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TRANSCRIPT
One Week, One Course
A rapid prototyping concept for online course development
Scott SchopierayCollege of Arts and LettersMichigan State University
What is OWOC?
• Brings Faculty, staff and students together for an intensive week of focused work on one course
• Opportunity to break course development down into core components
History of the project
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Initial Pilot Opportunities
• May/June 2010 – Integrated Arts/Humanities course – 50% blend
• March/April 2011 – Special topics course on German Fairy Tales – Fully Online
Both courses ATT Award winnershttp://attawards.msu.edu/
About OWOC
• Faculty must teach course afterward
• Faculty were given a small stipend for participation
• College/vuDAT provided resources, personnel, and lunch
• Continued support provided afterward
What is a Sprint?
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Why do sprints seem to work?
Traditional Sprint OWOC Sprint
A coach directs: suggesting tasks, tracking progress and ensuring that
no one is stuckAcademic Technology Director
Most work happens in pairs. Partners with complementary skills. Faculty paired with an eProducer
A large open space is often chosen as a venue for efficient
communication.
We used a common space (Creativity Exploratory) for everyone
to use
Project members meet in person, socialize, and start to communicate more effectively than when working
together remotely or asynchronously
Forge a relationship that carries over into remaining development
Timeline
• Faculty commitment (-3-5 weeks)• Pre-Meeting 1 (-2 weeks)• Pre-Meeting 2 (-1 week)• Sprint week
Where did we start?
• 2 Blended courses• 2 FTF courses• 1 Course idea
• 4 Faculty Members, 1 Graduate Student, 1 Visiting Faculty – 6 tech staff
Pre-Sprint Activities
Binding Contractual Commitments
• Instructors / SMEs• Project manager / General
contractor• Production Sub-contracts• Instructional Designers• Vendors / Partners
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Initial Project Plan & Timeline
• Milestones for pre-sprint activities• Sprint scheduling• Time allowance for
post-sprint• Timeline for course launch• Rough-out evaluation/improvement
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Big-Picture Course Design
• Lay out vision for course• Teaching style• Delivery strategy• Basic Assessment plan
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Learning Objectives
• Pre-requisite knowledge/skills• Demonstrable Knowledge• Expected
performance
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Preparation of Lectures/Activities
• Slides / narrative / images / diagrams• Examples and activities• Outlines and storyboards• Complete initial drafts• Identify tools/resources
Search & Review Potential Readings
• Includes any potential readings/resources• Open Courseware• Publisher E-content & Learning Environs• Books / Articles• Library Materials• Museum Collections• Etc
One Week - Sprint Period
Production of Courseware & Lectures
• Lecture Recording• Lecture Capture• Drafting and Copywriting• Assembly of main
components• Configuration of E-learning platform• Drafting and Copywriting• Instructional Presence & Narrative
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Selection of Readings & Resources
• Final selection of assigned readings list
• Beginning of copyright clearance process
• Integration of licensed content with homegrown
• Deployment of materials in E-learning system
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Revised Project Plan
• What's left to do?• Takeaway assignments for
SME• Distribution of tasks to
sub-contractors• Agreement on final approval process• Commitment to milestones
Typical Day
• 9am - Convene/Work Plan• 9:30am-Noon - Work with support• 12:00-1:30 - Lunch with guest• 1:30-3:00 - Continue work• After hours is “homework” time
* Note: We often stopped to share, ask questions, etc.
Post-Sprint / Pre-Offering Period
Complete Writing & Editing to obtain Final Copy
• Instructional design • Final writing by SME• Proofing & editing• Copywriting final E-text & narrative• Prep of pre-scripted communications
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Set Final Delivery Schedule
• In-line with marketing plan• Takes into account overall
production timeline
Copyright Clearance / Licensing
• 3rd Party materials• Selection of Open-Licensed
Alternatives• Licensing via Board of
Trustees/Administrators• University Author clearance• Etc.
Final Accessibility Review
• Final check against ADA/508 standards• Alternative assignments/materials• Final technical remediation
Post-Offering Period
Course Evaluation
• e.g. Quality Matters• Curricular Review (by faculty - dept)• Student Feedback• Learning Outcomes
Continuous Improvement/Revision
• Incremental Changes by Instructor or ID• Repeat Process• What is shelf-life of course?
Outcomes
• 2 web applications (timeline and gallery)http://widgets.cal.msu.edu/
• Focused work on 5 courses (range from beginning to finished)
• Collaboration among faculty and staff• Discussion about issues and tools for
online learning
Why Use this Method?
• Faculty typically don't have a lot of time during the school year to focus on new development
• It's difficult to train new instructional designers during the school year
• Hands-on technology workshops typically get low turnout during the school year
Lessons Learned
• Some preference for more of a workshop-style offering rather than work time
• Lunch was a hit – then days went longer
• Change format
• 2-3 Tech staff – collaboration key
• Create contracts and sign them!
Faculty Feedback (n=6)
• Overall Experience - mean 4.8/5
• Would you participate again? – mean 4.6/5
• Do you feel you were successful in reaching your goals? – mean 4.5/5
Faculty Feedback
• “I would do this again in a heartbeat. If fit my learning style very well and I was provided a lovely lunch every day and I got paid for my time. Excellent!”
• “Thank you so much to the IT staff that was available, patient, effective listeners, exciting brainstormers, and enjoyable to work with. Great job!”
Implementing at your institution
• Download the facilitator packet at:http://owoc.cal.msu.edu/
• Plan well ahead – recruit interested faculty• Meet with technology staff/other support
staff ahead of time, explain process• Provide incentives – lunch, funding, tech
toys, etc.
Questions?
Presentation at http://owoc.cal.msu.edu/