This document discusses barriers to establishing instructional design and faculty authorship of digital course content at institutions. It describes one faculty developer's experience starting an instructional design program that met resistance from faculty accustomed to optional professional development. Strategies are proposed for overcoming barriers, including establishing expectations, incentivizing course redesigns, and recognizing faculty authorship as a form of teaching and scholarly activity. The document advocates for institutional policies that honor the time needed to develop high-quality digital content, such as course releases or sabbaticals, to fuel innovation in this area.

1. Today's the Day: Balancing The
Reality of Faculty Scholarship
with Innovations in Digital
Authorship
NOREEN BARAJAS-MURPHY

2. Designing curriculum and authoring
course texts are the products of
innovative faculty members and
should be considered a form of
teaching effectiveness & scholarship.
One Faculty Developer’s Journey

3. Choose Your Own
Adventure Format
A story in three parts
#TodaysBarrier1
#TodaysBarrier2
#TodaysBarrier3
#OLCInnovate
Introduce yourself to the
members of your table
◦ Name + role you play at your
institution or organization

4. How do I introduce instructional
design into a culture
accustomed to professional
development that is optional?
CHAPTER ONE
#TodaysBarrier1 #OLCInnovate

5. Existing Conditions
Strong ties to CTL programming
Broad LMS adoption
Broad SoftChalk usage
Broad screen casting use and self-produced video
content
A pre-requisite technology course for students
#TodaysBarrier1 #OLCInnovate

6. “I wish you could do this for
me so that I could focus on
the teaching…”
#TodaysBarrier1 #OLCInnovate

7. Instructional Design
#TodaysBarrier1 #OLCInnovate

8. Establishing
Instructional
Design As a
Service IN a
Faculty
Development
Department
Year 1: Establishing
Programmatic Outcomes and
Assessments
Year 2: Developing a Culture of
Instructional Design + Four
Courses
Year 3: Six Additional Courses
Year 4: Analysis and Revision
Year 5: Institutionalize ID
#TodaysBarrier1 #OLCInnovate

9. #TodaysBarrier1 #OLCInnovate

10. The Art of Persuasion
DOWNSIDE
Faculty counted on course overages to
supplement their income
A course release would flag the number of
overages each had
Stipends were disallowable during academic
year
Faculty did not want to work during summer
even if there was a stipend
UPSIDE
ID team would design and build all content
Budget allowed for course development
equipment and software
Course Design and Implementation
Equipment:
• MacBook Air
• iPad mini
• Jawbone Jambox speaker/mic
• Apple TV
#TodaysBarrier1 #OLCInnovate

11. Expectations
JUNIOR FACULTY MEMBER
Intended to use toward T & P binder
Expected teaching evaluations to show
improvement
Planned to use for conference presentations
INSTRUCTOR (ADMIN PROFESSIONAL)
Revise Flipped Class Materials
Intended to increase efficacy among tenured
faculty
Expected to strengthen and balance areas of
content
Expected a significant improvement to course
content
#TodaysBarrier1 #OLCInnovate

12. Redesigned
JUNIOR FACULTY
Revised 16 individual slide decks for each
course topic and supplemental help materials
Recorded all course lecture material and
organized into a streaming course channel
Created multiple low stakes quizzes for
rehearsal and practice of course content
Created on-demand test preparation materials
with feedback
Set up entire course in LMS with gradebook
INSTRUCTOR
Revised slide decks for lecture material
Built a complete test bank from course text
and ancillary readings
Revised all in class activity cards for group
work
Set up entire course in LMS
#TodaysBarrier1 #OLCInnovate

13. Bad Press
No new takers – the
remaining 6 faculty
members all declined the
opportunity to work with
the ID team to redesign
their course content
#TodaysBarrier1 #OLCInnovate

14. #TodaysBarrier1
How do you create a culture
of instructional design with
clear expectations?

15. Can faculty content authorship
be included as a measure of
teaching effectiveness and
scholarly contribution?
CHAPTER TWO
#TodaysBarrier2 #OLCInnovate

16. #TodaysBarrier2 #OLCInnovate

17. However…
60
30
10
One Liberal Arts College
Teaching Scholarship Service

18. Could a faculty expert use their
published content and its
adoptions within their discipline
as evidence of teaching
effectiveness?
#TodaysBarrier2 #OLCInnovate

19. 6. eAuthored Responsive
5. eAuthored Interactive
4. e/Authored Textbook
3. Curated Resources
2. Compiled Resources
1. Custom Textbook
@nononi28 @gratzee
#TodaysBarrier2 #OLCInnovate

20. 6. eAuthored Responsive
5. eAuthored Interactive
4. e/Authored Textbook
3. Curated Resources
2. Compiled Resources
1. Custom Textbook
@nononi28 @gratzee
Faculty curates course readings from multiple published
sources into electronic and/or printed book (GinkgoTree,
OER use, Adobe PDF)
Faculty compiles course reading list from multiple
published sources into a centralized course location (CMS,
LMS, course specific website)
Publishing company assembles textbook from multiple
published sources (Pearson, Macmillan)
#TodaysBarrier2 #OLCInnovate

21. #TodaysBarrier2 #OLCInnovate

22. #TodaysBarrier2 #OLCInnovate

23. #TodaysBarrier2 #OLCInnovate

24. 6. eAuthored Responsive
5. eAuthored Interactive
4. e/Authored Textbook
3. Curated Resources
2. Compiled Resources
1. Custom Textbook
@nononi28 @gratzee
Faculty authored, personalized learning through
responsive, branching, interactive, feedback-looped,
graded, (Adobe DPS, OER authorship)
Faculty authored, feedback-looped (quizzes), interactivity,
graded (Adobe DPS, OER authorship)
Faculty authored course text basic interactivity (highlight,
comment, bookmark, videos, hyperlinking) (e-book, OER
authorship, GinkgoTree, Adobe PDF)
#TodaysBarrier2 #OLCInnovate

25. #TodaysBarrier2
What strategies would you use
to establish faculty authored
content as a measure of
scholarship and teaching
effectiveness?

26. The free market,
open distribution & reuse-
where does it fit in academic
content publication?
CHAPTER THREE
#TodaysBarrier3 #OLCInnovate

27. Institutions that honor the
time needed to develop
exemplary digital content
will fuel innovation
#TodaysBarrier3 #OLCInnovate

28. Institutions that honor the time needed to
develop digital content
by providing course releases,
course development sabbaticals
or other strategies that build time into
professional responsibilities
will fuel innovation
#TodaysBarrier3 #OLCInnovate

29. #TodaysBarrier3 #OLCInnovate

30. #TodaysBarrier3
What institutional policies
would you advocate for
related to faculty who want
to distribute their content?