PROGRAM DESIGN. Our design process, philosophy and values.

Transcription

1 PROGRAM Our design process, philosophy and values. Program Design and Development is one of our core services in which we work with faculty to design and develop courses that are part of a new or redesigned program (degree, certificate, pathway or cluster). OFFICE of ACADEMIC INNOVATION w w w.pdx.edu/oai 0.7.

2 The Office of Academic Innovation The Office of Academic Innovation (OAI) provides leadership and support for campus activities that explore and promote excellence in teaching and learning, innovative curricular technology use, and community-based learning. We support campus initiatives that respond to changing curricular and educational delivery models, improve student success, and value the importance of teaching, learning and assessment. We do this work by working with individuals, departments, convening learning communities, engaging campus-wide conversations, and developing digital resource materials. Our OAI staff includes individuals with expertise in the areas of organizational development, instructional design, community-based learning, assessment, curriculum and instruction, adult learning, instructional technology, multimedia development, and educational leadership. Additionally, our faculty-in-residence provide leadership in the areas of pedagogy, student success, teaching in the STEM disciplines, teaching with technology, academic writing, and community-based learning. Since our foundation in June 0 we have assisted faculty and departments in developing over 7 high quality online or hybrid courses to more than 000 students. Given our diverse academic experience with online, hybrid, on-campus and community-based learning, we are excited to partner with our faculty community in designing engaging student experiences for a range of modalities. The OAI Program Design Process Our program design process has six phases (degree, certificate, pathway or cluster). They are used as building blocks towards the successful delivery of a new design or redesigned program. Our process also affords us the opportunity to provide resources required to support both the implementation and sustainability of partner initiatives. Thus, it ensures a rich collection of good practices, creative ideas and timely execution of scheduled program delivery. Let s take a look at the six phases in our design process! OUR PROGRAM PROCESS has six phases which are used as building blocks towards the sucessful delivery of a newly designed or a redesigned program

3 Phase # : Initiation Each project starts with an initiation phase. At the initiation phase, it s all about learning what the goals of the project are, what you hope to achieve by the end of the process and how we can support your faculty team in the best possible way. More importantly, at this phase, we will establish the partnership protocol for collaboration and workflow. During this phase, the following activities are involved: Define the scope of the project: what will we do, and what will we not do. Identify the resources required to support the successful delivery of the project within the defined timeline and define their roles and responsibilities. Create a project budget to account for all of the human and technical resources required to support the scope of work defined by the project. Create and finalize the Partnership Agreement document between the Project Lead(s) and the Director of OAI that reflects all of the above. By successfully executing the steps above, members of the partnership have a well-defined roadmap in collaborating with faculty members, project lead(s), and other stakeholders. Moreover, stakeholders will be able to draft and define a clear set of role and responsibility expectations during the planning phase. Figure : The initiation phase is about the definition of the project (objectives, stakeholders, partners, timeline, budget). Phase # : Discovery and Planning The discovery and planning phase is an essential component in defining the project plan for the partnership. In this phase, we facilitate discovery sessions with the entire faculty team where we seek to define what the student experience in the program will be like for the chosen modality (online, hybrid, community-based, on campus). We cover questions such as: what are the pathways through the program, are there bottleneck courses, etc. Facilitate design sessions with faculty about program requirements. Describe and discuss alignment between course and program design. Make links with other support services on campus, as needed. Define and agree upon all Oof the components for the project workplan and timelines. Figure : The planning phase is about bringing all partners together to make program design choices (what does the program look like, what is the student experience) and to co-develop the process to realize these choices while drawing from good practices

4 Phase # : Design Once the Partnership Agreement has been signed and the faculty team has completed the discovery sessions, faculty members will enter the design phase in which they work towards creating a course map based on the program requirements. Faculty members have access to an instructional designer who will help them to identify the course attributes required to successfully deliver the course. Some of the key elements of this course map include: Establishing learning strategies for the course that integrate with program-level outcomes. Identifying assignments and projects required to completed by students enrolled in the course. Developing teaching and facilitation strategies to promote student engagement. Creating activities to gather and receive feedback. Selecting instructional technology and media that support the learning. Figure : The design phase often runs parallel with the development phase, but a design approach cannot be finalized without a completed course map. Phase # : Development At the development phase, it s about bringing the course map to action. Each faculty member will begin to develop course assets identified in the course map with the assistance of our OAI course building and multimedia development team. Depending on the needs of the course, our team has the ability to assist in creating course assets such as: Build and activate a course shell in DL with all the required features and widgets. Build engaging environments in Google Apps for Education (blog, groups, etc.). Create short instructional videos that meet accessibility standards. Plan documents to execute synchronous or real time video discussion using available PSU platforms (i.e. Google Hangouts and Blackboard Collaborate). Create small animations, an educational game or podcasts. This phase is often the time when the faculty team will also create a shared course template with a collection of teaching strategies, assignments, tools and assets. This shared template can be re-used for other courses, or it can provide teaching assistants (TA) with a full overview of the available assets for the program. Figure : The development phase is about the creation of the course and specific learning objects in the LMS (shell, template, look and feel, audio, video). The development phase often runs parallel with the design phase

5 Phase # : First Launch Course support for the faculty continues throughout the soft launch. We understand that supporting faculty in troubleshooting both non-technical and technical is critical during the first half of the course offerings. Faculty members can contact the instructional designers, course builder, or multimedia developer at any point that an issue arises during the course. As the course comes to a close, the instructional designer and faculty member meet to discuss the experience and to look at feedback collected from the students. Small additional design work can be defined and discussed with the Project Lead. If the course does not need any additional design work, the faculty member and designer sign off on the course design document as ready for launch. Figure : First launch is about launching the new design for the first time, supporting the faculty member during the process, collecting feedback and re-visiting design where needed. Phase # : Project Close A project ends once all courses have been approved for hard launch and a sustainability plan has been defined. The project close meeting includes Director of Platform & Pedagogy, Associate Director, Instructional Designer, and Program Lead. With the close of project, a lessons learned meeting is held to gathering feedback about the experience during the design process with OAI. This meeting also allows us to identifying good practices generated from the project that could be applied to future initiatives. If the project was subdivided into different phases during the project, this meeting will occur a few times during the process. The absolute final meeting will be about the project close and result in the production of a sustainability plan. Figure : Project Close is about finalizing the project and calling all design finished w w w.pdx.edu/oai

6 OAI Design Philosophy and Values: Partnership At Work A vision begins with a dream or an ideal. Like any vision, it will take a desire to confront complexities, dynamic collaboration with partners, and thoughtful dialog around planning so that the vision transforms into life. The Office of Academic Innovation (OAI) understands that turning a vision into a reality can be often times an array of challenges and complexities within itself. While supporting campus-wide initiatives such as rethink PSU, OAI has provided a variety of services to assist program leadership navigate through complex program-level design and partner with members of the faculty community to bring their course vision to reality. More importantly, the partnership between program leadership, faculty members, and OAI personnel has been able to create a repository of learned experiences, which continues to positively impact all Portland State University students. Drawing from these learned experiences affords the partnership to a staple in generating shared resources and successes with all stakeholders. Hence, OAI s design process model leaves all of stakeholders with a true sense of accomplishment based on defined outcomes as well as a venue to foster collaboration. We value Collaborative Partnerships Solving Problems Communities of Practice Experimentation and Creativity Design Thinking Reflective Practices Student Success w w w.pdx.edu/oai

7 OAI Program Design & Development Checklist For Faculty Office of Academic Innovation (OAI) Phase # : Initiation Meet with program lead(s) to discuss program goals as well project expectations (i.e. project scope, timeline, engagement, etc.). Facilitate and schedule Project Scoping meeting(s) with project leads. Phase # : Discovery and Planning Attend and participate in the two discovery sessions with the entire team to define program requirements. Facilitate discovery session with program leads and faculty members. Prepare survey and analysis data. Participate in survey to understand course needs. Review and sign the course partnership agreement document. Write project requirements and project plan to be reviewed by leads. Prepare all course partnership agreements. Phase # : Design Bring course syllabus and any existing course materials to the initial interview. Consult with Instructional Designer to identify teaching and facilitation strategies and development needs. Schedule initial interview session to discuss the current course experience and desired outcomes for the course in working with OAI. Develop course project plan based off the course deliverables outlined in the course partnership agreement document. Consult, identify, and document course and program requirements necessary to successfully deliver the course. Assist faculty in establishing course design and development milestones. Consult with Instructional Designer in establishing course design and development milestones. Consult with faculty member to identify teaching and facilitation strategies and development needs w w w.pdx.edu/oai

8 OAI Program Design & Development Checklist For Faculty Office of Academic Innovation (OAI) Phase # : Development Attend LMS training (if applicable). Participate in project-based workshops, as needed. Build course shell based program-level requirements and course map - include course evaluation and survey. Consult with development team to build course assets (i.e. multimedia, gamification, course shell in LMS, etc.) as defined in course map. Create and/or offer resources (i.e. customized group sessions, workshops, etc.) around common classroom topics as relates to project and program outcomes. Review and sign-off on course shell with the assigned development team. Facilitate training to instructors and GTAs. Review prototypes created by development team. Conduct course audit to ensure that course materials are accessible and functioning properly. Manage the development timeline for any and all multimedia development w w w.pdx.edu/oai 7

9 OAI Program Design & Development Checklist For Faculty Office of Academic Innovation (OAI) Phase #: First Launch Deliver the course during the agreed upon term. Assist with both non-technical and technical support throughout the term. Contact OAI for course support needs. Schedule check-in meeting with the instructor during the term. Conduct surveys and evaluations to generate student feedback. Participate in QM review with Instructional Designer. Participate in Lessons Learn meeting. Collect and analyze student feedback from surveys and evaluations. Conduct QM review with faculty and provide recommendations for next steps for course improvement. Schedule and facilitate Lessons Learn meeting with faculty members and program leads regarding their experience in developing and delivering course. Phase # : Project Close Participation complete. Schedule and facilitate Lessons Learn meeting with deans, department chairs, and program leads, about their project experience. Develop a project close report. v

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11 PROGRAM Our design process, philosophy and values. Program Design and Development is one of our core services in which we work with faculty to design and develop courses that are part of a new or redesigned program (degree, certificate, pathway or cluster). OFFICE of ACADEMIC INNOVATION w w w. pdx. edu/ oai