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Project Proposal Presentation<br />Coach-2-Learn<br />Instructional Design Consultants<br />EDTEC 684: Spring 2009<br />Ma...
Challenge<br /><ul><li>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</li></li></ul><li>Goal<br /><ul><li>Firmly anchor technology-based learning experiences in clas...
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</li></li></ul><li>Solution<br /><ul><...
Asynchronous
Synchronous
Technology for Distance Education (TIDE)
Asynchronous
Synchronous
Optional Online Support
Peer-Based Forum
Resource Library</li></li></ul><li>Layout samples – Training Portal<br />
Learning Outcomes for TIC<br /><ul><li>Faculty will be able to explain how psychological factors influence the learning pr...
Faculty will use PowerPoint to prepare their lectures according to best practices
Faculty will integrate appropriate multimedia elements into their presentations and printed materials
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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 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.
  • Transcript of "United Nations University RFP (case study)"

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