Professor Phyllis Duryee

Dawn M. Snyder, Ph.D., C.P.T.

Franklin University

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Examine the research findings on collaborative roles for online development

Present formal role definitions adopted by the design community of a university whose online courses dominate the curriculum

Discuss best practices for collaboration to create effective online learning

Development of course objectives and selection of content similar; looking at programs (vs. courses) can be a plus

Key challenge is to create learning environment, focus on interactivity

Create an environment where students receive instruction without face-to-face contact

Transformation vs. translation

Pedagogy is paramount

Unbundling of faculty roles (Howell and Williams, 2009)

Need for faculty development for new role (numerous)

Need for teams/collaboration (Xu, 2007)

New development “model”

New reward structure

“instruction is no longer an individual’s work, but the work of teams of specialists—media specialists, knowledge specialists, instructional design specialists and learning specialists. (Moore 1998 in Laidlaw, 2003)

Models: Parallel-linear model, interdisciplinary team model—work together simultaneously and separately

Analysis

Module-Building

Teaching Activities Development

Learner Support Activities Development

Student Performance Assessment Instruments Development

Items for Ongoing Improvement

All courses delivered online and face-to-face, with achievement of equivalent outcomes promised

All faculty involved in development

Custom LMS is robust “template” for instruction, accommodating both modes

Design process is repeatable as designer/developer teams typically create multiple courses

Using Power (2008) model:

Analysis

Module Structure

Learner Support Activities and Assessment

Interaction Activities

Teaching Activities Development

Items for Ongoing Improvement

Designer

Developer

Content Contributor

Plus Librarians, Multi-media team, Technical Team

Designer: Pedagogical strategies and options for analysis, presentation of content, interaction, project management, assessment

Developer: Knowledge of content, current and relevant best practices in the field, learner perspective and needs

Content contributor: Credentialed person in academia and/or industry. Adds content as well as currency and international experience

Have understanding of own role and expectations and the roles of others

Have understanding of how communication should occur and how often

Have a designed project manager and time keeper (Franklin = designer)

Faculty maintain control of instructional decisions

Assessment information and input from Advisory Board, adjunct faculty, and others

Choice of text and supplemental readings for content presentation

Accuracy and level of depth of content

Type of performance required of students as represented in activities and assignments

Assessment of outcomes at the program and course level

Number of meetings and focus of agenda

Who writes what (assignments, activities, alternative formats)

Milestones and deadlines

Focus on learning objectives (matrix)

System ensures learning objectives are met

System identifies artifacts identified for assessment

Competing priorities

Faculty (developers) comfort with online elements

Team comfort level with collaboration

Hixon, E. (2008). Team-based online course development: A case study of collaboration models. Online Journal of Distance Learning Administration. VolXI.

Howell, S. & Williams, P. (2009) Seven faculty distance edtrends: Academic Leader, p.7.

Laidlaw, J., et al. (2003) The design of distance-learning programmes and the role of content experts in their production: Medical Teacher, 25, 182-187.

Power, M. (2008). A dual-mode university instructional design model for academic development: International

Journal for Academic Development. 13, 5- 16. Xu, H., & Morris, L.V. (2007) Collaborative course

development for online courses: Innovative Higher Education, 32, 35-47.