Jerod Quinn, M.Ed, is an Instructional Designer for the Course Design and Technology department at the University of Missouri, where he works with faculty designing and creating online classes. He has been working as an instructional designer for almost a decade and in higher education for even longer. He has taught online classes in instructional design and face-to-face classes in educational technology. Leaning on his education, online teaching experience, and professional network, he works with faculty to create significant learning experiences online, face-to-face, and blended across disciplines. He’s been a POD Network member for several years and is currently in pursuit of a Ph.D. in Educational Psychology with an emphasis in quantitative research from the University of Missouri.

“Creating high-quality online courses involves more than writing objectives and content alignment. Instructional designers (IDs) must also learn to navigate the higher education landscape and build mutually respectful, collaborative relationships with faculty. The Learner-Centered Instructional Designer introduces the reader to multiple “mentors” who have mastered these challenges and come out the other side with concrete, practical advice. It serves as an excellent resource for IDs new to higher education.”Andrea Gregg, Director of Online Pedagogy and Credentialing; Assistant Teaching Professor, Department of Mechanical Engineering, College of EngineeringThe Pennsylvania State University"The Learner-Centered Instructional Designer is the book I needed in my hands when I started in higher education instructional design. Quinn and colleagues have crafted a practical, affirming, and empowering book that will shape your practice and be a mainstay on your reading list. This book centers design practice on the things that matter most for instructional designers: collaboration, intentionality, and relationships. Every early career designer and design student should own this book."Jason Drysdale, Director of Instructional Design & Program DevelopmentUniversity of Colorado"The importance of excellent online education—And of well-equipped instructional designers—has never been clearer. The Learner-Centered Instructional Designer provides a guidebook for new designers navigating a complex role as guide, learner advocate, and design partner. Full of practical and immediately applicable strategies, each chapter puts the learner at the center, focusing on everything from productive consultations, skill-building, and key frameworks for learning and teaching, as well as ideas for further reading and professional development."Deandra Little, assistant provost & director, Center for the Advancement of Teaching and Learning; professor of EnglishElon University

• Foreword—Flower Darby Acknowledgments Introducation. Always Learner Centered—Jerod Quinn Part One. Instructional Design in Academia. A Common Core with Different Approaches 1. Concierge Model. The Full-Service Guide—Rayne Vieger 2. Consultation Model. At the End of the Day—Jerod Quinn Part Two. Building Faculty Trust. You Can Trust Me, I’m a Professional 3. Building Trust. Creating a Climate of Trust, Care, and Collaboration Among Instructional Designers and Faculty—Christopher Grabau 4. Having Boundaries. I’m Not Your Personal Assistant—Olena Zhadko 5. Faculty Perspectives. A (Love?. Letter to Instructional Designers—Tom Warhover 6. Grounded in Research. Be Good, or at Least Evidence Based—Johanna Inman Part Three. Frameworks That Touch Everything. The Lenses We Work With 7. Learning Online. The Internet Should be Used for More Than Just Do-It-Yourself Videos—Josie G. Baudier 8. Universal Design for Learning. Everybody Gets to Learn—Carl S. Moore 9. Decentralizing Whiteness. Where Do We Start?—German E. Vargas Ramos 10. Motivation for Learning. If We Build it, Will They Come?—Traci Stromie 11. Metacognition and Reflection. How We Know What We Know and Don’t Know—Kathryn E. Linder 12. Leveraging Technology. It’s New and Shiny, So It Must Be Good for Learning—Bonni Stachowiak Part Four. Components of Online Classes. Practical Evergreens 13. Course Structure. Spend Time Engaging With Course Materials, Not Hunting for Them—German E. Vargas Ramos 14. Multimedia. Moving Beyond Passive to Active Learner Engagement—Danilo M.Baylen, Jonathan Gratch, and Linda Haynes 15. Group Work. Online Collaboration Isn’t Always Horrible—Emily Goldstein 16. Synchronous Learning. Good to See You Again—David Wicks and Annie Tremonte 17. Discussion Forums. Our Love-Hate Relationship With Discussion Forums—Shannon Riggs 18. Presence. Online Courses Still Have to Be Taught—Olena Zhadko 19. Remote Instructional Design. The Best We Can—Tammy M. McCoy and Jerod Quinn Conclusion. A Day in the Life—Jerod Quinn Annotated Biographies Editor and Contributors Index

Jerod Quinn, M.Ed, is an Instructional Designer for the Course Design and Technology department at the University of Missouri, where he works with faculty designing and creating online classes. He has been working as an instructional designer for almost a decade and in higher education for even longer. He has taught online classes in instructional design and face-to-face classes in educational technology. Leaning on his education, online teaching experience, and professional network, he works with faculty to create significant learning experiences online, face-to-face, and blended across disciplines. He’s been a POD Network member for several years and is currently in pursuit of a Ph.D. in Educational Psychology with an emphasis in quantitative research from the University of Missouri.

“Creating high-quality online courses involves more than writing objectives and content alignment. Instructional designers (IDs) must also learn to navigate the higher education landscape and build mutually respectful, collaborative relationships with faculty. The Learner-Centered Instructional Designer introduces the reader to multiple “mentors” who have mastered these challenges and come out the other side with concrete, practical advice. It serves as an excellent resource for IDs new to higher education.”Andrea Gregg, Director of Online Pedagogy and Credentialing; Assistant Teaching Professor, Department of Mechanical Engineering, College of EngineeringThe Pennsylvania State University"The Learner-Centered Instructional Designer is the book I needed in my hands when I started in higher education instructional design. Quinn and colleagues have crafted a practical, affirming, and empowering book that will shape your practice and be a mainstay on your reading list. This book centers design practice on the things that matter most for instructional designers: collaboration, intentionality, and relationships. Every early career designer and design student should own this book."Jason Drysdale, Director of Instructional Design & Program DevelopmentUniversity of Colorado"The importance of excellent online education—And of well-equipped instructional designers—has never been clearer. The Learner-Centered Instructional Designer provides a guidebook for new designers navigating a complex role as guide, learner advocate, and design partner. Full of practical and immediately applicable strategies, each chapter puts the learner at the center, focusing on everything from productive consultations, skill-building, and key frameworks for learning and teaching, as well as ideas for further reading and professional development."Deandra Little, assistant provost & director, Center for the Advancement of Teaching and Learning; professor of EnglishElon University

• Foreword—Flower Darby Acknowledgments Introducation. Always Learner Centered—Jerod Quinn Part One. Instructional Design in Academia. A Common Core with Different Approaches 1. Concierge Model. The Full-Service Guide—Rayne Vieger 2. Consultation Model. At the End of the Day—Jerod Quinn Part Two. Building Faculty Trust. You Can Trust Me, I’m a Professional 3. Building Trust. Creating a Climate of Trust, Care, and Collaboration Among Instructional Designers and Faculty—Christopher Grabau 4. Having Boundaries. I’m Not Your Personal Assistant—Olena Zhadko 5. Faculty Perspectives. A (Love?. Letter to Instructional Designers—Tom Warhover 6. Grounded in Research. Be Good, or at Least Evidence Based—Johanna Inman Part Three. Frameworks That Touch Everything. The Lenses We Work With 7. Learning Online. The Internet Should be Used for More Than Just Do-It-Yourself Videos—Josie G. Baudier 8. Universal Design for Learning. Everybody Gets to Learn—Carl S. Moore 9. Decentralizing Whiteness. Where Do We Start?—German E. Vargas Ramos 10. Motivation for Learning. If We Build it, Will They Come?—Traci Stromie 11. Metacognition and Reflection. How We Know What We Know and Don’t Know—Kathryn E. Linder 12. Leveraging Technology. It’s New and Shiny, So It Must Be Good for Learning—Bonni Stachowiak Part Four. Components of Online Classes. Practical Evergreens 13. Course Structure. Spend Time Engaging With Course Materials, Not Hunting for Them—German E. Vargas Ramos 14. Multimedia. Moving Beyond Passive to Active Learner Engagement—Danilo M.Baylen, Jonathan Gratch, and Linda Haynes 15. Group Work. Online Collaboration Isn’t Always Horrible—Emily Goldstein 16. Synchronous Learning. Good to See You Again—David Wicks and Annie Tremonte 17. Discussion Forums. Our Love-Hate Relationship With Discussion Forums—Shannon Riggs 18. Presence. Online Courses Still Have to Be Taught—Olena Zhadko 19. Remote Instructional Design. The Best We Can—Tammy M. McCoy and Jerod Quinn Conclusion. A Day in the Life—Jerod Quinn Annotated Biographies Editor and Contributors Index

Jerod Quinn, M.Ed, is an Instructional Designer for the Course Design and Technology department at the University of Missouri, where he works with faculty designing and creating online classes. He has been working as an instructional designer for almost a decade and in higher education for even longer. He has taught online classes in instructional design and face-to-face classes in educational technology. Leaning on his education, online teaching experience, and professional network, he works with faculty to create significant learning experiences online, face-to-face, and blended across disciplines. He’s been a POD Network member for several years and is currently in pursuit of a Ph.D. in Educational Psychology with an emphasis in quantitative research from the University of Missouri.

“Creating high-quality online courses involves more than writing objectives and content alignment. Instructional designers (IDs) must also learn to navigate the higher education landscape and build mutually respectful, collaborative relationships with faculty. The Learner-Centered Instructional Designer introduces the reader to multiple “mentors” who have mastered these challenges and come out the other side with concrete, practical advice. It serves as an excellent resource for IDs new to higher education.”Andrea Gregg, Director of Online Pedagogy and Credentialing; Assistant Teaching Professor, Department of Mechanical Engineering, College of EngineeringThe Pennsylvania State University"The Learner-Centered Instructional Designer is the book I needed in my hands when I started in higher education instructional design. Quinn and colleagues have crafted a practical, affirming, and empowering book that will shape your practice and be a mainstay on your reading list. This book centers design practice on the things that matter most for instructional designers: collaboration, intentionality, and relationships. Every early career designer and design student should own this book."Jason Drysdale, Director of Instructional Design & Program DevelopmentUniversity of Colorado"The importance of excellent online education—And of well-equipped instructional designers—has never been clearer. The Learner-Centered Instructional Designer provides a guidebook for new designers navigating a complex role as guide, learner advocate, and design partner. Full of practical and immediately applicable strategies, each chapter puts the learner at the center, focusing on everything from productive consultations, skill-building, and key frameworks for learning and teaching, as well as ideas for further reading and professional development."Deandra Little, assistant provost & director, Center for the Advancement of Teaching and Learning; professor of EnglishElon University

• Foreword—Flower Darby Acknowledgments Introducation. Always Learner Centered—Jerod Quinn Part One. Instructional Design in Academia. A Common Core with Different Approaches 1. Concierge Model. The Full-Service Guide—Rayne Vieger 2. Consultation Model. At the End of the Day—Jerod Quinn Part Two. Building Faculty Trust. You Can Trust Me, I’m a Professional 3. Building Trust. Creating a Climate of Trust, Care, and Collaboration Among Instructional Designers and Faculty—Christopher Grabau 4. Having Boundaries. I’m Not Your Personal Assistant—Olena Zhadko 5. Faculty Perspectives. A (Love?. Letter to Instructional Designers—Tom Warhover 6. Grounded in Research. Be Good, or at Least Evidence Based—Johanna Inman Part Three. Frameworks That Touch Everything. The Lenses We Work With 7. Learning Online. The Internet Should be Used for More Than Just Do-It-Yourself Videos—Josie G. Baudier 8. Universal Design for Learning. Everybody Gets to Learn—Carl S. Moore 9. Decentralizing Whiteness. Where Do We Start?—German E. Vargas Ramos 10. Motivation for Learning. If We Build it, Will They Come?—Traci Stromie 11. Metacognition and Reflection. How We Know What We Know and Don’t Know—Kathryn E. Linder 12. Leveraging Technology. It’s New and Shiny, So It Must Be Good for Learning—Bonni Stachowiak Part Four. Components of Online Classes. Practical Evergreens 13. Course Structure. Spend Time Engaging With Course Materials, Not Hunting for Them—German E. Vargas Ramos 14. Multimedia. Moving Beyond Passive to Active Learner Engagement—Danilo M.Baylen, Jonathan Gratch, and Linda Haynes 15. Group Work. Online Collaboration Isn’t Always Horrible—Emily Goldstein 16. Synchronous Learning. Good to See You Again—David Wicks and Annie Tremonte 17. Discussion Forums. Our Love-Hate Relationship With Discussion Forums—Shannon Riggs 18. Presence. Online Courses Still Have to Be Taught—Olena Zhadko 19. Remote Instructional Design. The Best We Can—Tammy M. McCoy and Jerod Quinn Conclusion. A Day in the Life—Jerod Quinn Annotated Biographies Editor and Contributors Index