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

2. Presenters Becky Moulder Joe Schaffner
Courseware Instructional Designer
Joe Schaffner
Courseware Support Librarian

3. Road Map

4. 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

5. 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

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

7. Fall 2014

8. Fall 2016

10. 1. Managing a collaborative instructional design project

11. 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

12. 2. Content management for a previously taught course

13. 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

14. 3. Incorporating tool lessons into planning meetings

15. 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

16. 4. Making informed choices about technology

17. 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

18. 5. Handing off a project to another instructional designer

19. 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

20. Additional Tips & Lessons Learned

21. 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

22. Read more at . . . https://penncanvas.wordpress.com/

23. Questions? Becky Moulder Joe Schaffner
Courseware Instructional Designer
Joe Schaffner
Courseware Support Librarian