forgard-kroening partners in design
TRANSCRIPT
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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
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Faculty Instructional Designer
Administrator
Other
Audience background
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Session Objectives:
• Discuss foundations• Instructional design at UW Colleges
Online• Presentation on our project: TOL 101• Some data points• Highlights of TOL 101
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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?
Photo credit: M. Hooper
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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?
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Example Models
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Faculty
Instructional Designer
Instructional Designer
Faculty
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Example Models
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Content
IDFac
Meeting point
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• 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
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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
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Instructional Design@UWC Online
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Instructional Design Consultant• Department liaison
• Course design support• Professional
development
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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
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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
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TOL 101 Design Process
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S STEP 1
• Meet and greet• Establish communication• Set deadlines and define parameters
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TOL 101 Design Process
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S STEP 2 • Establish learning outcomes
• Brainstorm sequence• Share ideaswww.Evernote.com
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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
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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
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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
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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
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TOL 101 Example
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Lesson Overview Videos
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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?
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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….
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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". :-)
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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.
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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?
Photo credit: M. Hooper
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This is only the beginning!
Questions?