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Design Lab! Developing and Sustaining Capacity to Design Effective Online Courses and Programs


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Presentation given at OLC Innovate (April 2016, New Orleans).

Johnson, L., Kolodziej, M. & Shean, A. (2016). Design lab! Developing and sustaining capacity to design effective online courses and programs [Presentation file]. Online Learning Consortium - Innovate Conference. New Orleans, Louisiana, USA.

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Design Lab! Developing and Sustaining Capacity to Design Effective Online Courses and Programs

  1. 1. DESIGN LAB! DEVELOPING & SUSTAINING CAPACITY TO DESIGN EFFECTIVE ONLINE COURSES & PROGRAMS Lisa Johnson, PhD Assistant Professor Instructional Design & Technology Ashford University 858.776.0284 Lisa.Johnson@Ashford.Edu Mike Kolodziej AVP, Curriculum & Instructional Design Bridgepoint Education 858.722.1337 Andrew Shean, EdD Chief Academic Learning Officer Bridgepoint Education 858.776.9758 Andrew.Shean@Ashford.Edu April 2016 – New Orleans
  2. 2. COMBINING LEARNING, INNOVATION AND PRACTICE IN CURRICULUM DESIGN FOR DISTANCE LEARNING PROGRAMS LEARNING OUTCOME ASSESSMENT & DATA DRIVEN IMPROVEMENT THEORETICAL FOUNDATIONS Curriculum design for distance learning programs has become increasingly more complicated in recent years (Oblinger, 2006) which has challenged faculty course designers. Improving the professional practice of curriculum development, poses several unique and complex challenges pertaining to the interrelated aspects of working, learning, and innovating within the practice of curriculum development, including the following: • Embedded cognitivist epistemology • Requisite shift of faculty role/identity • 100% mediation of teaching and learning with technology • Low levels of support staff Technological Pedagogical Content Knowledge Technological Pedagogical and Content Knowledge (TPACK) framework proposed by Mishra and Koehler (2006) represents the ideal combination of domain knowledge required to teach effectively in technology- mediated environments. There are two ways in which the TPACK framework will be used in relation to the Design Lab; first as professional development framework, and second as a design framework for learning with technology. Brown & Duguid (1991) encourage the intentional combination of workplace practice and creative innovation by suggesting that “…working, learning, and innovating to thrive collectively, depends on linking these three in theory and in practice, more closely, more realistically, and more reflectively than is generally the case at present” (pg. 55). INTRODUCTION Design-Based Research Design-Based Research (Barab & Squire, 2009) provides a simple and yet effective conduit for the iterative, data- driven development and improvement of curriculum. Leveraging the research expertise of doctorally-prepared faculty provides a familiar paradigm for the evolving role of faculty in curriculum design. The design and facilitation of the Design Lab have been considered in terms of both psychological and social constructivism (Richardson, 2003). On a macro-level, the initiative focuses on helping to facilitate the creation of socially-relevant, meaningful knowledge within interdisciplinary groups. On a micro-level, the individual participants will construct knowledge into their schema as they participate in the practice of creating artifacts of personal and social relevance, for sharing, discussion and reflection individually and often collectively. OVERVIEW The Design Lab has been created to harness the expertise of Faculty, Staff, Student Data and Research in The Learning Sciences, in a new way toward the collective pursuit of improvement and innovation in the practice of curriculum development. Leveraging ideas in Constructivist Pedagogy, through participation in intentionally planned collaborative, knowledge-building activities, centered on the creation of instructional objects and artifacts, the Design Lab will help facilitate knowledge construction and sharing of expertise. Within cohorts and semi-structured workgroups, faculty will work with curriculum support staff to build assessments, assignments, and other tools and resources for learning. Design Lab Collaborative Knowledge Space Data Dashboards – Wiki-spaces – Calendars Development Resources - Request Forms Blogs - Social Media – Discussion Forums Student submits assignments for grading Faculty assess student work with rubric-based LOA tool Learning outcome performance is analyzed Cross-functional teams design instructional assets Learning Services team produces instructional assets (video pictured) Instructional assets are delivered to students Reproduced with permission of the publisher, © 2012 by
  3. 3. SharePoint – Course Development Documents