure thought. The instructors in the program developed the curriculum. Many of us have done teaching models outside of the context of higher education before starting to teach on the job. We can clearly relate to some of the other experiences, which I think sets us apart a little bit. But back to your question, why did you do a Master’s degree, some people need a master’s degree. So I went back to school and saw when I had time to look for work elsewhere. This is the time in the company that I have worked for. I look back at what I’ve done, and that’s when I see design instruction, and I look back at what I’ve done in my career and realize, hey, this has a name, this that’s the job I want. Then I did some research and was told that I could do a certificate or study a week. At that time, a one-week course would cost me the same as a college degree. He didn’t do the same to me, did he? Because you can’t learn how to create a tutorial in a week, can you? To do this successfully, you need to practice and do. I looked at it and decided I always wanted to go to graduate school, I just didn’t know what. And when I was looking at it. I personally reviewed the books. I look at the curriculum, I want to do MBA. And I looked at the book and thought, “Oh, I’m afraid to read it. Then when I looked at the instructions for the program I created, then it was called distributed learning, today it is called technology learning. But at that time, online education was a very new concept at that time. And it’s amazing because it’s an online program. They may want to get a college degree, but something else has to happen.
Robin Sargent: You say your work is a possibility. But as we know, this is not all master of teaching design. Don’t think they are stuck. You know, some of them started getting the memo. I think he was influenced by hacks like me. I mean, I’ll have it. Then there are other benefits of a college degree that I’m sure you want.
Rebecca Hogue: Some people do it because they want a certificate. And this should be a testimony. Some people who come in have employers to pay, and they only pay for certain things. This is one of them, we include many ex-military people in our work. Here is one of the ways to go in again. But why do you do it? Do you like to study theory? This is one of them. You want to understand why people learn the way they do, not how. So I think part of it is because, like me, it’s not just the tools, we study the tools a little bit, but it’s the desire to understand more that the tools not teaching design. Is that right? The thought process behind it all. What do you think about it? How will you solve this problem? graduate program,
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