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Strategies to Scale Adaptive Course Design
The document outlines strategies for scaling adaptive course design at The American Women's College (TAWC), which offers 300 courses across 20 undergraduate majors. It highlights challenges in redefining roles for subject matter experts (SMEs), instructional designers, and faculty while emphasizing the importance of communication and resource management. The presentation also covers change management techniques and collaborative approaches to improve course outcomes and student engagement.
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Strategies to Scale Adaptive Course Design
- 1. Strategies to Scale AdaptiveCourse Design Jeremy Anderson The American Women’s College
- 2. TAWC’s Model Access mission 1600students 300 courses across 20 UG majors 6-week sessions Primarily OL Central course management Master Section 1 Section 2Section 3
- 3.
- 4. Adaptive Courses atTAWC 2 5 30 80 14-15 15-16 16-17 17-18
- 5.
- 6. (1) Change Subject matterexpert (SME) role Instructional design (ID) role Faculty role Student role
- 7. Program outcomes Course outcomes Moduleoutcomes Concept listsConcept lists Concept 1 Concept 2 Concept 3 Concept 4 Concept 5 Concept 6 SMEs & IDs
- 8. Faculty Navigating Accessing data Conducting interventions Students Metacognition Self-remediation Concept1 Concept 2 Concept 3 Concept 4 Concept 5 Concept 6
- 9.
- 10. What’s the Frequency? Faculty Isthis going to replace me? Students Why am I teaching myself?
- 11.
- 12.
- 13. Text Questions Alternative media More questions andalternatives SME Art Appreciation ID Format Ingest Content Platform
- 14.
- 15. Strategies to Scale Onwardand Upward
- 16. Change Management Redefine tasks& skills Support Motivate Communicate Human resource development Communicate, Communicate
- 17. Example: Human ResourcesDevelopment Define KSAs Identify gaps Training stack to fill gaps
- 18. Adaptive TAWC / SOUL CoP/CoI EngageFeedback Nav KP Conduct remed Grade Coach Evaluate OER / fair use ADA Write ??’s Curate content Concept map Project Manage Concept list So you want to design KnowledgePath courses? So you want to teach KnowledgePath courses? All SMEs Curating SME Mapping SME Lead KP faculty KP faculty All faculty Everyone at TAWC Align Curric
- 19. Example: Communication loop Design Beta RefineImplement Feedback Performancedata Student survey Faculty form Demos Webinars QA process
- 20.
- 21. Resource Content SME ID Platform Optimization Content vendors Curating vendors Assessmentvendors Curation Feedback Form Caption Request Form Technical framework Macro-enabled forms
- 22. To infinity andbeyond… Outcomes AssessmentContent Outputs
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- 24.
Editor's Notes
- #3 Emphasize that we design courses and roll them to faculty. Changes a lot of what we’re going to talk about. PD works w SMEs and ID to design course PD works with Lead Faculty and adjuncts to implement course Advisors (engagement) and adjuncts (performance) are the front lines
- #4 Complete Tons of formative feedback for non-traditional students Lets them jump ahead in learning based on what they bring to the course Persist Connect curriculum across courses to support longitudinally – ex MAT stack Graduate
- #5 Our goal is to develop every course where it makes sense
- #6 Change Communication Resources
- #9 Faculty worried: my role is being eliminated Students: I’m teaching myself
- #10 All of the back-end people – PDs, SMEs, IDs, data folks – were in on the ground floor Had to get the front-line ready to talk about it, do it, support it
- #11 We experienced some of these common themes early in our pilot adoption Recognized the need to head these off at the pass as we begin to bring it to more and more Working together across the organization to get the messaging right
- #13 Content: requires granular content for every concept or skill you want to teach, preferably with multiple representations Objective questions are the backbone – need many questions to gauge mastery of every skill/concept
- #14 Key ideas: Building an adaptive course is kind of like a supply chain You start with a book or resources You form it into a complete product by adding subject matter expertise You provide structure to the product And then you deliver the product in a platform Each phase contributes complexity and cost
- #15 Change Communication Resources
- #19 Competency stacks for designing and for teaching KP Ability to support all layers below Commonality with all those in same role - can bond in training and then afterwards in VLC
- #20 Example of a webinar: Trying a new, improved template document for designing and ingesting content Webinar with returning SMEs Demo to PDs Sandboxed for a few weeks before go-live
- #21 Use as many channels as possible Synchronous and asynchronous Lunch and learn worked really well for our advisors and local SMEs Webinars were good for remote users – students and faculty Newsletters and videos to be customized by role
- #23 Scaling beyond an institution – standards for the platform Need interoperability If an institution has multiple platforms If an institution has multiple content providers or accreditors If an institution wishes to move between platforms If an institution wishes to collaborate with other institutions with different platforms