Course (Re)design

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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.

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  • 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.
  • https://mediamill.cla.umn.edu/mediamagnet/feedGenerator/singleFlashViewerVLM/2840
  • http://www.youtube.com/watch?v=aoOy-Qv0gcg

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