how to integrate course design and support without really trying (2007)

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

How to Integrate Course Design and Support Without Really Trying

Scott Dinho and Erin EbertSavannah College of Art and Design

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Overview

• Introduction• Defining the Problem• Finding a Solution• Implementation• Conclusion

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Introductions

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Presenters

Scott Dinho – Instructional Designer (ID)– IDs at SCAD ensure the instructional soundness of all

fully online courses by overseeing the design, production, and revision processes.

Erin Ebert – e-Learning Analyst (EA)– EAs at SCAD provide technical and pedagogical

training and support to all faculty who develop and/or teach fully online courses as well as those who utilize the Blackboard course management system to enhance their on-campus courses.

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

SCAD e-Learning Organization

Vice President– Administrates e-Learning and Interacts

with Other College Administrators

Instructional Design– Ensures Instructional Quality– Creates Master Courses

E-Services– Trains and Supports faculty and students– Manages Live Courses

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

SCAD e-Learning Then

First Pilot Course, Summer 2003Fall 2003

– 5 courses, 26 enrollments

Staff– Jan 2005:

• Director of Instructional Design• Director of e-Services• 1 Instructional Designer• 1 Media Designer• 1 E-Learning Analyst• 2 Work-Study Students

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

SCAD e-Learning Now

Fall 2006– 50 course sections, 533 enrollments– Five fully online Masters programs– 2/3 students live outside Savannah

Staff– Director of Instructional Design– Director of e-Services– 6 Instructional Designers– 3 Media Designers– 3 E-Learning Analysts– 2 Content Specialists– 2 Work-Study Students

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

SCAD e-Learning Courses

A “course”:– represents 10-weeks (50 hours) of

instruction– consists of “lecture,” discussion,

assessment, and hands-on project work

– meets accreditation requirements for student/student and student/professor interaction

– uses rich media to support a variety of learning styles.

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Live CourseSection 1

Master CourseLive Course

Section 2

Live CourseSection 3

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Instructional Designer E-Learning AnalystDevelop Outcomes and

Syllabus

Develop Assignments and Assessments

Develop Content

Post-Production

Blackboard Integration

Quality Assurance

Administrative Review

Support Live Course

QA Revisions

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Defining the Problem

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

MPRA 105:Overview

• Required Undergraduate Course

• Activity Heavy

• Must perform two public speeches– Video-recorded in front of an approved

audience– Video uploaded to Student Web Space for

viewing by professor and class

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Communication:– Professor/Student– Student/Student– Approval and Feedback

Technical:– Student Recording and Uploading of Speeches– Professor Downloading and Grading of Speeches– Student Downloading and Peer Review of Speeches

MPRA 105:Issues

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

The Problem

The course development process may overcome these obstacles in a manner that professors will not know how to facilitate and that the E-Learning Analysts will not know how to support.

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Problem Spans Departments

Instructional Design creates the course with the activities that the professor will have to know how to facilitate.

E-Services trains and supports the professors who will be facilitating the activities.

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Finding a Solution

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Solution Bridges Departments

• Instructional Design– Provide documentation– Does not add to workload– Usable for all IDs

• E-Services– Easy-to-follow– Applicable to all courses– Flexible for multiple uses

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

The Solution

A Word DOC (saved as PDF) that charts the events and tasks to be completed by the professor during the course.

Blank Notes Document

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Simple and Grounded

Simple– Low-tech solution (essentially digital paper)

• Uses Familiar Software• Small Learning Curve• Highly Adaptable to Needs

Grounded– Very Old Problem– Basic Instructional Design Principles

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

MPRA105: With Notes

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Instructional Designer E-Learning AnalystDevelop Outcomes and

Syllabus

Develop Assignments and Assessments

Develop Content

Post-Production

Blackboard Integration

Quality Assurance (QA)

Administrative Review

Review Materials

Draft Notes

Review Completed Materials

Final Notes Draft

QA Revisions QA Revisions

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Implementation

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Technical Services Support

Analysts gain a greater awareness of the user’s perspective:

– workload (teacher and student)– deadlines– technical requirements– environment– potential trouble spots

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Faculty Support

Instructors who are teaching:– a course they developed– a course they didn't develop– for the first-time in fully online environment– in a new format

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

E-Learning Improvement

Improve Support– Notes are updated as faculty/course support

needs are better understood

Improve Design– Drafting and revising Notes before and after

development identifies ways to improve future course designs

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Conclusion

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Pros: Expected

Professors are more prepared for the course they are teaching.

Analysts are more informed to provide support to the students and professors.

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Pros: Unexpected

The format (PDF) fits with the professors’ current teaching and work style.

– Printable and portable

Notes make alternate course formats possible such as hybrids.

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Cons

It’s one more item to juggle in an already busy design process.

– Extra voices in the process adds complexity.

Notes can’t be completed for a course that is being taught as it is being developed.

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Lessons Learned

Design and Support can work together to improve each other’s perspective.

Problems existing in high-tech environments do not necessarily need higher-tech solutions.

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Looking Forward

Instructor Notes may be used in Master Course Revisions.

The Analysts will become more involved in the course development process.

ITC e-Learning 2007 — February 19, 2007© 2007 Savannah College of Art and Design

Contact UsScott Dinho (Presenter)Instructional Designer(office) 912-525-8028 sdinho@scad.edu

Propes HallPO Box 3146Savannah, GA 31402-3146(office) 1-866-783-7223(fax) 912-525-8035www.scad.edu/elearning

Erin Ebert (Presenter)E-Learning Analyst(office) 912-525-4652eebert@scad.edu