United Nations University RFP (case study)
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United Nations University RFP (case study)

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The semester project (online masters program in Instructional Design at SDSU) for my team mates and I was to create a project proposal for a fictional company. The process began with an RFP from the ...

The semester project (online masters program in Instructional Design at SDSU) for my team mates and I was to create a project proposal for a fictional company. The process began with an RFP from the company “United Nations University”. Their proposal request was to create web-based training for their entire teaching staff in order to make them technologically proficient and fulfill the university’s overall mission.

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  • Our company, Coach -2-Learn: Instructional Design Consultants,represented here by M.T, K.W., B.D., and A.B., welcomes this opportunity to present our proposal.We have developed it in response to a request by United Nations University for a Technology Integration project.
  • UNU has become a recognized leader in higher education and has rapidly expanded its global reach,establishing 32 campuses in 15 countries and employing 1000 faculty and staff.This rapid expansion has brought with it rewards as well as challenges.The organization relies heavily on technology to accomplish its mission of educating learners around the world.In any given year approximately one third of its teaching force are new faculty who do not always possess the same desired level of technological knowledge and skill. As a result the use of technology within UNU is not optimized.
  • The overarching goal for this project, then, is to firmly anchor technology-based learning both in traditional classroom and online curricula.More specifically, UNU would like to make sure that all of its faculty can and will employ a range of technology in their classroom teaching and that they will be able to develop and facilitate a basic online course using the LMS adopted by the university.
  • Coach-2-Learn fully appreciates that challenge.We share UNU’s firm belief in the pivotal role of technology in today’s educational sceneand in the absolute necessity of maintaining a qualified cadre of teachers who understandhow to use technology optimally to ensure the best learning outcomes.The solution we propose is a WBT program consisting of two courses: Technology Integration in the Classroom and Technology in Distance Education.The courses will be offered in a dual format: Asynchronous and Synchronous.The first format will allow the UNU faculty to work at their own pace through the training materials within the timeframe established by the university.By employing a variety of delivery methods in the asynchronous courses, we will reach a diverse audience with different learning styles.The synchronous format will consist of online sessions that will provide an opportunity for hands-on practice, guidance and real-time feedback to reinforce the content learned in the asynchronous part.Our solution also includes an optional online support component. If purchased by UNU, the faculty will have access to a peer-based forum and a resource library.We believe that the pairing of these two rich instructional methods together with the online supportwill adequately prepare UNU faculty to apply the new skills and knowledge to their own classroom teaching and online course design.
  • The faculty will access all components of our training through a portal in Moodle, the LMS currently used by UNU.
  • As you can see here, the learning outcomes for the first course, Technology Integration in the Classroom, will include a thorough understanding and application of psychological factors that influence learningas well as employing various technologies such as PowerPoint, multimedia, social networking, and the internetfor instruction delivery in the traditional classroom.
  • To teach all these concepts and applications, the asynchronous part of the TIC course will consist of six modules and a cumulative assessment at the end.In the synchronous part, we will conduct three sessions to reinforce what the participants will have learned in the asynchronous component.
  • Let’s take a look at some sample screenshots of various elements of the TIC course.The first slide is the home page for the Asynchronous TIC course, where the faculty will access all the modules, the peer forum,the resource library, and the help menu.
  • This slide shows the content inside one of the modules.
  • In addition to the summative assessment module at the end of the course,there will be formative evaluation at the end of each module in the form of short, non scored interactive quizzes with immediate feedback.
  • Here is a screenshot of one of the synchronous sessions in the TIC course that will be conducted on the Wimba platform.
  • The learning outcomes for the second course, Technology in Distance Education, will focus on understanding and incorporating differences between distance education and traditional classroom instructionas well as on employing various tools for delivery of online courses, such as authoring, assessment, collaboration, and administrative tools.Basing online instruction on solid learning theory will also be one of the outcomes.
  • The faculty will access all components of the TIDE asynchronous course through a home page similar to that used for the TIC training.
  • In the TIDE synchronous session the faculty will have a chance to practice adding and managing content to their course shells.
  • Here’s another slide showing the same topic.
  • As we mentioned before, an optional component to our WBT consists of a peer-based user forum and a resource library.The peer forum will foster collaboration between the participants.Our instructional designers will spend two hours each week while the forum is active to monitor it and respond to concerns and questions from the faculty.The Resource Library will have 5 advanced tutorials for those teachers who will want to acquire skills beyond the basic training. The tutorials will include such topics as creating podcasts of recorded lectures and building basic animations in Adobe Flash, just to give you a couple of examples.In addition, there will be a list of links to sites with vendor-developed tutorials for the software applications the faculty will learn during the training.Finally, all the job aids, demos and videos used in the TIC and TIDE asynchronous courses will be accessible through the library.
  • Here is a screenshot of the Resource Library page.
  • Our proposed training program will start on April 5th, 2010. Both the asynchronous courses and the synchronous sessions will last ten weeks each.There will be a two week delay between the start dates for the asynchronous and synchronous parts since faculty will need to complete the asynchronouscourses before they can register for the corresponding synchronous sessions.The optional online support would be active from the beginning of the training program through the end of 2010.We are confident that our proposed training will produce results desired by UNU.After faculty complete the training, they will be expected to start developing online courses and modifying their face-to-face instruction.The first “success stories” will be presented at the annual meeting of the Board of Directors on September 18, 2010.

United Nations University RFP (case study) United Nations University RFP (case study) Presentation Transcript

  • Project Proposal Presentation
    Coach-2-Learn
    Instructional Design Consultants
    EDTEC 684: Spring 2009
    Martha Tessmer
    Kate Winsor
    Brian Dickey
    Andrzej Bojarczak
    United Nations University Technology Integration
  • Challenge
    • United Nations University
    • leader in global higher education
    • 1000 faculty & staff
    • 32 satellite campuses in 15 countries
    • Maintain technological proficiency
    • support new faculty (30% each year)
    • establish baseline knowledge/skill among faculty
    • optimize use of technology
  • Goal
    • Firmly anchor technology-based learning experiences in classroom and online curricula
    • Faculty will employ a range of technology in their classroom teaching
    • Faculty will be able to develop and facilitate a basic online course using UNU’s LMS
  • Solution
    • Technology Integration in the Classroom (TIC)
    • Asynchronous
    • Synchronous
    • Technology for Distance Education (TIDE)
    • Asynchronous
    • Synchronous
    • Optional Online Support
    • Peer-Based Forum
    • Resource Library
  • Layout samples – Training Portal
  • Learning Outcomes for TIC
    • Faculty will be able to explain how psychological factors influence the learning process
    • Faculty will use PowerPoint to prepare their lectures according to best practices
    • Faculty will integrate appropriate multimedia elements into their presentations and printed materials
    • Faculty will use social networking technology to extend the collaborative aspect of the learning process beyond the classroom
    • Faculty will use internet in the classroom as one of many sources of information available for instruction
  • Content for TIC
    • Asynchronous
    • Module 1: Psychology of Learning with Technology
    • Module 2: Using Graphics in Classroom Instruction
    • Module 3: Using Audio in Classroom Instruction
    • Module 4: Using Video in Classroom Instruction
    • Module 5: Using PowerPoint in Classroom Instruction
    • Module 6: Using the Internet for Instruction and Collaboration
    • Module 7: Summative Assessment
    • Synchronous
    • Session 1: Using Multimedia in Classroom Teaching - Best Practices
    • Session 2: Presenting with PowerPoint - Best Strategies
    • Session 3: Internet for Instruction & Collaboration - Best Practices
  • Layout samples – TIC
  • Layout samples – TIC
  • Layout samples – TIC
  • Layout samples – TIC
  • Learning Outcomes for TIDE
    • Faculty will be able to explain and incorporate differences between distance education and traditional classroom-based instruction
    • Faculty will use the authoring tools embedded in the LMS to post all course materials
    • Faculty will use evaluation and testing tools embedded in the LMS to evaluate students' progress in the course
    • Faculty will utilize collaborative tools embedded in the LMS to promote collaboration among students
    • Faculty will use the administrative tools of the LMS to manage and monitor all non-teaching aspects of their online courses
    • Faculty will facilitate their online courses based on proven learning theories and online teaching strategies
  • Content for TIDE
    • Asynchronous
    • Module 1: Authoring An Online Course
    • Module 2: Facilitating an Online Course
    • Module 3: Transferring Classroom Materials to Distance Education
    • Module 4: Examples of Options for Online Course Structures
    • Module 5: Introduction to LMS Online Classroom Tools
    • Module 6: Summative Assessment
    • Synchronous
    • Session 1: Using LMS for Distance Education Delivery
  • Layout samples – TIDE
  • Layout samples – TIDE
  • Layout samples – TIDE
  • Optional Online Support
    • Peer-Based Forum
    • Faculty exchange ideas & help each other
    • Monitored by C2L Instructional Designers
    • Resource Library
    • Advanced supplementary tutorials
    • Links to vendors' sites for skills training/review of Microsoft Office and basic LMS functions
    • Job aids, demos, & videos from TIC courses
  • Layout samples – Resource Library
  • Training Schedule
    4/5/10 - 6/11/10
    4/19/10 - 6/25/10
    4/5/10 - 6/11/10
    4/19/10 - 6/25/10
    4/5/10 - 12/29/10
    4/5/10 - 12/29/10
    Training outcomes: September 18, 2010 and beyond
    Asynchronous TIC – 10 weeks
    Synchronous TIC – 10 weeks
    Asynchronous TIDE – 10 weeks
    Synchronous TIDE – 10 weeks
    Optional Online Support: Peer Forum – 40 weeks
    Optional Online Support: Resource Library – 40 weeks
  • Evaluation
    • Training Program
    • Summative assessment analysis
    • Post-training survey
    • Skill Application
    • New online courses
    • Technology modifications to face-to-face courses
    • Ongoing evaluation
    • Post-training survey
  • C2L Team
    • Project Manager
    • ID Team 1
    • Instructional Designer 1
    • Graphic Artist 1
    • Programmer 1
    • Videographer 1
    • Web Designer 1
    • ID Team 2
    • Instructional Designer 2
    • Graphic Artist 2
    • Programmer 2
    • Videographer 2
    • Web Designer 2
  • Keys to Success
    • Shared vision between C2L and UNU
    • C2L’s instructional design expertise and multicultural sensitivity
    • Commitment to work in full cooperation with clients
    • Solid product design based on training needs analysis and pilot-tested
    • WBT based on adult learning theories and industry web design standards
    • In-house development of the product
    • Cost-effective
    • Formative and summative evaluation included