1. Partners in Design
Professor and Instructional Designer
Collaboration in Professional
Development Course Design
Kevin Forgard: Instructional Design Consultant - UW Colleges Online
Dubear Kroening: Associate Professor Biological Science - UW Fox Valley
TECH: Technology and Education in the
Classroom and at Home
May 22, 2014

2. Faculty
Instructional
Designer
Administrator Other
Audience background

3. Session Objectives:
• Discuss foundations
• Instructional design at UW Colleges
Online
• Presentation on our project: TOL 101
• Some data points
• Highlights of TOL 101

4. Driving Questions
• What sort of relationship is cultivated between
instructional designers and faculty?
• How does this relationship extend into a
professional development course design?
• How does the delivery of the professional
development course extend to participant course
design and delivery?
Photo credit: M. Hooper

5. Audience Knowledge
What is the role
of an instructor?
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6. Audience Knowledge
What is the role of
the instructional
designer?
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7. Audience Knowledge
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What is learning?
What is instruction?

8. Example Models
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Faculty
Instructional
Designer
Instructional Designer
Faculty

9. Example Models
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Content
IDFac
Meeting point

10. • merkale
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11. Instructional Design
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Design or (instructional design) is
about people.
Relationships
Collaboration, and
Reflection
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12. Instructional Design
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• Design directed towards the practical purpose of learning.
• Creates system of materials in which students learn.
• Practices include analysis of learning and performance
problems, design, develop, implement, and evaluate
instruction and non-instructional processes intended to
improve learning and performance.
Rowland, 1993; Reiser, 2007, Etrmer et al, 2013

13. Instructional Design@UWC Online
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UWC Online Instructional Design Team
Kevin Crow: Instructional Design
Project Manager
Instructional Design Consultants:
• Marcy Dickson
• Kevin Forgard
• John Hollenbeck
Karla Farrell: D2L
Admin
UW Colleges
Pat Fellows

14. Instructional Design@UWC Online
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Instructional Design Consultant
• Department liaison
• Course design support
• Professional development

15. The Project: Teaching Online 101
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TOL 101: Forgard & Kroening
How to deliver an
online course
TOL 102: Hollenbeck
How to develop
an online course

16. The Project: Teaching Online 101
TOL 101: Teaching
Online 101
• Designed for first-time faculty who are
teaching online
• Focus is on delivery of an online course
• Centered around “core course design”
modifications

17. TOL 101 Design Process
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S STEP 1
• Meet and greet
• Establish communication
• Set deadlines and define parameters

18. TOL 101 Design Process
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S STEP 2 • Establish learning outcomes
• Brainstorm sequence
• Share ideas
www.Evernote.com

19. TOL 101 Design Process
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STEP 3
• Collect and compile content
• Share and generate feedback
STEP 4
• Share with ID colleagues
• Generate feedback and revise
STEP 5
• Redesign plan and map course

20. TOL 101 Design Process
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S STEP 6
• Create content (who writes what?)
• Begin building in D2L
STEP 7
• Recruit and run alpha course
• Collect evaluation data and revise

21. TOL 101 Design Basics
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Module breakdownModule Organization
Section Function
Pre-learning activity Introduces learners to module topic through
example review or case study
Overview Short video and text introducing module
Content-Readings Direct instruction of concept with optional readings:
WADE/SWIM/DIVE
Discussions Reflective discussion on topic
Deliverable Project learners do to apply new knowledge

22. TOL 101 Design Basics
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Five Week-long
Modules
Module 1: The Environment of eLearning
Module 2: Facilitating Learning in an Online Course
Module 3: Online Course Assessment Strategies
Module 4: Promoting Online Student Success
Module 5: Course Reflections and Wrap-up

23. TOL 101 Example
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Lesson Overview Videos

24. TOL 101 Example: Discussion
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TOPIC PROMPT: Using discussion boards
In most any online course there will be built in discussion areas. Each may
have a different function depending on the assignment or task. Share some
ideas on how you might interact with students on these discussion boards
contrasting between whole class discussions, small group discussions, peer-
led discussion, or general open discussions.
• Are there others we might consider?
• How would you facilitate these different types of discussions?
• How would these be different from face-to-face discussions?
• How would you encourage interaction and also make sure that students are
respectful of other students?

25. TOL 101 Participant Example
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TOPIC: Using discussion boards
In the small group peer-led format, I envision 6-8 members with 2 co-
facilitators. I would charge the co-facilitators with working together to come up
with at least four discussion questions for their small group to engage in that
week. The co-facilitators would have to run the questions past me for approval
prior to posting. My instinct is to remain hands off during the small
group discussion portion (3-4 days). I would only intervene if absolutely
necessary….

26. TOL 101 Participant Example
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TOPIC: Using Course Videos
What if the instructor has an accent or just does not look “professor”?
Sorry for bringing up a sensitive topic here:
But I think about an instructor who may be an immigrant or a racial minority -
where accents and looks may be more of a liability than an asset. Online
courses, being not face-to-face, can help students focus more on the content
than what the instructor looks or sounds like.
So, I would advance that visuals may be more of a liability than an asset,
depending on who the instructor is.
Having said all this, I will still do my homework and submit the video clip for the
next "Deliverable". :-)

27. TOL 101 Participant Example
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DELIVERABLE: Instructor Videos
http://youtu.be/sue2VSM1jh8http://youtu.be/BxVz6uuZWKY
Thanks to Katie Turkiewicz and
Chris Johnson for allowing us to
share their work.

28. Preliminary Data
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May 2014 Cohort (8 learners)
July 2014 Cohort (20 learners)
Fall 2014 (~15-20)
Spring 2014 (~15-20)
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29. Preliminary Data
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Take a few moments to reflect on what you learned in the course up to this point.
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30. REVISIT: Driving Questions
• What sort of relationship is cultivated between
instructional designers and faculty?
• How does this relationship extend into a
professional development course design?
• How does the delivery of the professional
development course extend to participant course
design and delivery?
Photo credit: M. Hooper

31. This is only the beginning!
Questions?