Collaborating with Faculty on Designing a Course with Adaptive Courseware: An Instructional Design Perspective

Concurrent Session 3 & 4 (combined)
Streamed Session Equity and Inclusion Community College

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Session Materials

Brief Abstract

Through the role of an Instructional Designer, we will explore the design process by “workshopping” effective ways to integrate adaptive learning courseware into a course. Key elements include: alignment of course instruction with adaptive content, data-driven teaching practices, technology integration, and student onboarding methods.


Susan works to support and strengthen Achieving the Dream’s network impact through the design and delivery of high-quality online and in-person learning experiences by collaborating across all of ATD’s departments to analyze instructional outcomes and provide expertise in planning, development and delivery.
With over 15 years’ of experience in higher education as a faculty member, media specialist, and instructional designer, Jeff is currently the senior instructional designer for the East Campus of Cuyahoga Community College. At Tri-C, he serves as the faculty resource for curricular design and pedagogical excellence. Jeff has taught at community colleges in Ohio and Indiana as an adjunct faculty member and was a tenured associate professor at the University of Saint Francis (IN) for eight years. He earned his B.A. in music from Kent State University and holds a M.S. in Music Technology from Indiana University and a M.S.Ed. in Curriculum and Instruction (Learning Design and Technology) from Purdue University.

Extended Abstract

Collaborating with Faculty on Designing a Course with Adaptive Courseware: An Instructional Design Perspective 

Effectively designing a course is done best when educators can engage with a team of thought partners to think through learning outcomes, activity design ideas, technology options and integrations. Building a strong yet movable bridge between educators and instructional technologists and designers can ignite innovation and spark new ways of teaching.  In this workshop, we will explore the design process by examining effective ways to integrate adaptive learning courseware into a course. This new technology seeks to address the challenge of understanding what students already know and what they need to learn. Through collecting and analyzing student assessment data, adaptive courseware offers personalized learning pathways to each student, placing them in the center of their learning. The adaptive courseware provides educators with specific data points that allow them to modify instruction to effectively meet the diverse needs of their students. Yet, this creates a new design challenge:  

  • How can educators bridge their instruction with their students’ adaptive learning courseware experience?  

  • How can educators effectively analyze learning analytics data to inform their teaching?  

  • How can educators help students understand how this teaching approach gives them a personalized learning experience that places them at the center of their learning? 

Through the role of an Instructional Designer collaborating with educators, this workshop explores instructional approaches that integrate adaptive learning courseware into a course. Participants will practice consultation approaches by exploring a case study and applying sets of strategies presented. Participants will choose appropriate guiding questions that ensure alignment of course instruction with adaptive content. They will also examine typical data points available on an adaptive courseware dashboard to encourage data-driven instruction and  consider methods for effectively onboarding students.  

Participants will walk away with an action plan listing key stakeholders to meet with along with a booklet of guiding questions for facilitating a design process. Participants will also receive a set of approaches to effectively leverage learning analytics to encourage educators to practice modifying their instruction to meet the diverse learning needs of their students.  Participants will also take away a set of student onboarding methods.  

The primary audience are instructional designers, but faculty are inherently designers of educational experiences, so the content will be as relevant to their needs as an instructional designer’s attendance. 

At the end of the workshop participants will be able to: 

  1. Guide educators in evaluating how technology can optimize their instructional approaches. 

  1. Ensure course content is in alignment with adaptive learning experiences. 

  1. Understand how to analyze learning analytics data points that inform teaching. 

  1. Generate at least one student onboarding strategy. 

  1. Engage with new consultative strategies for collaborating with faculty.