Do academics at your institution cringe when they hear "project management", "timelines" or "deadlines"? As a project manager, do you struggle with balancing your project management principles and practices with the university’s academic course development and design philosophies? These are typical challenges and you are not alone! Through the blending of collective efforts, both business and academic goals can be respected, realized and transformed into a new, agile, scalable model by leveraging Web 2.0 project management and collaboration tools to support a collaborative course development process package that even the most reluctant and skeptical academic and project manager can work with.

1. Instructional Design Project Management 2.0: A Model of Development and Practice Jennifer Staley Phil Ice www.apus.edu

2. Agenda Introductions Instructional Development & Design Process Community of Inquiry (CoI) Framework Collaboration Tools & Supports Q&A Contact Info

4. No Instructional Design Process

5. No Online Learning Framework

6. No Collaboration Tools

8. ADDIE Instructional Systems Design Model

9. APUS ID Process Model

10. Instructional Design Project Management

11. Community of Inquiry Framework a process model of learning in online and blended educational environments grounded in a collaborative constructivist view of higher education assumes effective online learning requires the development of a community of learners that supports meaningful inquiry and deep learning

12. (Garrison et al., 2000, p.2)

13. Social Presence the ability of participants in a community of inquiry to project themselves socially and emotionally -- as ‘real’ people the degree to which participants in computer mediated communication feel socially and emotionally connected

14. Social Presence - Elements affective expression (expressing emotion, self-projection) open communication (learning climate, risk free expression) group cohesion (group identity, collaboration)

15. Cognitive Presence the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry

16. Cognitive Presence - Elements triggering event (sense of puzzlement) exploration (sharing information & ideas) integration (connecting ideas) resolution (synthesizing & applying new ideas)

17. Teaching Presence the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes

18. Teaching Presence design and organization (setting curriculum & activities) facilitation (shaping constructive discourse) direct instruction (focusing & resolving issues)

19. CoI Survey 9 social presence items (3 affective expression, 3 open communication, 3 group cohesion) 12 cognitive presence items (3 triggering, 3 exploration, 3 integration, 3 resolution) 13 teaching presence items (4 design & facilitation, 6 facilitation of discourse, 3 direct instruction)

20. CoI Survey Validation tested in graduate courses at four institutions in the US and Canada principal component factor analysis three factor model predicted by CoI framework confirmed Arbaugh, Cleveland-Innes, Diaz, Garrison, Ice, Richardson, Shea & Swan - 2008

21. Communication, Collaboration and Community

23. Twitter: technostats

24. Facebook & LinkedInContact Us Jenn Staley Email: jstaley@apus.edu Twitter: jennystaley Facebook & LinkedIn

25. References Abdous, M. & He, W. (2008). Streamlining the online course development process by using project management tools. The Quarterly Review of Distance Education, 9(2), 181-188. Arbaugh, J.B., Cleveland-Innes, M., Diaz, S.R., Garrison, D.R., Ice, P., Richardson, J.C., and Swan, K.P. (2008). Developing a community of inquiry instrument: Testing a measure of the community of inquiry framework using a multi-institutional sample. Internet and Higher Education, 11 (3/4), 133-136. Dick, W., & Carey, L.(1978). The Systematic Design of Instruction. Glenview, IL.: Scott, Foresman. Florida Gulf Coast University. (2006). Principles of online design: Instructional design. Retrieved April 22, 2008, from http://www.fgcu.edu/onlinedesign/designDev.html. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105. Ice, P. & Kupczynski, L. (2009). Student perceptions of group and individualized feedback in online courses. Conference Proposal to be presented at the SERA 2009 Conference in San Antonio. McGriff, S. (2001). Project management for instructional design in higher education (Doctoral dissertation, Pennsylvania State University, 2000). Pickett, A., Shea, P., & Fredericksen, E. (2001). The sln course design process. The SUNY Learning Network: Advanced Learning and Information Services. The State University of New York. Reigeluth, C. M. & Stein, F. S. (1983). The elaboration theory of instruction. C. M. Reigeluth (Ed.), Instructional design theories and models: An overview of their current states. Hillsdale, NJ: Lawrence Erlbaum. Retrieved April 21, 2008, from http://www.nwlink.com/~Donclark/hrd/learning/development.html#Reigeluth. Swan, K., Richardson, J. C., Ice, P., Garrison, D. R., Cleveland-Innes, M., & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online communities of inquiry. eMentor, 24I(2). Retrieved August 8, 2008, fromhttp://www.e-mentor.edu.pl/artykul_v2.php?numer=24&id=543.