Redesigning a Series of Online Nursing Courses The Team Treatment Redesigning a Series of Online Nursing Courses

Presenters Becky Moulder Joe Schaffner Courseware Instructional Designer moulder@upenn.edu Joe Schaffner Courseware Support Librarian schafj@upenn.edu

Road Map

Road Map Background & Description of the Challenge Five Takeaways: Managing a collaborative instructional design project Using content management strategies for a previously taught course Making informed choices about technology Incorporating tool lessons into planning meetings Handing off a project to another instructional designer Additional Tips & Lessons Learned Q&A

Background Flagship endeavor for nascent online-education program. First course in Oncology minor taught online in Fall 2013. Devoted faculty unfamiliar with available technology and instructional design Faculty have professional nursing responsibilities in addition to teaching and limited time Negative feedback received through student evaluations New technologists at School of Nursing highly motivated to improve course experience

Challenge As a team, redesign an existing online course to create: Pedagogical efficacy Sense of community

Fall 2014

Fall 2016

1. Managing a collaborative instructional design project

1. Managing a collaborative instructional design project Identify stakeholders Assess what must be done Establish a timeline Relevant tools for communication & collaboration Efficiency concerns Syllabus should be finalized in advance, if possible Establish design, support, and troubleshooting expectations Plan to meet regularly

2. Content management for a previously taught course

2. Content management for a previously taught course Help faculty create a plan for retaining, removing, and building content Faculty should remove content Backup everything before removing content! Build a template, demonstrate how to use it, and then allow faculty to finish it Develop a support plan for after the redesign

3. Incorporating tool lessons into planning meetings

3. Incorporating tool lessons into planning meetings Use the syllabus to determine which technology can be used and when to incorporate training Plan short tool lessons into regular planning meetings Allow faculty the chance to use the tool to create content Review faculty's experience using tool at next meeting and note points of frustration/confusion

4. Making informed choices about technology

4. Making informed choices about technology Access: The extent to which a technology is available (open to anyone, just your institution, just particular schools/departments, etc.) Usability: Ease of use (self-guided & intuitive vs. instruction intensive) Functionality: Capacity to deliver “promised” features Cost & Pricing: Fee; free; Institutional licenses; open source Data Storage: Security; limits; cloud or personal devices

5. Handing off a project to another instructional designer

5. Handing off a project to another instructional designer Keep a good record of processes Develop a training plan Schedule an initial meeting to discuss course maintenance needs Redirect communication chain for faculty and be clear about responsibilities and expectations

Additional Tips & Lessons Learned

Additional Tips & Lessons Learned Bring a well-designed example course to initial meeting Include examples of features or tool-based activities with test students, if possible Identify faculty-only tasks Use experimental/piloted tools sparingly and with caution Finalize syllabus and curriculum before LMS site design Coordinate with relevant IT support and learning specialists Schedule periodic check-ins to see how course is progressing Be responsive when questions arise

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Questions? Becky Moulder Joe Schaffner Courseware Instructional Designer moulder@upenn.edu Joe Schaffner Courseware Support Librarian schafj@upenn.edu