course (re)design
DESCRIPTION
This is about some of the classes and programs/minors I have been involved in converting to creating in the past 12 years.TRANSCRIPT
Barbara Z. Johnson, Ed.D.University of Minnesota – Duluth
Instructional Development paradigm at UMD
My roles ID Structure – Tech Camp and
Technophytes M.Ed. Example Psychology minor example
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)
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)
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
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
May work with IDS or IT to develop their initial project idea
Will work with IT mentor to refine it
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
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
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
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
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
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
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
All major writing assignments contributed to final project
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
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
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
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
Testing prior to going live◦ Registration in-loading tests by IT◦ Consultants spot checked pages, did midterms,
answered reflection questions, listened to videos
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
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
Vector self check online homework assistance
Intro to Theatre conversion to hybrid class using social media
Hundreds of faculty web pages ….
Hundreds of faculty and course web pages ….
Educational Administrator Licensure Handbook and Quiz
Tech Savvy Girls (research) in Second Life