Instructional Design Collaboration: A Professional Learning and Growth Experience.

Saved in:

Bibliographic Details
Title:	Instructional Design Collaboration: A Professional Learning and Growth Experience.
Authors:	Brown, Barbara¹ babrown@ucalgary.ca, Eaton, Sarah Elaine² seaton@ucalgary.ca, Jacobsen, D. Michele³ dmjacobs@ucalgary.ca, Roy, Sylvie⁴ syroy@ucalgary.ca, Friesen, Sharon⁵ sfriesen@ucalgary.ca
Source:	Journal of Online Learning & Teaching. Sep2013, Vol. 9 Issue 3, p439-452. 14p.
Subject Terms:	Instructional systems design, Educational cooperation, Professional learning communities, Computer assisted instruction, *University faculty
Geographic Terms:	Canada
Abstract:	High-quality online courses can result from collaborative instructional design and development approaches that draw upon the diverse and relevant expertise of faculty design teams. In this reflective analysis of design and pedagogical practice, the authors explore a collaborative instructional design partnership among education faculty, including the course instructors, which developed while co-designing an online graduate-level course at a Canadian University. A reflective analysis of the collaborative design process is presented using an adapted, four-fold curriculum design framework. Course instructors discuss their approaches to backward instructional design and describe the digital tools used to support collaboration. Benefits from collaborative course design, including ongoing professional dialogue and peer support, academic development of faculty, and improved course design and delivery, are described. Challenges included increased time investment for instructors and a perception of increased workload during design and implementation of the course. Overall, the collaborative design team determined that the course co-design experience resulted in an enhanced course design with meaningful assessment rubrics, and offered a valuable professional learning and online teaching experience for the design team. [ABSTRACT FROM AUTHOR]
	Copyright of Journal of Online Learning & Teaching is the property of Multimedia Educational Resource for Learning & Online Teaching (MERLOT) and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	High-quality online courses can result from collaborative instructional design and development approaches that draw upon the diverse and relevant expertise of faculty design teams. In this reflective analysis of design and pedagogical practice, the authors explore a collaborative instructional design partnership among education faculty, including the course instructors, which developed while co-designing an online graduate-level course at a Canadian University. A reflective analysis of the collaborative design process is presented using an adapted, four-fold curriculum design framework. Course instructors discuss their approaches to backward instructional design and describe the digital tools used to support collaboration. Benefits from collaborative course design, including ongoing professional dialogue and peer support, academic development of faculty, and improved course design and delivery, are described. Challenges included increased time investment for instructors and a perception of increased workload during design and implementation of the course. Overall, the collaborative design team determined that the course co-design experience resulted in an enhanced course design with meaningful assessment rubrics, and offered a valuable professional learning and online teaching experience for the design team. [ABSTRACT FROM AUTHOR]
ISSN:	15589528