A Collaboration Model of Instructional Designer Engagement and Faculty Autonomy

Concurrent Session 1

Brief Abstract

This model proposes a flexible templated approach to course development based on the need for faculty autonomy and instructional designer engagement.  Recognizing the need of instructional designers to engage multiple stakeholders, and the need of faculty to retain their autonomy, this model gives insight to how this might work in a practical way.

Presenters

Michelle Mentzer (EdD) is currently an Instructional Designer at Indiana State University Online. Previous to her employment here, she was in the Engineering Management Department at Rose-Hulman Institute of Technology. Prior to this she was the Director of the Instructional Resource Center for Johns Hopkins University in Baltimore. She has developed for and taught in community colleges and universities both stateside and internationally. She has over 16 years of academic experience from the perspective of an academic administrator, online center director, faculty, and an instructional designer. This gives her a unique and systemic perspective of course development. She has lived around the globe while being married to a military member (now retired). She and her husband have a small farm in Indiana. She enjoys systems thinking, teaching and training faculty members, online program development, and all things Apple.

Extended Abstract

This new model proposes the use of a flexible templated approach to course development that is based on the need for faculty autonomy and instructional designer engagement.  Recognizing the need of instructional designers to engage multiple stakeholders, and the need of faculty to retain their autonomy, this model gives insight to how this might work in a practical way. This model acknowledges the wide range of experience from novice to expert among faculty members and instructional designers.  This model also acknowledges the wide range of course development knowledge and application of instructional design constructs of faculty and instructional designers.

   
This model demonstrates how the levels of instructor autonomy and the levels of instructional designer engagement are integrated and then proposes a collaborative model using flexible templates that coordinate with QM guidelines. Every institution is trying to meet high standards of course development in limited amounts of time. This model is helpful in quickly determining how and when the instructional designer can assist the instructor, regardless of their level of autonomy in course development, and then proposes a solution to ease the course development process.

Consider with your fellow online learning specialists how to have a flexible instructor and instructional design relationship that results in a well-designed course within a reasonable amount of time.  This method is useful for online programs as well, since a template can be developed by all stakeholders, and a common style then easily applied by all.

Goals:
Participants will gain awareness of the integration of instructional design engagement and faculty autonomy in a practical working context.
Participants will learn the advantages of informed and intentional pairing of instructional designers and faculty members based on expected product complexity and scheduled development time and be able to apply them to practical collaborative efforts.
Participants will be able to self-identify competency levels for the purpose of defining the most appropriate collaborative pairing.
Participants will identify which course creation documents would be helpful, and will identify how and when to use them wisely, if used at all.
Materials:
Participants will receive a hard copy of the slide deck, and will receive digital copies of the course creation documentation (about 15+ pages of Word documents).
Format of Presentation:
The session is an interactive and engaging presentation of the basic underlying assumptions (the competencies and skill sets required for appropriate online course development, the need for faculty engagement, the desire for faculty autonomy, the integration of engagement and autonomy). Each participant is given a copy of the basic templates and participants are asked to work together in groups of 2-3 to determine how they can modify the templates to meet the needs of various online programs.

For committee viewing only, the basic model can be found at the link below. Please do not share.
https://www.icloud.com/pages/0CkRKL9CCSwWYYUSEcwTP1AlA#Collaboration_Mod...