2. Instructional Development paradigm at UMD
My roles
ID Structure – Tech Camp and Technophytes
M.Ed. Example
Psychology minor example
3. 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)
4. 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)
5.
6.
7. 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
8. 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
9. May work with IDS or IT to develop their initial
project idea
Will work with IT mentor to refine it
10. 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
11.
12. 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
13. 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
14. 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
15. 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
16. 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
17. 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
18.
19. All major writing assignments contributed to final
project
20.
21. 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
22. 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
23. 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
24. 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
25. Testing prior to going live
◦ Registration in-loading tests by IT
◦ Consultants spot checked pages, did midterms,
answered reflection questions, listened to videos
26. 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
27. 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
Clear navigation helps adults and other students who do not have a lot of time or attention to devote to understanding complex course structures. They know what is expected when.