1 INSTRUCTIONAL DESIGN AND TECHNOLOGY Russian Cooperative Symposium May 2, 2011 JoAnn Carter-Wells, Ph.D. Program Coordinator
2 Background/Overview History /Themes and Program Dynamics Development and Implementation Components: Program Design/Curriculum Program strands/common components Course Sequence/Classes/ Contract development Infrastructure Faculty Team/ Personnel/Production and Development Ongoing Assessment Review/approval committees Faculty Assignments Technology Campus Support services WASC Accreditation Maintenance and Expansion Orientation programs and commencement event Community of Learners research project Cohort cocaptains Alumni association- online with regular meetings, employer participation, webinars, etc. Scholarship program-annual -$500 IDT Certificates- 2 levels -9 units and 15 units; package program elements; use with new MS in Nursing Administration degree in 2009 Model for other online degree programs on campus Unexpected issues-ethics and problem solving scenarios in intake interview and orientation activities Current Issues in the Field THANK YOU VERY MUCH!!
3 Program Websitemsidt.fullerton.edu
4 Background and Overview Large, urban, comprehensive BA and Masters degree institution (36,000 students, 2200 faculty). As part of a 23-campus state system, other sister campuses began launching online degree programs. In 2001, Vice President for Academic Affairs set a goal of developing two new online degree programs. School (now College) of Education was invited to be the pilot program. MS in Instructional Design and Technology was 1 st online degree at CSUF-almost 10 years old-fall, 2011! Emphasis on online learning, training, curriculum developmenttutorials, CD support, workshops, assessment tools, etc. Primarily postsecondary and corporate/business professionals
5 Themes/Program Dynamics synergy and shared commitment university support administration, faculty & students reshaping the bureaucracy/living on air governance dynamics; interdisciplinary involvement creation of team working principles unique cohort learning expectations struggle with technology (at 1 st ) impact as practical professional program in business/industry program culture and traditions-orientations, commencement and alumni association alumni leadership on national basis- Bob Wood and others willingness to experiment and refine; flexibility
6 Logistics WHO? Support came from the top administrative levels. In addition, Academic Affairs (AA) joined with University Extended Education (UEE) for funding. WHO ELSE? The Associate Dean in the College was charged with convening and working closely with a subgroup of interdisciplinary Education faculty and a faculty workgroup manager. WHEN? The workgroup met intensively each week during the summer and regular semesters. HOW? All faculty members of the workgroup were compensated for their time with funds from AA and UEE.
7 Development and Implementation Processes/Components Curriculum Review/approval committees Program strands/common components Infrastructure Technology Contract development/courses Faculty assignments Campus Support services WASC Accreditation-pilot in 2002;fully accredited in 2007
8 Chronology of Major Activities Faculty workgroup developed curriculum, wrote course proposals (summer 2001), and began campus program approval process (fall 2001); Conducted market survey, developed program features, admissions criteria, and assessments; created website; implemented administrative support and infrastructure (fall and spring semesters); Secured campus approval (spring 2002); Secured Western Association of Schools and Colleges (WASC) accreditation (summer 2002); Admitted 1 st cohort of 23 students who attended the on-campus orientation-september 13, 2002; now in 7 th cohort with 25 students for fall, 2008
9 Program Design MSIDT Degree is an online cohort program and practical professional program Core Classes and Sequence combines theory and practice in Instructional Design so graduates will become experts in designing instructional programs and materials for optimum learning in an electronic environment. 30-unit Fully Accredited Program-WASC All courses reflect an understanding of how adults learn. Courses are designed to activate students prior knowledge and to connect their prior knowledge with the course content. Culminating Project- practical application in workplace setting; begin to develop focus from beginning of program; reflect in initial essay, discuss and refine with advisement at midpoint symposium and with instructors throughout program; work alone in final term segment with faculty point person
10 UNIQUE FEATURES Curriculum Design Elements Common To Courses Modular Designs Student-Centered Instruction Constructing Meaning In On-line Discussions Ongoing Assessment Using Multiple Measures Cohort-Based Structure Educational Theory Translated To Practice Culture- committed professionals, team spirit, college support Infrastructure address from beginning 1 st online Alumni Association President, Jim Schools Separate degree MS in IDT;Not MS in Education/concentration Student pool-professionals in corporate business settings/ HR or educational areas- responsible for training, multimedia curriculum support, etc.; 80 %- multifaceted areas and constantly growing due to economy and training requirements -Kia Motors, Intel, Zinsser USA, Washington Mutual Bank, Allergan, Bristol Myers Squibb, Southern California Edison, airport administration, etc.
11 Curriculum Analysis of 15 key programs Worked as team to develop theoretical framework with interlinking and sequential course concepts, content and integration of program strands Controversy over course titles, curriculum purview, faculty credibility in writing curriculum, territorial maneuvering, etc.
12 Student Learning Objectives/Program Strands/Common Components/Assignments Each course has objectives and activities intertwining and linking the strands throughout the program: Assessment/Evaluation Collaboration Critical Thinking and Problem Solving Media Literacy Research Written Communication Assessment/Assignment Matrix CD Portfolio and Reflection after each term segment
13 Course Sequence/Infrastructure 10 Courses IDT prefix;instructional Design and Technology 20 month consecutive program in 5 term segments (trimester program with one week break between segments) 2 courses/term segment (15 weeks) Sequential cohort-based theory and practice courses culminating with a project/practicum Blackboard course management system Student fees- approved by various committees and Chancellors Office Executive Orders; assessed separately from course fees; course fees - $33/ unit and orientation programs - $573 Study Plan Graduate Student Checklist Boot Up Camp- Orientation, program resources, training, advising Midpoint Symposium-advising, focus groups, project decision point Commencement event with reception and guest speaker from professionprior graduate
14 CLASSES IDT 505-Hardware and Authoring Environments in Instructional Contexts (3) IDT 510-Research in Instructional Design (3) IDT 520-Instructional Design Issues for Technology-based Instruction (3) IDT 525-Instructional Approaches in Learning and Cognition (3) IDT 530-Planning, Designing and Evaluating Technology-based Instruction (3) IDT 535-Instructional Strategies for Pre-K through Adulthood (3) IDT 540-Web-based Teaching and Learning (3) IDT 545-Emerging Technology and Issues in Instruction (3) IDT 550-Practicum in Instructional Design and Technology (3) IDT 597-Project (3)
15 Community Site-Blackboard
16 Course Design Weekly discussions or assignments Flexibility asynchronous; new synchronous option with ILinc Due dates, assignments posted throughout Weekly announcements Discussion board Consistency in design and structure throughout courses
17 Contract Development/Courses Course development contract and copyright and portability of content Work for Hire Agreement Faculty delivery obligations Course custodian policy
18 Development Production Team/Creation and Delivery Subject Matter Expert / Instructor (contract) Project Manager (Program Coordinator) Instructional Designer (DE) Web Developer (support from FDC) Student Assistant (now administrative support position) Course is revisited once it has been delivered; also annual team discussion-spring Now more seamless due to faculty expertise
19 Ongoing Assessment Course assessments reflect multiple measures (23 different types): Group discussions. Research/learning application activities. Study reports and self-assessment. Research papers. Mid-term and final exams. Small group presentations/peer critiques CD Portfolio and Reflection after each term segment External evaluator-anonymous postings-blackboard site
20 Review/Approval Process Various campus committees Rounds of review and discussion and politicking Course textbook concerns Entire Academic Senate review and discussion-toefl score change Environment of lack of understanding of online learning, etc.-initially but not anymore Concerns about technology adequacy- initially Concerns about synchronous expectation - initially
21 Faculty Assignments Hiring process in interdisciplinary program Not aligned with any on department Chair agreement and support is key Juxtaposition with home department and intermittent teaching in MSIDT program Program council separate from MSIDT Team- working group (1 st couple years;now team only) FT university faculty as well as PT faculty from profession-business/corporate settings and previous graduates Shared values and commitment to quality
22 Technology Campus learning management system- Blackboard Implementation problems-compatibility with different browsers and systems- PC and MAC Proxy server issues with library accessoriginally Asynchronous delivery-primarily; now options for synchronous with ILinc integration Orientation item-boot-up camp Specialized software issues-field constantly changing; annual review of technology in program
23 Campus Support Services Develop new working relationship with very small unit Reshape policies and timing- almost a 24/7 open door working relationship- online evaluations, scheduling, grade reporting,bookstore ordering process, Admissions and Records, Business and Financial Affairs, etc. Special working relationship with libraryintegration with digital library and synergy with common issues with distance learning-dr. Susan Tschabrun
24 WASC Accreditation Developed Substantive Change proposal for WASC review No CSU Trustee approval fast-track program Presented to WASC less than 1 year from original team meeting to accreditation by WASC-June 24, June 13, 2002; received pilot status Fully accredited fall, 2007
25 Maintenance and Expansion Orientation programs-boot-up camp and midpoint symposium; refine each year and all team members participate Commencement event with speaker from profession Research Program-Community of Learners Research Projectongoing Cohort cocaptains Alumni association- online with regular meetings, employer participation, webinars, etc.; MSIDTAA. org Scholarship program-annual -$500 IDT Certificates- 2 levels -9 units and 15 units; package program elements; use with new MS in Nursing Administration degree in 2009 Model for other online degree programs on campus Unexpected issues-ethics and problem solving scenarios in intake interview and orientation activities
26 Ethics Online professional behavior Code of conduct/administrative Probation policy Problem Solving scenarios intake interview and boot-up camporientation program Faculty expectations
27 Problem Solving scenarios Used unethical behavior situations as problem solving scenarios Intake interview Boot-up camp orientation program small group discussion/resolution Assess individual behavior to handle own problems/situations with campus services (financial aid, Graduate Studies, etc.) and working in cohort setting with inappropriate behavior in the group
28 MSIDT Alumni Association (online)
29 Community of Learners Research Project Under direction of Dr. Joyce Lee, MSIDT Founding Team member Designed ongoing study to examine various aspects of an online learning community;used multiple measures and data points Multiple perspectives of team members institutional support students prior experiences with technology positive peer and instructor interactions constructivist approaches to teaching and learning cognitive changes generated in the discussion boards through critical discourse accessibility and reliability of web-based technologies perspective transformations engendered through assessment/evaluation activities Extensive Pragmatic scholarship and publications (see binder appendix)
30 Current Issues in the Field Faculty training Common procedures/protocols/best Practices in Field LMS changes- Blackboard and now MOODLE-open source Multimedia integration Maintain currency as technology evolves Workload Issues- 1 ½ times F2F Time intensive-develop, implement & teach Additional compensation-financial or assignment Assessment of Students and Faculty Readiness of students/expectations-smartermeasure Standardization of procedures and expectations Retention, Tenure and Promotion policies Authentication- software implementation Evolving federal regulations and regional accreditation
31 Discussion/Questions & Answers THANK YOU VERY MUCH!!!
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