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

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)

7.  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

8.  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

9.  May work with IDS or IT to develop their initial
project idea
 Will work with IT mentor to refine it

10.  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

12.  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

13.  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

14.  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

15.  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

16.  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

17.  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

19.  All major writing assignments contributed to final
project

21.  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

22.  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

23.  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

24.  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

25.  Testing prior to going live
◦ Registration in-loading tests by IT
◦ Consultants spot checked pages, did midterms,
answered reflection questions, listened to videos

26.  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

27.  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

28.  Vector self check online homework assistance

29.  Intro to Theatre conversion to hybrid class using
social media

30.  Hundreds of faculty web pages ….

31.  Hundreds of faculty and course web pages ….

32.  Educational Administrator Licensure Handbook
and Quiz

33.  Tech Savvy Girls (research) in Second Life