Course Development
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The majority of my experience with instructional design has been in the area of course development for on-ground proprietary schools who wish to adopt distance learning programs. The majority of courses I have developed are similar to the image gallery to the left. The courses follow a design template that can be easily implemented into distance learning programs, are user friendly for both instructors and students, and meet accreditation standards for proprietary schools. A course developer, such as myself, is considered a subject matter whose role is to create lectures, assignments, quizzes, discussion forums, flashcards, and weblinks to outside resources that engage the student in learning activities that are easily accessed and understood.
To gain better insight into my experiences as a course developer and instructor as well as some of the limitations of working within these systems, please visit my Reflections and Artifacts page under the Graduate School tab. |
Live Classrooms
As a course developer, I have learned that a well-designed
course within a learning management system (LMS) requires knowledge not only of
the course content and learning objectives, but also a thorough understanding
of the students' and instructors' experiences in navigating the LMS and their
ability to teach and learn within the system.
In my role as program director and supervisor to 40 online instructors, I strive to encourage faculty to supplement their online classrooms with applications that engage students in collaborative learning experiences. This often requires pushing faculty outside of their comfort zones in a safe environment to encourage them to adopt new technologies. The video clip to the right is an example of a faculty meeting I held using our "live classroom" (similar to Adobe Connect or Blackboard Collaborate) which is a highly underutilized resource by our instructors. All instructors have a direct link to their own live classroom within their course. I recently implemented quarterly meetings in an effort to provide a space for online instructors to not only receive important campus information but also to provide a sense of community and collaboration. The feedback I have received from many instructors is that they feel isolated as adjunct faculty and typically do not communicate with other instructors in the school. |
Although it was difficult getting everyone logged in and comfortable with the features, the majority of instructors came away with a positive experience and many are incorporating the live classroom into their teaching methods. Additionally, the experience provided a simulation of what to expect when their students participate in the live classroom. |
Transition from On-ground to Hybrid Environments
I recently served as a consultant to the North Coast Beginning Teacher Program (NCBTP)
through the Sonoma County Office of Education. The NCBTP administers
state-approved credential programs and provides support to new and aspiring
teachers across our service area.
The organization was in the process of shifting to a hybrid learning environment using Moodle to provide a means for beginning teachers in the Northern California area to complete the requirements for the California Clear Multiple Subjects, Single Subject, and Education Specialist credential.
I worked alongside the program director in developing the Moodle site for 700 participating teachers and support providers. The administration had no prior experience working within Moodle. This made it all the more important to provide guidance on not only how to use Moodle, but also provide a "big picture" approach to create a vision of the site as more than a space to upload assignments. The site could also allow newly credentialed teachers to connect with other teachers in their area who share similar experiences as they embark on a new and sometimes rocky start to a teaching career.
The organization was in the process of shifting to a hybrid learning environment using Moodle to provide a means for beginning teachers in the Northern California area to complete the requirements for the California Clear Multiple Subjects, Single Subject, and Education Specialist credential.
I worked alongside the program director in developing the Moodle site for 700 participating teachers and support providers. The administration had no prior experience working within Moodle. This made it all the more important to provide guidance on not only how to use Moodle, but also provide a "big picture" approach to create a vision of the site as more than a space to upload assignments. The site could also allow newly credentialed teachers to connect with other teachers in their area who share similar experiences as they embark on a new and sometimes rocky start to a teaching career.