The Team Treatment
Redesigning a Series of Online Nursing Courses
Presenters
Becky Moulder
Courseware Instructional Designer
[email protected]
Joe Schaffner
Courseware Support Librarian
[email protected]
Road Map
Road Map
• Background & Description of the Challenge
• Five Takeaways:
•
•
•
•
•
Managing a collaborative instructional design project
Using content management strategies for a previously taught course
Making informed choices about technology
Incorporating tool lessons into planning meetings
Handing off a project to another instructional designer
• Additional Tips & Lessons Learned
• Q&A
Background
• Flagship endeavor for nascent online-education program. First
course in Oncology minor taught online in Fall 2013.
• Devoted faculty unfamiliar with available technology and
instructional design
• Faculty have professional nursing responsibilities in addition to
teaching and limited time
• Negative feedback received through student evaluations
• New technologists at School of Nursing highly motivated to
improve course experience
Challenge
As a team, redesign an existing online course to
create:
• Pedagogical efficacy
• Sense of community
Fall 2014
Fall 2016
1. Managing a collaborative
instructional design project
1. Managing a collaborative
instructional design project
• Identify stakeholders
• Assess what must be done
• Establish a timeline
• Relevant tools for communication & collaboration
• Efficiency concerns
• Syllabus should be finalized in advance, if possible
• Establish design, support, and troubleshooting expectations
• Plan to meet regularly
2. Content management for a
previously taught course
2. Content management for a
previously taught course
• Help faculty create a plan for retaining, removing, and building
content
• Faculty should remove content
• Backup everything before removing content!
• Build a template, demonstrate how to use it, and then allow
faculty to finish it
• Develop a support plan for after the redesign
3. Incorporating tool lessons into
planning meetings
3. Incorporating tool
lessons into planning
meetings
• Use the syllabus to determine which technology can be used and
when to incorporate training
• Plan short tool lessons into regular planning meetings
• Allow faculty the chance to use the tool to create content
• Review faculty's experience using tool at next meeting and note
points of frustration/confusion
4. Making informed choices about
technology
4. Making informed choices
about technology
• Access: The extent to which a technology is available (open to anyone,
just your institution, just particular schools/departments, etc.)
• Usability: Ease of use (self-guided & intuitive vs. instruction intensive)
• Functionality: Capacity to deliver “promised” features
• Cost & Pricing: Fee; free; Institutional licenses; open source
• Data Storage: Security; limits; cloud or personal devices
5. Handing off a project to another
instructional designer
5. Handing off a project to
another instructional
designer
• Keep a good record of processes
• Develop a training plan
• Schedule an initial meeting to discuss course maintenance needs
• Redirect communication chain for faculty and be clear about
responsibilities and expectations
Additional Tips & Lessons Learned
Additional Tips & Lessons
Learned
• Bring a well-designed example course to initial meeting
• Include examples of features or tool-based activities with test students, if possible
• Identify faculty-only tasks
• Use experimental/piloted tools sparingly and with caution
• Finalize syllabus and curriculum before LMS site design
• Coordinate with relevant IT support and learning specialists
• Schedule periodic check-ins to see how course is progressing
• Be responsive when questions arise
Read more at . . .
https://penncanvas.wordpress.com/
Questions?
Becky Moulder
Courseware Instructional Designer
[email protected]
Joe Schaffner
Courseware Support Librarian
[email protected]