D&D - Faculty Development

Full Session: Concurrent Session

Short Description

Abstract 1: Many institutions are encouraging faculty to work with instructional designers and educational technologists to help them develop their online courses. The instructional designer has worked on developing online courses utilizing three different collaborative team-based approaches. The team-approach provides multiple perspectives by bringing course developers and subject matter experts together with a designer and technologist to design an effective online and engaging online course. This presentation will discuss each of these collaborative approaches to course design.

Abstract 2: This practice proposal reports on a design-based research study that is exploring the design, implementation and evaluation of a Graduate Supervision MOOC for faculty development. Findings from this designed based research are expected to increase our collective understanding of accessible and robust faculty development approaches for graduate supervision that engage academic faculty in an interdisciplinary learning community and enhance their graduate supervision practices.

Abstract 3: The purpose of this presentation is to: (1) synthesis the literature in order to develop a conceptual framework that can explain features and indicators of critical thinking, (2) explain how the framework can be used to guide instructional designers, (3) use the conceptual framework to analyze a random sample of courses offered by higher education faculty to assess how they designed and implemented critical thinking, and (3) propose instructional interventions that could improve critical thinking.

Sub Unit

• Design and Development

Submissions

• An Instructional Designer’s Perspective on Different Types of Team Course Development - Amy Marie Grincewicz, Kent State University

• Designing a Graduate Supervision MOOC for Faculty Development - Hawazen Alharbi, University of Calgary, King Abdulaziz University; Michele Jacobsen, University of Calgary