Iryna Ashby, PhD, Instructional Designer

Designer of learning experiences, researcher, interdisciplinary visionary, lifelong learner

My Professional Goals

Finding a balance between research efforts to move the field forward and also to translate science into practice by proactively engaging in design for adult learners. My particular research interests include interdisciplinary and competency-based education.

In turn, best practices that are not yet fully explored by the field of learning design but that have shown promise in practice or in other fields also ignite my research curiosity and the need to understand benefits and implications.

Teaching Experiences in Higher Education (click to view)

Graduate courses: EDCI 591 Preparing Faculty to Teach Online (co-instructor, Fall 2016): course support, presentations, grading and feedback, future course planning EDCI 627 Educational Software Design (TA, Fall 2016-2019): course presentations, grading and feedback, co-designer of significant course redesign in 2019 EDCI 528 Human Performance Technology (TA, Summers 2015-2019): development of case studies, grading and feedback, future course planning EDCI 531 Learning Theory and Instructional Design (TA, Spring 2015): grading and feedback EDCI 670 Learning Design and Technology Portfolio (TA, Fall 2014): grading and feedback Undergraduate courses: PTEC 407 E-Portfolio Workshop (TA, Fall 2016): support for students to meet competency requirements/badges, development of exemplars
Invited Workshops (click to view)

From Competency Definition to Assessment Design: Preparing for Competency-Based Education. Pre-Conference Workshop at 2018 International AECT Conference, Kansas City, MI: Co-design and co-presentation of the teaching and assessment materials (Caskurlu, S., & Ashby, I., 2018). Teaching Online in Three Steps. Invited Faculty Development Presentation, Asbury, KY: Co-design and co-presentation of the teaching and assessment materials (Caskurlu, S., & Ashby, I., 2018). Towards transdisciplinarity in higher education. Invited Presentation for the Graduate Seminar sponsored by Career and Technical Education, Department of Curriculum & Instruction, Purdue University, West Lafayette, IN.: Co-design of presentations and workshop materials (Exter, M., & Ashby, I., 2017). Using Digital Badges in Competency-Based Degree Programs. Invited Presentation for Australasian Council on Open, Distance and e-Learning, Melbourne, Australia: Co-design of presentation and workshop materials (Exter, M., Ashby, I., & Caskurlu, S., 2017).
Awards (click to view)

2019 Purdue Graduate School Excellence in Teaching Award DDL Distance Education Best Practices Award, 2nd Place, AECT 2016, Oct 18-21, Las Vegas, Nevada 2016 Award for Excellence in Distance Learning Graduate Credit Award, Provost Office for Teaching and Learning, Purdue University, April 2016, Award Amount: $1,000

About The Portfolio

This portfolio reflects diverse sides of my professional intent. However, it is also just a snapshot of the current state of my interests and endeavors. Learning and professional growth are an integral part of my identity, therefore, I will continue exploring processes, fields, and subjects to inform my own research, teaching, and design experiences.

Research & Scholarship

This section details out my research interests, including competencies, competency-based education, interdisciplinary education, and lifelong learning. However, I am also interested in exploring best practices and how they can inform my research.

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teaching & Learning

This section reflects my foundational beliefs about teaching and learning, as well as teaching experience in a higher education and professional environments.

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DESIGN& Development

This section includes examples of my design and development experience in a face-to-face, online, and blended learning environments in higher education and professional environments.

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I am fascinated by:

the impact of design - instructional and visual - on our learning
the power of visuals
the interplay of diverse fields that help us explain reality
the power of choice and autonomy on individual learning pathways in a competency-based and/or interdisciplinary environments

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I do:

Mixed-Methods Research

eLearning Blended Learning

Learning Design

Multimedia Learning

Information Visualization

Data Analysis & Visualization

About

Me

I view learning design as

multifaceted and interdisciplinary, while combining the following aspects:

Learning Design as a...

I have adapted the four definitions by Sara McNeil , and added an additional one to reflect my vision

Process

a systematic development of instruction using learning and instructional theories and principles that allow to ensure its quality. It is the entire process from the analysis of needs to the development of materials, and evaluation of learner success and the program as a whole

Discipline

a branch of knowledge focused on research and theory about instructional strategies and the process for developing and implementing those strategies in diverse formats and environments.

Science

a framework for development, implementation, evaluation, and maintenance of learning at all levels of complexity. I would also add that as a science, ID should be interdisciplinary in nature, not only in terms of the content developed by ID professionals, but also because to be effective, it should adopt and reflect steps forward made in other fields: from psychology to design

Reality

a reflective process that is informed by reality and is in turn helps designers reflect reality in learning

Art

I would also add that while science and reality play a key role in the design of learning experiences, visual design, avoiding the interruption of the flow within the learning environment, and other strategies to make the learning experience engaging play are inherent parts of instructional design. A good visual and aesthetically sound design can help address meta-cognitive needs, create motivation, awake pleasure, and support overall engagement.