Stakeholders
The stakeholders for this instructional activity are the learners, the instructors, lab technicians/teaching assistants, and the department in which the course is embedded. The dynamic between the instructor and learners are typical of college instruction. The learners will be receiving the content of the instructional design and the instructor will be delivering or facilitating the instructional design. Both are central stakeholders and the primary interests of the course.
The lab techs/TAs will have a unique role in the dynamic of this instructional design. In addition to helping in the classroom, they will be on-hand during the off-hours, supervising recording studio lab times, observing the learners outside of the formal classroom and helping to guide them through some of their recording assignments. They’ll be able to see things that aren’t obvious in the classroom environment. They’ll hear questions that won’t come up in the classroom. They’ll also have a different dynamic with the students and may be privy to the learners’ thoughts or frustrations which the students might not otherwise divulge to the instructors directly.
The department must be considered intentionally because recording classes vary from school to school. For example, sometimes they are core to the curriculum of a technical certificate program and sometimes they are ancillary electives in a traditional music performance program. Sometimes they have more to do with media, journalism, or mass communication departments. In each of these cases, the goals of the instruction will likely be different. The needs of the department must inform the instructional design for the sake of the mission of the department in which the recording course is nested.
The lab techs/TAs will have a unique role in the dynamic of this instructional design. In addition to helping in the classroom, they will be on-hand during the off-hours, supervising recording studio lab times, observing the learners outside of the formal classroom and helping to guide them through some of their recording assignments. They’ll be able to see things that aren’t obvious in the classroom environment. They’ll hear questions that won’t come up in the classroom. They’ll also have a different dynamic with the students and may be privy to the learners’ thoughts or frustrations which the students might not otherwise divulge to the instructors directly.
The department must be considered intentionally because recording classes vary from school to school. For example, sometimes they are core to the curriculum of a technical certificate program and sometimes they are ancillary electives in a traditional music performance program. Sometimes they have more to do with media, journalism, or mass communication departments. In each of these cases, the goals of the instruction will likely be different. The needs of the department must inform the instructional design for the sake of the mission of the department in which the recording course is nested.