We’re at an innovation conference with shiny objects and new tools to try. But are we on a path to using tools for technology's sake? How can we be more purposeful about innovation? This session breaks down real examples of iterative course design based on needs, situation, resources, and goals.
This session will inspire attendees to be strategic about innovation based on their institutional, program or team goals as well as other constraints such as budget, time and resources. During the session the presenter will break down cases of iterative course design, then attendees will be asked to reflect on their own processes and opportunities for proactively enhancing online courses.
For each case, the presenter will summarize what was designed, explain the rationale behind the design and describe at least two iterations of the design. A breakdown of steps based on each case will also be provided for attendees to replicate in other courses with any technology. During the discussion portion, attendees will be asked to share their thoughts and takeaways – strategies they intend to implement after the conference is over.
The cases studies will illustrate how innovation can be baked into an iterative course design and development process. Cases will include:
1. New programs and courses starting from a sound foundation that does not require "fancy" or elaborate strategies and tools. Courses are created with the expectation that they will be enhanced over time. Themes for this type of iteration include meeting faculty where they are, starting with familiar processes, increasing faculty skills in managing teaching online, and logging potential changes to use in planning future enhancements.
2. Mature programs which use analysis of quality, alignment, use of media and faculty time management to help inform and prioritize revision. Themes for this case include data-informed innovation, asking key questions such as, “Where do students struggle to grasp concepts or succeed in assessments?” and “Where do instructors struggle to manage the course?”
3. Using simulation to convert passive learning from case studies to an active and engaging experience. The course is enhanced when students learn by doing. Themes from this case include planning time-intensive (or higher cost) elements that aren’t possible during the initial build, resources required, and low fidelity vs. high fidelity sims.
Three overarching themes will be presented for attendees’ consideration:
· Innovation is more than technology. It involves technology, tools and strategies to solve problems and create opportunities.
· Innovation should focus on known but unused tools or strategies that can be incorporated into existing courses, processes, or solutions.
· When forced to find solutions within constraints, creativity can emerge and lead to innovation.
The key takeaway is a proactive enhancement model for strategic continuous improvement. Attendees will receive strategies on how to be intentional with scaffolding and prototyping, determine the desired state of courses and look beyond stop-gap fixes to proactively plan enhancements. Proactive enhancement must also address staffing, resources, budgetary considerations, and aligning course revision with the institution's strategic mission and goals.