Multimodal Course Design and HyFlex Delivery: A Strategy for Future-Proofing Education

Concurrent Session 7
Streamed Session

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Brief Abstract

As COVOD-19 hit New Orleans hard in March, our workshop was almost ready to pilot. We quickly altered it to facilitate faculty course development for rapid transition from face-to-face delivery to online. Come hear our experiences from several perspectives: online faculty professional development, course development and delivery, and quality metrics. 

Presenters

Dr. Samuel has a breadth and depth of technology experience first with competency-based, hardware, network, and application certification education and later in higher education. Shortly after receiving her PhD with a focus on Education Technology, she became the Director of Faculty and Staff Development at Delgado Community College, New Orleans, LA. She has been the Dean of Distance Learning and Instructional Technology at Delgado Community College since Fall 2014. Her interests are in technology adoption and motivational strategies to promote student learning and completion. Education is the overarching theme from a lifetime of work including public, private, and corporate education. As an advocate of game theory for learning, testing for learning, and brain theory for learning, Jeanne seeks opportunities to apply these areas of study to different learning situations.
Rona Tyger, EdD, Director of Academic Technology at Dillard University (New Orleans), continues to make strides in improving learner-centered teaching and learning through the harmonious integration of academic technology, content and pedagogical knowledge, learning theory and learning management and quality assurance systems, appropriate research, learner-centered pedagogy and faculty-centered andragogy (faculty development) and a daily commitment to excellence. Dr. Tyger’s current focus is on the adoption of open educational resources combined with the aforementioned strategies to improve student success and educational equity. Dr. Tyger has been teaching hybrid and fully online courses since 2002 and knows the importance of the instructional design process that accompanies each course delivered in nontraditional ways. Rona has taught Graduate students instructional technology theory and practice. Most recently, she is working with faculty on “open educational resources,” optimizing the use of both free and our licensed software, "flipping" their courses and re-designing traditional courses into hybrid or online courses. She is a lifelong learner whose research interests lie in the area of educational equity specifically focusing on learner-centered curriculum, distance education pedagogy, digital literacy, digital participation, building digital learning capacity and 21st Century Teaching and Learning. Rona was an Assistant Professor in Adult and Adolescent Education at Armstrong Atlantic State University in Savannah, Georgia 2009 - 2012; an Assistant Professor at Waycross College from 2003 – 2009; and an Instructor in the College of Liberal Arts and Social Sciences at Savannah State University from 2001 - 2003. Rona completed her EdD in Curriculum Theory and Instructional Technology at Georgia Southern University in 2011. Rona also serves as the Canvas LMS Administrator, the Quality Matters coordinator for distance learning instructors and the Jenzabar Ex Advising Administrator at DU.

Extended Abstract

Early experiences with curating, adapting, and creating Open Educational Resources illuminated a need for institution instructional designers (ID). Having no full-time IDs on staff and an inability to hire an ID, we decided to grow our own instructional designers. Funded by a grant from the Louisiana Community College & Technical System (LCTCS) during the 2019 academic year, four Louisiana institutions (two community, one 4-year pubic and one 4-year private) partnered to create a Fundamentals of Instructional Design (FoID) for non-designers. The initial FoID pilot started with nearly 80 faculty. Attrition was high and the course needed to be re-envisioned. We decided to break the course into a series of workshops. As COVOD-19 hit New Orleans hard in March, our revision of one workshop was almost ready to pilot. The workshop was further altered to facilitate faculty course development for rapid transition from face-to-face delivery to remote or online delivery.

 

The new workshop version was piloted by a small number of faculty teaching for one of the partner institutions. Although, the workshop is designed with the workflow from in-person sessions to online, the same process may be used to create course materials to be delivered in-person from online resources.

 

We will share our experiences from several perspectives: online faculty professional development, course development and delivery, quality metrics, and next steps. The session participants will have an opportunity to create equivalent online course activities from existing in-person activities via small group participation using an interactive handout. The session slide deck, the multimodal lesson plan worksheet, and the lesson quality metric instrument will be posted on the conference website. In addition, the link to the FOID: Transitioning a Lesson workshop will be available for participant use at their institutions.

 

The participants will experience the process of designing a course from one delivery mode to another. The session will open with a brief lecture with embedded polling introduction to the topic, break into small groups, and then come together again to share the group work results.  During the lecture portion, the presenters will speak briefly about the motivation to a fundamentals of instructional design course and how it was re-envisioned to meet swift accommodation for online and remote teaching in response to the COVID-19 pandemic.

 

Sample of previous workshop attendee comments

“This was a more involved and, in some ways, more challenging workshop than I anticipated, but I found it useful for the (re)organization of my courses”. “I expected to be challenged and I was. Even though it was time consuming, I learned a lot”. “I learned that I needed this workshop, and that others can also benefit from it, even more than I. I learned more about modules, which will help in setting up my course this week. And I enjoyed killing two birds with one stone in creating my first module, which I have yet to submit here, but tomorrow”