When the Bridge is the Destination: The Sweet Spot between Faculty Development and Instructional Design

Concurrent Session 2
Streamed Session

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Brief Abstract

Sometimes the bridge is the destination, like the Golden Gate. A place where you can see both shores; a vantage point with its own advantages. This framework is the sweet spot between faculty development and instructional design. Participants will engage in checkpoint activities and apply them to their own institutions.

 

Presenters

Tracy Miller is the Assistant Director of the Faculty Development and Instructional Design Center at Northern Illinois University. At NIU she is responsible for operations, quality assurance, and compliance process and reporting for the center.
Stephanie Richter is the Director of Faculty Development and Instructional Support for the Faculty Development and Instructional Design Center at Northern Illinois University in DeKalb, Illinois. She consults with and provides professional development for faculty on integrating technology into teaching and supports the online teaching and learning initiatives at NIU. She holds a Master of Science in Education in Instructional Technology and a Bachelor of Science in Mathematics Education, and is currently pursuing a doctorate in Instructional Technology at Northern Illinois University. Research interests include online learning, online course design, social media and networking, faculty development, and faculty use of learning management systems.

Extended Abstract

Sometimes the bridge is the destination, like the Golden Gate or the Sydney Harbour bridges. A place where you can see both shores, yet it has a unique vantage point that has its own inherent advantages. The Online Course Partnership Framework model is the sweet spot between faculty development and instructional design. Session leaders will describe the model of ongoing partnership activities and consultations between a member of the center staff and a faculty member, instructor, or other individual tasked with developing an online course.

The partnership frameworks are flexible enough to meet the diverse needs of faculty independently developing online courses, while still increasing the quality of the online experience for students. This is a scalable solution that may benefit other centers that have challenges with providing the right level of support; balanced with internal professional capacity to develop online courses. There is an increasing demand for online course development; and institutions often have to prioritize online programs and courses that will receive full instructional design support.

The question is, how to support all online course developments in a meaningful way without stretching beyond current resources? This model is consistent with the instructional design process used when the center is providing full development support for an online degree program and will support the faculty member in developing a high-quality online learning experience. This framework is designed to support individual courses and faculty that need a hand in developing their own courses. The framework includes recommended professional development for the faculty member or instructor, a sequence of recommended consultations to guide the development process, and customizable templates to simplify the project.

The team has established seven checkpoints:

  • Initial Meeting
  • Content and Media Resource Meeting
  • Design Document Review
  • First Module Review
  • Mid-Point Check
  • Development Completion
  • Follow-up

This offers flexibility and accountability to both partners. Session participants will hear framework perspectives from both an instructional designer and a faculty developer on how the partnerships have impacted their work and the quality of the courses. Participants will work through a think-pair-share activity to identify key check points when working with a faculty partner. They will apply the framework and the refined checkpoints activities to develop a plan to bring this framework to their own institution. Session participants will leave the session with a plan on how they can adapt this partnership framework to their own work and expand their own services within their home institutions.