Partners in Design
Professor and Instructional Designer
Collaboration in Professional
Development Course Design
Kevin Forg...
Faculty
Instructional
Designer
Administrator Other
Audience background
Session Objectives:
• Discuss foundations
• Instructional design at UW Colleges
Online
• Presentation on our project: TOL ...
Driving Questions
• What sort of relationship is cultivated between
instructional designers and faculty?
• How does this r...
Audience Knowledge
What is the role
of an instructor?
Photo credit: cybrarian77
Audience Knowledge
What is the role of
the instructional
designer?
Photo credit: cybrarian77
Audience Knowledge
Photo credit: NASA’s Marshall Space Flight Center
What is learning?
What is instruction?
Example Models
Photo credit: cybrarian77
Faculty
Instructional
Designer
Instructional Designer
Faculty
Example Models
Photo credit: cybrarian77
Content
IDFac
Meeting point
• merkale
Photo credit: Jonohey
Instructional Design
Photo credit: cybrarian77
Design or (instructional design) is
about people.
Relationships
Collaborati...
Instructional Design
Photo credit: cybrarian77
• Design directed towards the practical purpose of learning.
• Creates syst...
Instructional Design@UWC Online
Photo credit: cybrarian77
UWC Online Instructional Design Team
Kevin Crow: Instructional D...
Instructional Design@UWC Online
Photo credit: cybrarian77
Instructional Design Consultant
• Department liaison
• Course de...
The Project: Teaching Online 101
Photo credit: hebedesign
TOL 101: Forgard & Kroening
How to deliver an
online course
TOL ...
The Project: Teaching Online 101
TOL 101: Teaching
Online 101
• Designed for first-time faculty who are
teaching online
• ...
TOL 101 Design Process
Photo credit: cybrarian77
S STEP 1
• Meet and greet
• Establish communication
• Set deadlines and d...
TOL 101 Design Process
Photo credit: cybrarian77
S STEP 2 • Establish learning outcomes
• Brainstorm sequence
• Share idea...
TOL 101 Design Process
Photo credit: cybrarian77
STEP 3
• Collect and compile content
• Share and generate feedback
STEP 4...
TOL 101 Design Process
Photo credit: cybrarian77
S STEP 6
• Create content (who writes what?)
• Begin building in D2L
STEP...
TOL 101 Design Basics
Photo credit: cybrarian77
Module breakdownModule Organization
Section Function
Pre-learning activity...
TOL 101 Design Basics
Photo credit: cybrarian77
Five Week-long
Modules
Module 1: The Environment of eLearning
Module 2: Fa...
TOL 101 Example
Photo credit: cybrarian77
Lesson Overview Videos
TOL 101 Example: Discussion
Photo credit: cybrarian77
TOPIC PROMPT: Using discussion boards
In most any online course ther...
TOL 101 Participant Example
Photo credit: cybrarian77
TOPIC: Using discussion boards
In the small group peer-led format, I...
TOL 101 Participant Example
Photo credit: cybrarian77
TOPIC: Using Course Videos
What if the instructor has an accent or j...
TOL 101 Participant Example
Photo credit: cybrarian77
DELIVERABLE: Instructor Videos
http://youtu.be/sue2VSM1jh8http://you...
Preliminary Data
Photo credit: cybrarian77
May 2014 Cohort (8 learners)
July 2014 Cohort (20 learners)
Fall 2014 (~15-20)
...
Preliminary Data
Photo credit: cybrarian77
Take a few moments to reflect on what you learned in the course up to this poin...
REVISIT: Driving Questions
• What sort of relationship is cultivated between
instructional designers and faculty?
• How do...
This is only the beginning!
Questions?
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Forgard-Kroening Partners in Design

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No notes for slide
  • Welcome and introductions
  • Ask audience which group they are a part of
  • Review objectivdes
  • This slide is an attempt to summarize our inquiry direction at this point.
    We are interested in cultivating effective relationships between ID and faculty
  • Ask audience – 5 minutes
  • Ask audience – 5 minutes
  • Questions to ponder
  • Ask, what exemplifies the relationship – perceptions vs. reality
  • What we are after is some sort of intersection between faculty expertise, ID expertise, and the content.
    This representation is speculative based on my experience.
  • Lets all take a mental break for a moment because what we are talking about here is foundational to our work.
    It is not an exact science, but at least we can talk about the process.
  • The main emphasis is that ID practice is about relationship building.
  • For those interested in the textbook definition of ID (may skip over).
  • What UWC Online ID team looks like.
  • The ID role in UWC Online is changing from a pure service approach to a consulting approach where we partner in design and focus on professional devleopment
  • Dubear – talk about how you got involved

  • Kevin and Dubear – Talk about what TOL 101 is

    Unlike other course design and development projects, both Kevin and Dubear are subject matter experts. Dubear has the practical D2L teaching experience and Kevin the ID/tech/learning theory knowledge base.

    TOL 101 is influenced by a previous course Kevin taught, Survey of Education Technology, run as an blended course 10 weeks meet last week.
  • We can probably quickly go through these steps.
  • Dubear – talk about our first design and then redesign – what happened
  • Our process was very natural in that Dubear was able to contribute based on Kevin’s led. Kevin wrote the bulk of the course, but Dubear is helpful in its delivery.
  • Unpack the course organization structure
  • Unpack the course organization structure
  • Example of a discussion prompt – Module
  • Forgard-Kroening Partners in Design

    1. 1. Partners in Design Professor 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
    2. 2. Faculty Instructional Designer Administrator Other Audience background
    3. 3. Session Objectives: • Discuss foundations • Instructional design at UW Colleges Online • Presentation on our project: TOL 101 • Some data points • Highlights of TOL 101
    4. 4. 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
    5. 5. Audience Knowledge What is the role of an instructor? Photo credit: cybrarian77
    6. 6. Audience Knowledge What is the role of the instructional designer? Photo credit: cybrarian77
    7. 7. Audience Knowledge Photo credit: NASA’s Marshall Space Flight Center What is learning? What is instruction?
    8. 8. Example Models Photo credit: cybrarian77 Faculty Instructional Designer Instructional Designer Faculty
    9. 9. Example Models Photo credit: cybrarian77 Content IDFac Meeting point
    10. 10. • merkale Photo credit: Jonohey
    11. 11. Instructional Design Photo credit: cybrarian77 Design or (instructional design) is about people. Relationships Collaboration, and Reflection Photo credit: Kevin_sanjuanisland
    12. 12. Instructional Design Photo credit: cybrarian77 • 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
    13. 13. Instructional Design@UWC Online Photo credit: cybrarian77 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
    14. 14. Instructional Design@UWC Online Photo credit: cybrarian77 Instructional Design Consultant • Department liaison • Course design support • Professional development
    15. 15. The Project: Teaching Online 101 Photo credit: hebedesign TOL 101: Forgard & Kroening How to deliver an online course TOL 102: Hollenbeck How to develop an online course
    16. 16. 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
    17. 17. TOL 101 Design Process Photo credit: cybrarian77 S STEP 1 • Meet and greet • Establish communication • Set deadlines and define parameters
    18. 18. TOL 101 Design Process Photo credit: cybrarian77 S STEP 2 • Establish learning outcomes • Brainstorm sequence • Share ideas www.Evernote.com
    19. 19. TOL 101 Design Process Photo credit: cybrarian77 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
    20. 20. TOL 101 Design Process Photo credit: cybrarian77 S STEP 6 • Create content (who writes what?) • Begin building in D2L STEP 7 • Recruit and run alpha course • Collect evaluation data and revise
    21. 21. TOL 101 Design Basics Photo credit: cybrarian77 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
    22. 22. TOL 101 Design Basics Photo credit: cybrarian77 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
    23. 23. TOL 101 Example Photo credit: cybrarian77 Lesson Overview Videos
    24. 24. TOL 101 Example: Discussion Photo credit: cybrarian77 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?
    25. 25. TOL 101 Participant Example Photo credit: cybrarian77 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….
    26. 26. TOL 101 Participant Example Photo credit: cybrarian77 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". :-)
    27. 27. TOL 101 Participant Example Photo credit: cybrarian77 DELIVERABLE: Instructor Videos http://youtu.be/sue2VSM1jh8http://youtu.be/BxVz6uuZWKY Thanks to Katie Turkiewicz and Chris Johnson for allowing us to share their work.
    28. 28. Preliminary Data Photo credit: cybrarian77 May 2014 Cohort (8 learners) July 2014 Cohort (20 learners) Fall 2014 (~15-20) Spring 2014 (~15-20) Photo Credit: Hanako's Life, in a Flash
    29. 29. Preliminary Data Photo credit: cybrarian77 Take a few moments to reflect on what you learned in the course up to this point. Photo Credit: Hanako's Life, in a Flash
    30. 30. 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
    31. 31. This is only the beginning! Questions?

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