Faculty & instructional designer partnerships 6.7.13v2


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  • Julia: Introductions
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  • Julia: Here are some of the challenges we faced as we started our development process
  • Julia: We were aiming for “level 2 interactivity” which includes a lot of media: we were aiming for Bloom levels of analysis and synthesis
  • Julia: In industry eLearning level 2 can take 200 hours of development per hour; We didn’t have that kind of time
  • Julia: In industry you can have a team that includes the following…
  • Julia: In the university, your team is more consolidated.
  • Julia: We work on a collaborative model
  • Julia: We used the ADDIE development process
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  • Julia: Our ratios came out to be about: 4:1 and 20:1; factors that drove time up were the fact that all content had to be created from scratch; media had to be produced;
  • Julia: Factors that drove time ratios down were the following…
  • Julia: Here is our left nav structure
  • Julia: Here are the course components
  • Julia: play media clips
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  • Faculty & instructional designer partnerships 6.7.13v2

    2. 2. Outline Case Study Overview Genesis of the Project Project Roles/Level of Interactivity Online Program Development Process Demo of Course
    3. 3. Case Study: Online PharmacyCert 4 course certificate; 8 week courses Credit and non-credit options Fully online Keep class size relatively small (scale asneeded) Development team: faculty member(SME/instructor;) Instructional Designer (ID),Information Technology Resource Center(ITRC) Development cycle: 3-6 months, per course
    4. 4. Online program description “Introduction to Regulatory Science” Four courses for the certificate inRegulatory Affairs include: Course 1: Introduction to Regulatory Science Course 2: International Agencies Course 3: Drug and Device Regulations Course 4: Future Technology Credit or Non-credit offering
    5. 5. Genesis of the project Why the school of Pharmacy decided topursue this project? What is the goal of the online certificate? What is the value proposition? What does the market research say? Who is the audience?
    6. 6. Value Proposition of an OnlineCertificate Flexible “Skilled” sectors Corporate and universities alliances Condensed Instruction Cost-Effective Education Career-Oriented Curriculum Immediate Impact
    7. 7. Global Demand for OnlineEducation For every foreign student studying in the U.S., there are three to fivestudents who would consume U.S. education online, if they had theaccess or the resources Potential of 1.6 million international distance learning candidates Global demand for higher education forecast to reach 160 millionstudents in 2025 Conservatively, 45 million users of online higher education Assuming average annual tuition of $4,800, global market foronline higher education will top $215 billionSource: ThinkEquity Partners, Chronicle for Higher Education
    8. 8. Global Higher EducationLandscape8Current % % of Students # of Students (mm)China 3% 20% 240.0Malaysia 14% 40% 8.3India 4% 8% 11.0Hong Kong 15% 20% 0.1US 42% 45% 16.1Projected by 2020(a) Source: US Census Bureau, World Bank, Government of Hong Kong. Online courses will capture at least half of this growth - $200+ billionopportunity by 2020
    9. 9. Strategy of Online LearningThis slide courtesy of Liz Ciabocchi „s and Amy Gaimaro‟s presentation: “Online & Blended Learning: Opportunities and Challenges”
    10. 10. Student Learning OutcomesThis slide courtesy of Liz Ciabocchi „s and Amy Gaimaro‟s presentation: “Online & Blended Learning: Opportunities and Challenges”
    11. 11. Development Challenges Create all courses from scratch High-level of interactivity needed for desiredlearning outcomes Media rich Timelines (1 year to create the program) Limited time to devote each week
    12. 12. Levels 1-3 of eLearningInteractivityLevel 1 eLearning (Basic): Content pages, text,graphics, perhaps simple audio, perhaps simple video,test questions.Level 2 eLearning (Interactive): Level 1… plus 25% (ormore) interactive exercises (allowing learners to performvirtual "try it" exercises), liberal use of multimedia (audio,video, animations)Level 3 eLearning (Advanced): Highly interactive,possibly simulation or serious game based, use ofavatars, custom interactions, award winning calibercoursewareSeptember 2010 Bryan Chapman “How Long Does it Take
    13. 13. Level 2 eLearning: Estimated Development TimeRangesLow Range (average)Rapid Development through Templated Interactions.Simple Animation, Efficient or low-end Media ProductionAverageMost Typical, Interactive eLearning Projects – Level2High Range (average)Advanced and custominteractions, Embedded simulationactivities and lots of media184:1267:1127:1
    14. 14. eLearning development roles Subject matter expert (SME) Instructional designer (ID) Interactive designer Media production Programmer Quality Assurance (QA) Project manager (PM) Instructor/Trainer
    15. 15. Course Development Team• InformationTechnologyResource Center(ITRC)• Library Services• Office ofAcademicAffairs:InstructionalDesigner (ID)• Professor(Instructor/SME)SME;Instructional &InteractiveDesign, QA,PM, InstructorInstructional &InteractiveDesignProgramming(Blackboard) &MediaProductionContentprovider
    16. 16. Instructional Design Collaborative Approach One-on-one consultationsto address individualcourse needs and designapproaches One size does not fit all Rubric for OnlineInstruction Model best practices ResourcesRubric for Online InstructionThis slide courtesy of Liz Ciabocchi „s and Amy Gaimaro‟s presentation: “Online & Blended Learning: Opportunities and Challenges”
    17. 17. Instructional Design Process(ADDIE)This slide courtesy of Liz Ciabocchi „s and Amy Gaimaro‟s presentation: “Online & Blended Learning: Opportunities and Challenges”
    18. 18. AnalysisTask Resource/RoleConduct market research University marketing servicesIdentify program goal VPAA, Dean of PharmacyIdentify target audience AllIdentify desired learning outcomes Instructor/SME and IDDetermine delivery platform ITResolve e-commerce need IT, School of Pharmacy Cont. Ed.
    19. 19. DesignTask Resource/RoleDevelop a program template ID with Instructor/SMEIdentify needed content Instructor/SMEIdentify needed learning activities ID with Instructor/SMEIdentify needed assessments ID with Instructor/SMEIdentify needed supplementalmaterialsID with Instructor/SME* Needed based on desired learningoutcomes
    20. 20. DevelopmentTask Resource/RoleCreate template in LMS GA or Instructor/SMECreate content: write mini-lectures,pod-cast script, case-studies,assessmentsInstructor/SMECreate media: record video intro.,mini-lectures and pod-castsInstructor/SME & ITRCUpload content to LMS GA or Instructor/SMECreate learning activities in LMS GA or Instructor/SMECreate assessments in LMS GA or Instructor/SMECreate surveys GA or Instructor/SME
    21. 21. Implementation & EvaluationTask Role/ResourceTeach the course Instructor/SMECollect student feedback Instructor/SMERecord instructor observations Instructor/SMERevise course according to feedback& observationsInstructor/SME & IDRepeat as necessary…
    22. 22. Progress to date• Course Design Initiated• 1 Instructional designerand 1 content designerJan 2013• Approx 12.5/week• Approx : 60/week• (4:1 and 20:1)First Coursecompleted by fall2013 • 3 other courses needcompletion for thecertificate to go “live”• Parallel effort cancomplete the requiredwork in 6 months timePlan to roll out fullcertificate by spring2014
    23. 23. Take-aways Use an iterative process Create template for all courses Do all design work up front Record media all at once Design all media to be reusable Employ low tech solutions Utilize your university development team
    24. 24. Demo: Course Structure
    25. 25. Demo: Course Components
    26. 26. Demo: Sample Media Video Pod-cast Lecture
    27. 27. Online Certificate EcosystemLIUCertificatesGlobalUniversitiesProfessionalStudentsCorporate andGovernment ClientsCorporateStudents