This document discusses creating a culture of innovation and integrity in online course design. It addresses drivers of change in online learning like growing enrollments. It explores implications for course design, including using knowledge management and predictive analytics to enhance decision-making, understanding, and communication. Examples are provided of different professional development approaches and environments that support knowledge creation and transfer for instructors, from formal training to informal communities of practice. The goal is innovative, high-quality online instruction informed by data.

1. Creating a Culture of Innovation and
Integrity in Online Course Design
Bucky Dodd, Ph.D.
Executive Director of eLearning and Innovations
University of Central Oklahoma

3. What keeps you up at night
about online learning?

4. Drivers of Change
Implications for Design
Examples

5. Source: Allen & Seaman, 2015
+3.7%

6. Source: Allen & Seaman, 2015

7. Source: Allen & Seaman, 2015

8. Source: Allen & Seaman, 2015

9. Source: http://cdn.nmc.org/media/2015-nmc-horizon-report-HE-EN.pdf

10. Drivers of Change
Implications for Design
Examples

11. Design Guidelines
Quality Course
Design

12. Design Guidelines
Quality Course
Design
Secondary
Research
Primary
Research
Small
Samples
Meta-
Analysis
Large
Survey
Data
Mining

13. Design Guidelines

14. Course Design
Decision-Making Processes
Design
Guidelines
Design
Vision Perceptions
about
Learners
Assumptions
Design and
Teaching
Habits
Drivers of
Change

15. Individual Decision-Change Processes
Routine
Seeking
Emotional
Reaction
Short-term
Focus
Cognitive
Rigidity
Mixed
Rational 1 16 1 57 3
Intuitive 1 3 0 3 3
Dependent 0 2 1 2 0
Mixed 0 2 1 3 0
Total 2 23 3 62 6
GDMS
RTC Sub-Dimension
Source: Dodd, 2013

16. Guidelines-Based
Approaches
Knowledge
Management-Based
Approaches

17. Design Guidelines

18. Predictive Knowledge
Management-Based Design

19. Design Guidelines

20. I.
Knowledge
II.
Persuasion
III.
Decision
IV.
Implementation
V.
Confirmation
Characteristics of the
Decision-Making Unit
1. Socioeconomic
characteristics
2. Personality variables
3. Communication
behaviors
Perceived Characteristics
of the Innovation
1. Relative advantage
2. Compatibility
3. Complexity
4. Trialability
5. Observability
Communication Channels
1. Adoption
2. Rejection
Continued Adoption
Later Adoption
Discontinuance
Continued Rejection
Focus of Knowledge Management Strategies
Adapted from Rogers, 2003

21. Decision-Making Processes
Knowledge Creation Processes
Intuitive Decision-Making

22. ?
Decision-Making Processes
Knowledge Creation Processes
Intuitive Decision-Making

23. Knowledge Management
Inspired Decision-Making
Knowledge
Creation
Processes

24. Knowledge Management
Knowledge
Creation
Processes
Informed Decision-Making

25. Knowledge Management &
Predictive Models
Knowledge
Creation
Processes
Innovative Decision-Making

26. Tacit Knowledge Explicit Knowledge

27. Create
Capture
Code
Share
KM for
Instructional
Design &
Teaching

28. Learner Behaviors
Instructional Design
Pattern Models
Learner Demographics
& Performance
Analytics Based on Model
Teaching BehaviorsInstructional Design
Vision
Intended Learning /
Performance
Outcomes
Design
Modeling
Learning Experience
Knowledge Creation

29. Source: https://ed.stanford.edu/sites/default/files/law_report_executivesummary_24-pager_09-02-2014.pdf

30. Language
Taxonomies
Design
Models
Processes
Insights

31. Enhanced
Understanding
Design
Modeling
Enhanced
Decision-Making
Enhanced
Communication

32. Source: http://en.wikipedia.org/wiki/Blueprint#/media/File:Joy_Oil_gas_station_blueprints.jpg
Content
Strategy
Control
Message
Representation
Media Logic
Data Management
Gibbons, 2014
KM

33. Innovative Instructional
Design & Teaching
Decision-Making
Knowledge
Management
Predictive
AnalyticsKnowledge
Creation

34. Innovation
Integrity
Knowledge
Management
Data
Analytics

35. Drivers of Change
Implications for Design
Examples

36. Formal InformalGuided
Apply, Solve, ChangeNew, Advance
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom
Novice ExpertIntermediate
Blended
PerformancePractice
Community of
Practice
Adapted from: Gottfredson & Mosher, 2011

37. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

38. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

39. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

40. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

41. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

42. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

43. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

44. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

45. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

46. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

47. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

48. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

49. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

50. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

51. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

52. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

53. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

54. Formal InformalGuided
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom Blended
Community of
Practice

55. Formal InformalGuided
Apply, Solve, ChangeNew, Advance
Consulting
Mentoring &
Coaching
Performance
Support
Discovery
EnvironmentOnlineClassroom
Novice ExpertIntermediate
Blended
PerformancePractice
Community of
Practice
Adapted from: Gottfredson & Mosher, 2011
Knowledge Creation and Transfer

56. Innovation
Integrity
Knowledge
Management
Data
Analytics

57. Drivers of Change
Implications for Design
Examples

58. Creating a Culture of Innovation and
Integrity in Online Course Design
Bucky Dodd, Ph.D.
Executive Director of eLearning and Innovations
University of Central Oklahoma
bdodd1@uco.edu