design lab! developing and sustaining capacity to design effective online courses and programs
TRANSCRIPT
DESIGN LAB!
DEVELOPING &
SUSTAINING
CAPACITY TO
DESIGN EFFECTIVE
ONLINE COURSES
& PROGRAM
S
Lisa Johnson, PhDAssistant ProfessorInstructional Design & TechnologyAshford University
Mike KolodziejAVP, Curriculum & Instructional DesignBridgepoint [email protected]
Andrew Shean, EdDChief Academic Learning OfficerBridgepoint Education
858.776.9758 [email protected]
April 2016 – New Orleans
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 KnowledgeTechnological 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 SpaceData 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 tpack.org
SharePoint – Course Development Documents