Forgard-Kroening Partners in Design

Partners in DesignProfessor and Instructional Designer Collaboration in Professional Development Course Design

Kevin Forgard: Instructional Design Consultant - UW Colleges Online Dubear Kroening: Associate Professor Biological Science - UW Fox Valley

TECH: Technology and Education in the Classroom and at Home

May 22, 2014

Faculty Instructional Designer

Administrator

Other

Audience background

Session Objectives:

• Discuss foundations• Instructional design at UW Colleges

Online• Presentation on our project: TOL 101• Some data points• Highlights of TOL 101

Driving Questions

• What sort of relationship is cultivated between instructional designers and faculty?

• How does this relationship extend into a professional development course design?

• How does the delivery of the professional development course extend to participant course design and delivery?

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Audience Knowledge

What is the role of an instructor?

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Audience Knowledge

What is the role of the instructional designer?

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Audience Knowledge

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What is learning?What is instruction?

Example Models

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Faculty

Instructional Designer

Instructional Designer

Faculty

Example Models

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Content

IDFac

Meeting point

• merkale

Take a mental break

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Instructional Design

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Design or (instructional design) is about people.

RelationshipsCollaboration, and Reflection

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Instructional Design

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• Design directed towards the practical purpose of learning.

• Creates system of materials in which students

learn.

• Practices include analysis of learning and performance problems, design, develop, implement, and evaluate instruction and non-instructional processes intended to improve learning and performance.

Rowland, 1993; Reiser, 2007, Etrmer et al, 2013

Instructional Design@UWC Online

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UWC Online Instructional Design Team

Kevin Crow: Instructional Design Project Manager

Instructional Design Consultants:

• Marcy Dickson• Kevin Forgard• John Hollenbeck

Karla Farrell: D2L Admin

UW Colleges

Pat Fellows

Instructional Design@UWC Online

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Instructional Design Consultant• Department liaison

• Course design support• Professional

development

The Project: Teaching Online 101

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TOL 101: Forgard & KroeningHow to deliver

an online course

TOL 102: HollenbeckHow to develop

an online course

The Project: Teaching Online 101

TOL 101: Teaching Online 101

• Designed for first-time faculty who are teaching online

• Focus is on delivery of an online course• Centered around “core course design”

modifications

TOL 101 Design Process

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S STEP 1

• Meet and greet• Establish communication• Set deadlines and define parameters

TOL 101 Design Process

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S STEP 2 • Establish learning outcomes

• Brainstorm sequence• Share ideaswww.Evernote.com

TOL 101 Design Process

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STEP 3• Collect and compile content• Share and generate feedback

STEP 4• Share with ID colleagues• Generate feedback and revise

STEP 5

• Redesign plan and map course

TOL 101 Design Process

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S STEP 6• Create content (who writes

what?)• Begin building in D2LSTEP 7• Recruit and run alpha course• Collect evaluation data and

revise

TOL 101 Design Basics

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Module breakdownModule Organization

Section Function

Pre-learning activity Introduces learners to module topic through example review or case study

Overview Short video and text introducing module

Content-Readings Direct instruction of concept with optional readings: WADE/SWIM/DIVE

Discussions Reflective discussion on topic

Deliverable Project learners do to apply new knowledge

TOL 101 Design Basics

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Five Week-long Modules

Module 1: The Environment of eLearning

Module 2: Facilitating Learning in an Online Course

Module 3: Online Course Assessment Strategies

Module 4: Promoting Online Student Success

Module 5: Course Reflections and Wrap-up

TOL 101 Example

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Lesson Overview Videos

TOL 101 Example: Discussion

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TOPIC PROMPT: Using discussion boards

In most any online course there will be built in discussion areas. Each may have a different function depending on the assignment or task. Share some ideas on how you might interact with students on these discussion boards contrasting between whole class discussions, small group discussions, peer-led discussion, or general open discussions.

• Are there others we might consider?• How would you facilitate these different types of discussions?• How would these be different from face-to-face discussions?• How would you encourage interaction and also make sure that

students are respectful of other students?

TOL 101 Participant Example

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TOPIC: Using discussion boards

In the small group peer-led format, I envision 6-8 members with 2 co-facilitators. I would charge the co-facilitators with working together to come up with at least four discussion questions for their small group to engage in that week. The co-facilitators would have to run the questions past me for approval prior to posting. My instinct is to remain hands off during the small group discussion portion (3-4 days). I would only intervene if absolutely necessary….

TOL 101 Participant Example

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TOPIC: Using Course Videos

What if the instructor has an accent or just does not look “professor”?

Sorry for bringing up a sensitive topic here:

But I think about an instructor who may be an immigrant or a racial minority - where accents and looks may be more of a liability than an asset. Online courses, being not face-to-face, can help students focus more on the content than what the instructor looks or sounds like. 

So, I would advance that visuals may be more of a liability than an asset, depending on who the instructor is.

Having said all this, I will still do my homework and submit the video clip for the next "Deliverable". :-) 

TOL 101 Participant Example

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DELIVERABLE: Instructor Videos

http://youtu.be/sue2VSM1jh8 http://youtu.be/BxVz6uuZWKY

Thanks to Katie Turkiewicz and Chris Johnson for allowing us to share their work.

Preliminary Data

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May 2014 Cohort (8 learners)

July 2014 Cohort (20 learners)

Fall 2014 (~15-20)

Spring 2014 (~15-20)

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Preliminary Data

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Take a few moments to reflect on what you learned in the course up to this point.

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REVISIT: Driving Questions

• What sort of relationship is cultivated between instructional designers and faculty?

• How does this relationship extend into a professional development course design?

• How does the delivery of the professional development course extend to participant course design and delivery?

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This is only the beginning!

Questions?