Your SlideShare is downloading. ×
Course (Re)design
Upcoming SlideShare
Loading in...5

Thanks for flagging this SlideShare!

Oops! An error has occurred.

Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Course (Re)design


Published on

This is about some of the classes and programs/minors I have been involved in converting to creating in the past 12 years.

This is about some of the classes and programs/minors I have been involved in converting to creating in the past 12 years.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

No notes for slide
  • DGS, faculty, IT consultants, IDS
  • Clear navigation helps adults and other students who do not have a lot of time or attention to devote to understanding complex course structures. They know what is expected when.
  • Transcript

    • 1. Barbara Z. Johnson, Ed.D.University of Minnesota – Duluth
    • 2.  Instructional Development paradigm at UMD My roles ID Structure – Tech Camp and Technophytes M.Ed. Example Psychology minor example
    • 3.  No single instructional design department or team or process ◦ Instructional Development Services ◦ IT Faculty Technology Consultants (me) ◦ IT student workers ◦ Continuing Education Instructional Designer ◦ Collegiate units – Academic Technology ◦ Departments – media developers ◦ Faculty and student media labs • Faculty members create most instructional materials and load into LMS (with help)
    • 4.  Tech support ~ 300 faculty Consult on tech-enhanced course design Teach faculty and staff to use technology Create tech-enhanced course components Technology infrastructure to support instruction (creation and implementation) Managed faculty media lab & student workers Created and taught 4 classes (Education)
    • 5.  Project-based instructional design and technology learning initiatives Course or program design or redesign Technology enhancement Stipends for equipment or software Assigned a faculty technology consultant from IT Allotted 20 hours of student media development time Tech Camp – 7 day intensive; Technophytes – semester long with weekly meetings
    • 6.  Application ◦ Analysis ◦ Design Pre-camp meetings ◦ Design Camp or weekly meetings ◦ Development (attendee) Post-camp work ◦ Development (attendee, IT mentor, students) Following semester ◦ Implementation Evaluation ◦ Report, link to project on website, booth at annual showcase, presentation at a brown bag session
    • 7.  May work with IDS or IT to develop their initial project idea Will work with IT mentor to refine it
    • 8.  Course purpose – university, unit, major, student Student characteristics Student outcomes or major ideas How do we assess student learning for the class? (Disciplinary epistemology and paradigms) Expectations for types of student engagement
    • 9.  Methods section of proposal Human subjects research application Ability to evaluate educational research Become member of the education research community ◦ Able to give feedback and discuss research Understand reason for IRB application and oversight
    • 10.  Courses encourage student interaction and constructivist learning through discussions Students take core courses together for two years Establish a support network and community of learners Conduct action research project Instructors also form a community of practice Evaluation of course and program outcomes by teaching community via peer-review process
    • 11.  Hybrid – initial meeting to develop community and familiarize people with tools Asynchronous – working adults Focus on discussions and step-wise progression toward capstone research project Build sense of community and faculty presence to maintain student engagement
    • 12.  Tools identified and purchased prior to Tech Camp Faculty create the curriculum plan and course materials IT consultants searched for the right LMS ◦ IT implementation staff ◦ DGS ◦ Education faculty ◦ Faculty from other departments ◦ IT Director Purchase, installation and training materials – Web Crossing
    • 13.  During Tech Camp IDS and IT teach mini-workshops Faculty start developing their courses with assistance from IT mentors and IT students At end of workshop, develop action plan for completion of the project ◦ Who will manage project – faculty or IT mentor? ◦ What needs to be done? ◦ Who will do it? ◦ Define necessary resources, timeline, and location for work ◦ Check in schedule for IT mentor and faculty member
    • 14.  Post workshop completion of materials Frequent check ins with faculty member Project progress tracked in data base Materials might be completed by: ◦ Faculty member  IT staff or student assistance ◦ IT professional  Free-throw simulation  Vector program ◦ IT student or VDIL grad student  Scanning, cropping, adjustment  Video
    • 15.  All major writing assignments contributed to final project
    • 16.  Initial face to face meeting tech support onsite Continued co-instructor status by IT mentors to monitor IT mentors also able to administrate the LMS Occasional additions – like videotaping sessions for students who could not attend face to face sessions; offline access to the Library Worked with faculty as they adjusted initial assignments
    • 17.  Before implementation check – accessibility, copyright, best practices for student engagement, technology check, feedback avenues, and alignment During class – mid-term student survey Student evaluation of class at the end Peer review sessions on student work Report on how objectives met Link to project on Tech Camp website Booth at annual showcase Presentation at a brown bag session
    • 18.  Analysis and Design decided before application ◦ Online (parallel) versions of most popular courses and those necessary for the minor to meet demand ◦ Design – independently paced, individual study  Modules – video introduction, typed version of lectures, readings, reflection questions  Assessment – mid-term and final  No student contact with instructor or other students  TA available for questions and to proctor tests
    • 19.  Video introductions ◦ Camera equipment and art grad student from VDIL ◦ IT streaming server administrator ◦ Faculty members Development of a new LMS ◦ Psych department hired programmer and purchased server ◦ IT systems people to secure and allow on network ◦ Registrar to load class information into LMS Content and Assessment ◦ Taught TA how to create web pages and scan images ◦ Taught TA how to create and administer MC tests
    • 20.  Testing prior to going live ◦ Registration in-loading tests by IT ◦ Consultants spot checked pages, did midterms, answered reflection questions, listened to videos
    • 21.  Spot checked for accessibility & copyright before going live Success – cleared the backlog and waiting lists for the courses Failure - < 50% completion rate at C or above Student evaluations ◦ Forgot about the course ◦ Got too far behind to catch up ◦ Did not get enough feedback on progress before the tests
    • 22.  Created student self-assessment to be completed before registering for an online course (Palloff and Pratt) Added reporting options in the LMS to find struggling students TA emailed struggling students at mid-term TA to email feedback at least once per term to each student on reflection questions Eventually ported to WebCT and student engagement frequency increased
    • 23.  Vector self check online homework assistance
    • 24.  Intro to Theatre conversion to hybrid class using social media
    • 25.  Hundreds of faculty web pages ….
    • 26.  Hundreds of faculty and course web pages ….
    • 27.  Educational Administrator Licensure Handbook and Quiz
    • 28.  Tech Savvy Girls (research) in Second Life