Using Self Sustaining Models to Develop Online Programs

La Tonya Dyer, ISDAudrey Cutler, ISD

Marilyn Nicholas, Facultyhttp://pages.towson.edu/acutler/mdla

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Poll Everywhere

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Presentation Objectives

Participants will be able to: • Use template provided to outline a course of

online instruction (for use in a collaborative process with an instructional designer)

• Discuss several methods for saving time in the online program design process

• Discuss the CIAT model for online course and internship design

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Project Scope

• Create ILPD Course• Create ILPD Internship/Field Experiences

component – ePortfolios and activities• Build in the support for faculty & students• Blackboard & Webex training

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CIAT Model

• Service level agreement (Scope, Responsibilities, Deliverables, Maintenance Plan)

• Roles - Course Designer, Trainer, Project Manager, Department appointed manager

• Support Blackboard Community– Resources, Course Templates, Discussion, Guides

• Course Design Templates (Word, PowerPoint, Blackboard Courses)

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CIAT Templates

ILPD Blackboard Community

Instructional Design TemplateVideo Templatehttp://tinyurl.com/4t259y2

PowerPoint & Word Templates

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Save Time• Create a development schedule• Set and abide by deadlines – keep moving forward

and get to know the version 1 and version 2 rule• Forward weekly updates to all stakeholders• Work within the guidelines of your client, but

guide them in the best practices for online course development

• Ask faculty to complete the course design template before you begin development process

• Use resource site/bb community to distribute and maintain project information

• Record training sessions• Use standard course design template, which

included lecture, course documentation, syllabus

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Shhhhh!!!! You have to do this as well

• Understand the faculty opinion of online learning“..behaviors and emotions change, before beliefs” (Fullan, 2007, p. 41)

• Build Relationships“the keys to successful change is the improvement of relationships” (Fullan, 2007, pg. 4)

• Address the issues of change, frustration and the emotional issues that comes with change

• Empowering instructor to take over when the project is complete

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From the Instructors Perspective

• One on One training • Reviewing components of what makes a good

syllabus• Discussion Board Content Vs. Independent/Group

Content• Creating an interactive community– Student autobiography (PowerPoint)– Student responses required– Blackboard Groups

• Faculty Workload Issue

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Community Format in

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Smart Views

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Portfolio Construction

Blackboard Content System Files

Blackboard PortfolioTemplate Pages

Personal Reflection

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Portfolio Construction

Blackboard Content System Files

Blackboard Basic Portfolio

Blackboard PortfolioTemplate Pages

Personal Reflection

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Portfolio Page Templates

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Portfolio Page Sample

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Lessons Learned• Evaluate the technical skill set of students and faculty • Create an orientation for students to prepare for the online program

– Technical – Requirements for being successful (Time commitment, program requirements, etc.)

• Offer continuous training for faculty during the project• Keep line of communication open with faculty and program• Continuous evaluation of course content• Retreat for faculty to review program requirements and content (keeping in my mind

national standards for accreditation) • Weekly updates for stakeholders on progress and issues• Build in requirements for successful project into contract

– Support– Long term management (get out of the way but be visible)– Get stakeholders signoff on contract

• Identify academic requirements– Number of students enrolled in course and cohort– Developers and teachers of online programs: faculty who want to teach online or SME faculty

• Resources– Updated computers– Services cost (Webex, Belbin)– Staff/Faculty to support program

• Provide hands-on activities for faculty to ensure ownership and personal investment– Release time for course development

• Technology changes may dampen progress made

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Questions & Resources

?http://pages.towson.edu/acutler/mdla