Leading Conversations on Metacognition and Accessibility in Higher Education: A Conversation with Maxine Frendel

Contributed by – Janan Boljevic

Headshot of Maxine Frendel
Maxine Frendel – Instructional Designer, Accelerate participant

The ID2ID program provides insight into instructional design work through a network of diverse, engaged professionals from around the world. Maxine Frendel, Accelerate participant, offered us her takeaways from the ID2ID program and her Accelerate project. 

A graduate of the University of Chicago for both her bachelor’s and master’s degrees, Frendel used her education in sociology and humanities to work as the assistant director of the Social Science Writing Program at her alma mater. The culmination of her teaching experiences in and out of the classroom lent themselves to her path into instructional design. 

An expert in authentic assessments, online discussions, active learning and equitable grading, Frendel joined the University of Illinois – Chicago as an instructional designer. There, she developed courses and partnerships with instructors to ensure instructional materials were engaging, accessible and equitable.

“I’ve always been mindful of people’s lived experiences and how that impacts them, especially students in the classroom,” said Frendel. “I’ve also always been passionate about accessibility, accommodation, taking… a holistic approach to learning versus very rigid policies.”

Having been established in her career for more than 10 years, Frendel was eager to be a part of a like-minded community like ID2ID to see the potential of creating student-central experiences in the classroom. With the program’s support, she felt she could showcase her expertise to a wider audience. 

“I have completed a lot of research on online discussions and metacognition, and that was what led me to ID2ID,” Frendel said. “I was interested in completing a project on metacognition to see how instructors could implement metacognitive practices into their classrooms.”

In the Accelerate program, the first part of Frendel’s project included publishing resources for metacognition, like weekly reflection journals, which are now implemented in courses that are running live. 

A presentation at the “Online Learning Consortium Accelerate Conference” in Orlando, Florida, made up the second part of Frendel’s work with the program. Her presentation, “Mindful Connections: Thoughtful Networking Through Meditation, Metacognition and Active Listening,” explored the relationship between these concepts while integrating ideas from the conference sessions.

“I’ve really been able to use those metacognition resources now in several of the course designs I’ve done at UIC…,” Frendel said. “On the online asynchronous space it’s especially valuable because it affords instructors insight to student thinking that they may not get online.”

Along the way, Frendel noticed the supportive and constructive community ID2ID fostered. She was able to connect with the ID community to learn about the role of instructional design at other universities and bounce ideas off of a supportive group.

“It was a very positive, good-vibes working environment. I got a lot of great feedback, too, so I was very grateful for the support of the ID2ID program along the way,” said Frendel.

As her time with Accelerate came to an end, Frendel had her own advice to share for those looking to start a project of their own. 

“Don’t be frightened, just jump,” said Frendel. “When I applied, I don’t think I felt confident in my idea because I wasn’t sure where I was yet, so I feel like if I hadn’t taken that leap and just applied, none of this would’ve ever happened.”

Interested in the Accelerate Tier of the ID2ID program? First, please apply to be included in the next Engage cohort. Then, you will have an opportunity to submit a project proposal to join the next Accelerate cohort.

Spearheading the introduction of liquid syllabi, an interview with Accelerate participant Kimberly King

Contributed by – Pauline John and Janan Boljevic

A headshot of Kimberly King, a woman wearing a white blouse, gold hoop earrings, and muted purple makeup. Her hair is pulled back and she is smiling brightly at the camera.
Kimberly King – Instructional Designer, Instructor, Entrepreneur

The ID2ID program provides instructional designers with the opportunity to connect with others in the ID field and share their ideas for improving the learning experience for both students and educators. We had a conversation with Kimberly King, a past Accelerate participant, to learn about her work and experiences with the program.

I: Hello Kimberly, thank you for participating in this interview for our Spotlight article. To start us off could you please tell us about yourself, your current job title, your background, and what motivated you to choose your career path?

Kimberly King: I have been an Online Marketing Professor since 2017. My educational background includes a B.S. in marketing with a minor in public relations followed by an M.S. in digital media and mass communication. I also own a business that focused on marketing when I started it in 2019 and has evolved into a business and marketing consulting practice called KiKua Consulting. The opportunity to teach presented itself after I received my master’s degree. In recent years, I have been trying to transition out of teaching into instructional design. 

I: What drew you to the ID2ID program? 

KK: I was drawn to the program after it was recommended to me by someone who knew I was interested in instructional design. 

I: Can you share your personal experience engaging with the ID2ID program? 

KK: I am a former participant in the Engage and Accelerate programs where I redesigned one of the courses that I am teaching and developed a liquid syllabus for the previously mentioned course. During these programs, I was able to connect with people who were interested in getting into the ID field and those who have had years of experience in the field. 

I: Can you please share about your Accelerate project? 

KK: I developed a liquid syllabus for my eMarketing and Social Media course that has become the blueprint for other instructors and has allowed my online students feel better prepared for the course. This became the first introduction of a liquid syllabus for many of my students and they found it very beneficial. 

I: Could you please share a little bit more about your liquid syllabus and how it was beneficial for your students? 

KK: Yes, a liquid syllabus is one which is easily adaptable and more interactive for students. The syllabus includes various links for the course, the institution, and how-to videos for the course. It is an opportunity for the students to get to know their instructor, to be prepared for the course and what is expected of them like preferred modes of communication, course protocols etc.  

I: How has your experience with the ID2ID program inspired or supported other teachers in your Institute? 

KK: It inspired other instructors to include this within their course as an introduction, receive feedback, and keep their courses current. Many of them had not heard of a liquid syllabus and preferred this over the current syllabus. 

I: How do you think your prior experiences supported your participation in Accelerate program? 

KK: My prior experience of working in education and going through the previous cohort with ID2ID supported my experience in the Accelerate by being a sounding board and meeting other people who shared similar experiences or wanted to expand their knowledge in the ID field. The cohort forced me to be accountable and make sure I completed my deliverables. In the end, I was able to produce something that benefitted more people than I could imagine. 

I: What would be your advice to someone else submitting a project proposal for the Accelerate tier? 

KK: My advice would be to thoroughly flesh out your ideas and then narrow it down to one concept that can be completed in the allotted timeframe. 

I: Thank you for your time. We wish you the best in your journey as an instructor and an entrepreneur. 

Interested in ID2ID program? Please apply to be included in the next Engage cohort.

Instructional Designers as Change Agents in Higher Education – An Interview with Jiaqi Yu, past ID2ID Accelerate Participant

Contributed by – Justin Allison, ID2ID Advisory Committee Member 

Image of Jiaqi-Yu
Jiaqi Yu
Senior Instructional Designer – University of North Texas Health Science Center

The ID2ID program provides instructional designers in higher education an opportunity to connect with colleagues using a tiered approach: Engage, Ignite, and Accelerate. Click here to learn more about each tier. The ID2ID Advisory Council is getting ready to launch the next cohort of Accelerate, our project-focused tier that provides an opportunity to elevate your knowledge and ideas in order to help advance the profession. We reached out to one of past participants, Jiaqi Yu, to learn more about her experiences within this tier.

Justin:  Jiaqi, thank you for taking time to chat with the ID2ID community today! Tell us a little bit about yourself.

Jiaqi: Hi everyone. My name is Jiaqi Yu. I am a Senior Instructional Designer at the Division of Academic Innovation, University of North Texas Health Science Center (Fort Worth, TX). I became interested in the field of instructional design when I was working on my master’s degree and involved in a grant-funded project at the University of Toronto (Toronto, ON). I am excited to share that I graduated from Iowa State University (Ames, IA) in May 2022 with my Ph.D. degree, majoring in Education (Curriculum and Instructional Technology) and co-majoring in Human Computer Interaction. I enjoy working as an ID in higher education, which allows me to collaborate with faculty and staff in various disciplines to optimize the learning experience for all learners. I believe IDs in higher education are truly the change agents who can bring change to the organization and facilitate the implementation of innovations. I have constantly been studying my professional practice and applying evidence-based principles to my work, and always looking forward to collaborating with other IDs to contribute to the body of knowledge in this field.

Justin: We are excited to have you within our ID2ID community! What drew you to the ID2ID program?

Jiaqi: I learned about the ID2ID program through a virtual presentation at the OLC Innovate 2022 conference in April 2022. I was so excited and immediately submitted my application because the concept behind this community is perfectly aligned with my passion and interests. My Ph.D. dissertation focused on designing a Community of Practice (CoP) in an online class and examining how a group of graduate students as novice IDs perceived their learning experience. As a social constructivist, I strongly believe in the collaborative nature of learning and the power of informal learning within a community. That is why I decided to participate in this program and plan to further expand my research grounded in the theoretical constructs of CoPs.

Justin: Can you share your personal experience engaging within the ID2ID community?

Jiaqi: Since joining the ID2ID community in April 2022, I have learned a lot by following different channels, asking questions, and initiating small talks. I particularly love the channel “Book Study” and have participated in several monthly meetings with a group of IDs who are always generous in sharing stories and experiences. In the past fall, we read a book about Universal Design for Learning (UDL) together and acquired a lot of best practices and examples through our conversations and discussions. I also participated in the three-month track as part of the Accelerate tier program from June to August. Starting in September, I joined the Ignite tier and became a mentor leading a small group of IDs. I am beyond grateful for my experience so far within the ID2ID community for helping me connect with so many like-minded peers and continue to advance my professional development.

Justin: I had the pleasure of watching the progression of your work within the Accelerate tier. Tell us about your Accelerate project.

Jiaqi: I participated in the three-month track as part of the Accelerate tier from June to August. My capstone project was related to my job at UNTHSC while I was part of a working group to identify a project management solution for our department/institution. My final deliverable is a narrated presentation summarizing my work, including designing and analyzing a campus-wide needs assessment survey, comparing three popular project management software, and creating a RICI matrix to define the roles and responsibilities that different stakeholders might play in a course design project.

Justin: What would be your advice to someone else submitting a project proposal for the Accelerate tier?

Jiaqi: For those who plan to submit a proposal for the Accelerate tier, you may want to keep it simple and realistic. Every ID recognizes the importance of drafting measurable and specific learning objectives but sometimes needs to remember how busy we could be. Make sure to consider all the contextual factors and think through your entire plan while setting up your goals and milestones for 3 or 6 months. Based on my experience, it would be easier for a new member to participate in the Ignite tier first and then join the Accelerate tier. Most of my mentees prefer working on their projects or getting started with a new idea after joining the Ignite tier. It would be beneficial if they could continue working on their project and try to wrap it up through the Accelerate tier. This cohort-based program would help you connect with other IDs and hold you accountable. If you want to learn more about my experience or have any additional questions, I look forward to connecting with you on LinkedIn.

Justin: It has been a pleasure chatting with you. Thank you for your time!

Interested in the Accelerate Tier of the ID2ID program? First, please apply to be included in the next Engage cohort. Then, you will have an opportunity to submit a project proposal to join the next Accelerate cohort.

Giving back to the Instructional Design Community- An Interview with James Washok, past ID2ID Mentor

Image of James Washok
James Washok
Instructional Designer – Learning and Development

Contributed by – Ed Beck, ID2ID Advisory Council Member 

The ID2ID program provides instructional designers working in higher education an opportunity to engage a community of colleagues who share the same passion for advancing teaching and learning 

This program is designed to help participants grow professionally by focusing on common areas of interest: faculty development, academic transformation, digital literacies, accessibility, assessment, open education, and learning spaces, among others. 

The ID2ID Advisory Council is getting ready to launch the next cohort of Ignite, our mentorship tier that connects instructional designers with experienced mentors or pairs groups of similarly experienced buddies together. We reached out to one of past mentors, James Washok to learn more about his experiences in the program. In addition to working as a mentor in the past, James is known in the ID2ID community for generously hosting pop-up workshops for our entire ID2ID community in topics like Articulate 360, Storyline, or Adobe Creative Cloud applications.  

Ed: Hi James! First, thank you for taking the time to share with us today. Tell us a little bit about yourself.  

James: Like quite a few folks, I found myself “accidentally” becoming an ID. I am an educator at heart, with a degree in secondary science education. I actually placed my content online back in 1999 when LMS’ were unheard of and most web pages were hand-coded! I didn’t actually “become” an ID until 2016. However, between 1999 and then, I consistently created educational and training materials at my main organization, propelling me into the instructional design world. After taking over the main position at FlightSafety International as their lead – and sole – instructional designer, I’ve gone on to complete two Master’s Degrees in the field (M.Ed. in Curriculum Development/Instructional Design and an MS in Instructional Design Technology). During the last 8 years, I’ve not only maintained my role at FSI, but have also worked with Brinks Home Security (curriculum development consultant), Lockheed Martin (senior instructional designer), and most recently, was picked up by D.R. Horton to create – and lead – a new Learning and Development team of instructional designers and outside contractors/consultants. 

Ed: We are so happy to have you and your experience as part of our community. What drew you towards the ID2ID Program? 
 
James: I had a long-time friend and colleague who introduced me to the Program. When the notice went out that the ID2ID Program was looking for mentors, I thought it would be a great experience to work with like-minded individuals and basically network. The pairing of Educause and Penn State University (I’m originally from Edinboro, PA) was also a bonus in my mind as I respect both organizations for what they’ve done in their respective fields. I truly wanted to “pick others’ brains” for a bit seeing as how I am in corporate settings and wanted to know the differences (and similarities) in the educational world as well. 

Ed: What was your favorite thing about the ID2ID program? 
 
James: One, how easily our group “fit” with one another. It was as if we truly were placed with one another with a purpose. The variety of backgrounds and personalities – along with location – was refreshing. I’ve worked with colleagues from all over the world, so this was nothing new. However, being in a setting where we were working together for a common goal, rather than working on Projects with tight deadlines and meeting strict regulatory standards, was great! 
 
Two, the freedom to create and work on a project that the group could benefit from as a whole. With the feedback we received from the Advisory Committee, the group ended up with a strong Project that they could not only be proud of but use as a resource for their resumes should they ever choose to leave the positions they were in at the time. 
 
Three, the ID2ID Advisory Council folks themselves. On a few of our meetings, it would often be just a few of them and myself. It was wonderful “talking shop” with some truly experienced folks who shared the same passion and drive for innovation and perfection that motivates me every morning. 

Ed: Our ID2ID program is separated into multiple tiers. Our first tier, Engage, connects Instructional Designers to the ID2ID community in Slack. Our second tier, Ignite matches Instructional Designers in a structured mentorship program, with goal planning and reflective assignments. Can you speak about your different experiences in the ID2ID program, both leading some sessions that were open to all as part of our Engage tier and also being a mentor to a group of Instructional Designers as part of an Ignite Tier? 
 
James: As a mentor, I was blessed with a great group of four very different individuals from all over. Most were in academia in some form or another, so their interest in the corporate realm was a relief as I would ask myself, “What can I offer to these people?” But it was, again, as if we were hand-picked and purposely placed together. When it came time to figure out what we were going to work on, I simply let them make the decision – I had my own thoughts. It was another eye-opener when all four agreed upon one of the Projects I was going to suggest to them. Acting more like a facilitator and guide, it was an experience I look forward to sharing again in the future. 
 
During the time – and even after (now) – I also found, through the chats and Slack discussions – that many of the participants in ID2ID had questions/concerns about specific applications, tools, and methods that I knew I had a lot of experience with. So, I offered weekly webinars on using tools like Articulate Storyline 360, discussed supporting applications like Adobe CC and Camtasia, and then went on to do a series on the science of visual design.  
 
I wouldn’t have been able to do any of those – with any amount of confidence – were it not for the support of this Program. 

Ed: Your contributions to the community are wonderful. Thank you for being so generous with your time. What would your advice be to someone considering being a mentor in our program? 
 
James: Do it! It may seem overwhelming and confusing at first, especially if you’ve never done anything like this before, but it is so worth it. Have an open mind and realize that you may have some people in your group that have years of experience and are looking for guidance to something new as well as new folks who have limited knowledge and experience who are looking for you to guide them and share your experiences without necessarily “teaching” or “coaching” them.  

Be patient and approach it as if you were having a conversation with a family member or close friend, not a teacher. And above all…have fun. It’s not hard to do that. I had a lot of fun with our group, and I hope they had as much fun as I did. We are connected and remain connected on LinkedIn, sharing experiences and “wins” whenever we get them. And if you have some experience in applications, tools, methods, etc. that you can share with the group, reach out and see if there’s interest in holding meetings with people outside your group.  

Ed: Thank you for your time!  

Interested in ID2ID program? Please apply to be included in the next Engage cohort.