0:00:00.000,0:00:02.293 (Denise Gaspard-Richards) Thank you[br]and good afternoon, everyone. 0:00:03.772,0:00:08.141 It's a long title and there's just [br]two things I need to say before I begin. 0:00:08.261,0:00:10.510 The wrap-around model [br]of content development: 0:00:10.547,0:14:57.924 I know today a number of instructional [br]designers, learning, business 9:59:59.000,9:59:59.000 who are involved in working [br]with design and courses. 9:59:59.000,9:59:59.000 This is not like the ADDIE model 9:59:59.000,9:59:59.000 or anything that we use [br]for instructional design. 9:59:59.000,9:59:59.000 This is really a model that [br]allows us to design course materials 9:59:59.000,9:59:59.000 wrapped around open education resources. 9:59:59.000,9:59:59.000 So it reduces the need for students [br]to purchase textbooks 9:59:59.000,9:59:59.000 and also reduces their cost, [br]because in the Caribbean, which I have 9:59:59.000,9:59:59.000 -- does this work? Yeah; no, I'm pointing. [br]OK, how do I go forward, 9:59:59.000,9:59:59.000 how do I go forward to the slide again? [br](Off voice, inaudible) 9:59:59.000,9:59:59.000 (DGR) Oh it's there now, okay, great.[br]Great, alright thank you -- 9:59:59.000,9:59:59.000 So you'll see a map, it's easier for me [br]to look down than to look up. 9:59:59.000,9:59:59.000 You'll see a map here of the Caribbean [br]and you will note 9:59:59.000,9:59:59.000 that I have tried to identify [br]where we are located: 9:59:59.000,9:59:59.000 there is a little block on the map, [br]to the right. 9:59:59.000,9:59:59.000 That shows you where we are [br]in relation to the rest of the world. 9:59:59.000,9:59:59.000 So, North America would be up to the left [br]and Europe will be over to the right. 9:59:59.000,9:59:59.000 Okay, so these are the islands [br]where we have the orange lines. 9:59:59.000,9:59:59.000 Those are the islands that comprise [br]the Open Campus, 9:59:59.000,9:59:59.000 I just need to tell you that. 9:59:59.000,9:59:59.000 So you'll see that they're small,[br]we're scattered. 9:59:59.000,9:59:59.000 Our economies are fledgling economies,[br]we're developing countries, 9:59:59.000,9:59:59.000 we're developing islands, [br]so cost is a very important element for us 9:59:59.000,9:59:59.000 when we are looking at students and[br]getting them into our campus. 9:59:59.000,9:59:59.000 Our campus also is not funded by[br]governments, because, of course 9:59:59.000,9:59:59.000 they are also dealing with challenges. 9:59:59.000,9:59:59.000 So we're very much dependent on[br]student fee income. 9:59:59.000,9:59:59.000 We can't charge a very high fee[br]to come into our courses, 9:59:59.000,9:59:59.000 so we have to keep costs down. 9:59:59.000,9:59:59.000 So hence, open educational resources [br]and our wrap-around concept. 9:59:59.000,9:59:59.000 So, if we can just go to the next slide--[br]I'm not comfortable with 9:59:59.000,9:59:59.000 using this at all.[br]I'm sorry, can you help me 9:59:59.000,9:59:59.000 moving to the slides? 9:59:59.000,9:59:59.000 Thank you very much. 9:59:59.000,9:59:59.000 Okay, so the project, wrap-around, 9:59:59.000,9:59:59.000 which is content and support. 9:59:59.000,9:59:59.000 Content and support is really where[br]we were before 2014. 9:59:59.000,9:59:59.000 Content and support really looks at us[br]designing course materials, 9:59:59.000,9:59:59.000 working with course developers who[br]are subject matter experts, 9:59:59.000,9:59:59.000 so we work with them independently. 9:59:59.000,9:59:59.000 So an instructional designer, [br]if that person is assigned to 9:59:59.000,9:59:59.000 work on developing courses in[br]the program, 9:59:59.000,9:59:59.000 if you take a Bachelor's program,[br]that's about 30 courses, and 9:59:59.000,9:59:59.000 they would be working with [br]30 subject matter specialists. 9:59:59.000,9:59:59.000 We try to break it up,[br]look at the courses by levels, 9:59:59.000,9:59:59.000 so they're maybe working with 5 to 10 [br]courses at any one time. 9:59:59.000,9:59:59.000 They were working individually with [br]these persons, so the benefits 9:59:59.000,9:59:59.000 of all of the training and all of the [br]experience was just going one to one. 9:59:59.000,9:59:59.000 Then of course, you have multimedia designers 9:59:59.000,9:59:59.000 who would be working with our content,[br]and again that would be one to one. 9:59:59.000,9:59:59.000 So you're not getting the benefit of a[br]team kind of effort. 9:59:59.000,9:59:59.000 So we realize that there were issues that [br]we needed to look at. 9:59:59.000,9:59:59.000 One of the things that reversed [br]was the strategy for 9:59:59.000,9:59:59.000 the academic division. 9:59:59.000,9:59:59.000 We were no longer able to sustain [br]such a model, 9:59:59.000,9:59:59.000 we had to produce content very rapidly[br]and we had to find a way 9:59:59.000,9:59:59.000 to make this work. 9:59:59.000,9:59:59.000 So what we did there[br]is we looked at process, using 9:59:59.000,9:59:59.000 a project management process,[br]and we by chance, we happened upon 9:59:59.000,9:59:59.000 the agile design model. 9:59:59.000,9:59:59.000 That allowed us now to bring our[br]teams together. 9:59:59.000,9:59:59.000 So all of our content experts who are[br]working in a particular program, 9:59:59.000,9:59:59.000 if we are working on, let's say,[br]on courses, 9:59:59.000,9:59:59.000 they can all be together in an online [br]environment working collaboratively, 9:59:59.000,9:59:59.000 so that they're sharing, [br]they're knowing what each other's doing. 9:59:59.000,9:59:59.000 So that you find that the courses can be[br]sequential, there's no overlapping 9:59:59.000,9:59:59.000 because everybody knows what everybody[br]else is doing and we are following 9:59:59.000,9:59:59.000 a particular plan. 9:59:59.000,9:59:59.000 So we recognized that that needed[br]to happen and we started that process of 9:59:59.000,9:59:59.000 moving and transitioning. 9:59:59.000,9:59:59.000 Of course, there are implications there[br]for the departmental operations, 9:59:59.000,9:59:59.000 we are looking at working differently [br]with content persons, 9:59:59.000,9:59:59.000 we are looking at our instructional[br]designers, working differently to support 9:59:59.000,9:59:59.000 these individuals. 9:59:59.000,9:59:59.000 And of course, there is an impact on our[br]production teams to produce materials. 9:59:59.000,9:59:59.000 So we found that it was easier now [br]to design our learning activities 9:59:59.000,9:59:59.000 around that content because we [br]had everybody collaboratively together. 9:59:59.000,9:59:59.000 We thought it would be a good idea[br]to move lessons into that way of thinking. 9:59:59.000,9:59:59.000 So if I can go quickly to the[br]agile learning design slide, please. 9:59:59.000,9:59:59.000 Thank you. 9:59:59.000,9:59:59.000 So, Jasmine was just talking about [br]some of the characteristics when you 9:59:59.000,9:59:59.000 look at agile learning and particularly[br]with recognizing that there's an [br] 9:59:59.000,9:59:59.000 opportunity to be collaborative. 9:59:59.000,9:59:59.000 There was also an opportunity for us to[br]work in an iterative manner. 9:59:59.000,9:59:59.000 We also recognize that we could [br]be flexible with the model, 9:59:59.000,9:59:59.000 we could be very creative in what we did[br]in terms of helping our subject matter 9:59:59.000,9:59:59.000 experts to design authentic learning [br]activities. 9:59:59.000,9:59:59.000 We could be very responsive[br]because if we are working 9:59:59.000,9:59:59.000 in a project management kind of [br]environment, 9:59:59.000,9:59:59.000 we can respond very quickly[br]to things that need to be changed. 9:59:59.000,9:59:59.000 And of course, we had to be very lean[br]because we are talking about developing 9:59:59.000,9:59:59.000 a number of courses in a short space[br]of time and we need to do things 9:59:59.000,9:59:59.000 in a very clean and clinical manner,[br]so that we can move ahead very, very 9:59:59.000,9:59:59.000 quickly. 9:59:59.000,9:59:59.000 Some of these support strategies[br]that we had to use was of course, 9:59:59.000,9:59:59.000 we had to have an emphasis on [br]cross-functionality. 9:59:59.000,9:59:59.000 We could not just operate[br]one on one, so we had to look at 9:59:59.000,9:59:59.000 bringing all the members of a particular [br]team together. 9:59:59.000,9:59:59.000 We had to have an emphasis on [br]interactions, 9:59:59.000,9:59:59.000 people had to be able, they had to feel [br]very comfortable. 9:59:59.000,9:59:59.000 We are in an online environment,[br]as I showed you in a map, 9:59:59.000,9:59:59.000 we are scattered, so your content[br]expert could be in Germany, 9:59:59.000,9:59:59.000 your content expert could be[br]in Canada, anywhere. 9:59:59.000,9:59:59.000 And I am leading the team, I am based[br]in Trinidad. 9:59:59.000,9:59:59.000 Some of my instructional designers are in [br]another island in Jamaica, in another[br] 9:59:59.000,9:59:59.000 island in Barbados, so we all over[br]the place. 9:59:59.000,9:59:59.000 So we really needed to be able to[br]interact in a way that brought meaning 9:59:59.000,9:59:59.000 to what we were doing. 9:59:59.000,9:59:59.000 Also, we want to have usable [br]deliverables. we don't want to just 9:59:59.000,9:59:59.000 design content and when it goes into the [br]learning environment it's not meaningful 9:59:59.000,9:59:59.000 to the students, it's not meaningful to [br]the persons who are leading the courses. 9:59:59.000,9:59:59.000 We also looked at emphasis on rapid [br]and decisive response to change intiatives. 9:59:59.000,9:59:59.000 People are very, you know, change is [br]very difficult for most of us, 9:59:59.000,9:59:59.000 for all of us. 9:59:59.000,9:59:59.000 And you had people who were working in [br]a particular way over a period 9:59:59.000,9:59:59.000 of many years, and now you're asking, [br]"Listen, we are in a change environment, 9:59:59.000,9:59:59.000 this is how we are going to be looking at[br]design and content," 9:59:59.000,9:59:59.000 and you found that there are persons who just[br]could just not step up to the plate. 9:59:59.000,9:59:59.000 But, we were already in that situation,[br]so the head honcho had to hold their 9:59:59.000,9:59:59.000 hands and pull people along, [br]it was very, very painful. 9:59:59.000,9:59:59.000 And the head honcho had to actually do [br]some of the work in the end 9:59:59.000,9:59:59.000 so that when the time came for the course[br]to be delivered, there was something that 9:59:59.000,9:59:59.000 was available to go into our[br]learning environment. 9:59:59.000,9:59:59.000 So we had to keep, you know,[br]a kind of process going that was 9:59:59.000,9:59:59.000 very, very, very, very quick. 9:59:59.000,9:59:59.000 We depended on a lot on templates [br]because there was no other way to get 9:59:59.000,9:59:59.000 it done and to ensure that we could do it [br]in the time frame that we needed to 9:59:59.000,9:59:59.000 because we looked at a four month period[br]for design, development, and review 9:59:59.000,9:59:59.000 of an entire course, and you're talking[br]about more than 30 courses. 9:59:59.000,9:59:59.000 And in our first phase of development,[br]we were doing something like 57 courses, 9:59:59.000,9:59:59.000 so it was a bit crazy if you could[br]think of it like that. 9:59:59.000,9:59:59.000 So let's look at some views from the[br]literature very quickly with regard to agile. 9:59:59.000,9:59:59.000 The key features for our department staff:[br]rapid, responsive, targeted approaches,[br] 9:59:59.000,9:59:59.000 and lean, so very much a project [br]management approach to what 9:59:59.000,9:59:59.000 we needed to do. 9:59:59.000,9:59:59.000 And we found that persons were not,[br]they were not really prepared for 9:59:59.000,9:59:59.000 that change. 9:59:59.000,9:59:59.000 They wanted to stay in the old[br]environment and do what they were doing 9:59:59.000,9:59:59.000 because they were comfortable, 9:59:59.000,9:59:59.000 and now you had somebody looking [br]over their shoulder. 9:59:59.000,9:59:59.000 One of the other things was that, [br]as the head of department, I could not 9:59:59.000,9:59:59.000 see everything because everybody was doing[br]it in their little corner. 9:59:59.000,9:59:59.000 So I could not actually see what was [br]happening. 9:59:59.000,9:59:59.000 Now, we are in the online environment,[br]we are collaborative, 9:59:59.000,9:59:59.000 I am in there and I am looking [br]at everything, and I can 9:59:59.000,9:59:59.000 comment on everything, and I can say,[br]"No, this is not working the way 9:59:59.000,9:59:59.000 it should be. [br]Look back at these learning objectives, 9:59:59.000,9:59:59.000 how are you going to measure that? 9:59:59.000,9:59:59.000 You know, that does not go together, [br]you need to re-look this." 9:59:59.000,9:59:59.000 That wasn't happening before because 9:59:59.000,9:59:59.000 I couldn't see it. 9:59:59.000,9:59:59.000 So suddenly, there they had somebody in[br]their face all the time in the online 9:59:59.000,9:59:59.000 environment managing that process and [br]trying to bring it to where we needed it 9:59:59.000,9:59:59.000 to be. 9:59:59.000,9:59:59.000 So this is one of the things that we learn[br]from Miles, that "Agile learning: living with 9:59:59.000,9:59:59.000 the speed of change," that's in an [br]international journal, 9:59:59.000,9:59:59.000 that the key finding that Miles found when[br]they looked at this view from the literature[br] 9:59:59.000,9:59:59.000 in a management setting, is that [br]a majority of employees see their 9:59:59.000,9:59:59.000 colleagues as a more valuable resource[br]for acquiring new skills or knowledge than[br] 9:59:59.000,9:59:59.000 their internal learning management systems, 9:59:59.000,9:59:59.000 and I wanted to be able to apply that[br]to what was happening in our environment. 9:59:59.000,9:59:59.000 In terms of a learner-centric view, 9:59:59.000,9:59:59.000 the key features for learners, because[br]ultimately we're developing courses for 9:59:59.000,9:59:59.000 use by our learners, so we had to[br]factor that in, 9:59:59.000,9:59:59.000 we had to ensure that our courses 9:59:59.000,9:59:59.000 had some real-world relevance,[br]that there would be some flexibility, 9:59:59.000,9:59:59.000 both in terms of the learning styles that[br]the students would be able to use and in 9:59:59.000,9:59:59.000 terms of the types of resources[br]that we're able to provide for them and 9:59:59.000,9:59:59.000 also that they can go look for for[br]themselves using the kinds of guidelines 9:59:59.000,9:59:59.000 that are there in the materials. 9:59:59.000,9:59:59.000 We also had to be very nimble 9:59:59.000,9:59:59.000 in terms of preparing our courses [br]for the students and, of course, 9:59:59.000,9:59:59.000 twenty-first century skills. 9:59:59.000,9:59:59.000 Those were just so critical, 9:59:59.000,9:59:59.000 and it's something that we hadn't [br]concentrated on before, 9:59:59.000,9:59:59.000 so this was an opportunity to bring in,[br]you know, go digital, look at the kinds 9:59:59.000,9:59:59.000 of multimedia communication skills that[br]we wanted to develop in our students, 9:59:59.000,9:59:59.000 critical thinking skills, innovative-ness, [br]all of these things we had to ensure 9:59:59.000,9:59:59.000 would have been included 9:59:59.000,9:59:59.000 in the courses we were designing. 9:59:59.000,9:59:59.000 So if we move now to project center-- 9:59:59.000,9:59:59.000 how am I doing for time? I'm okay?[br] 9:59:59.000,9:59:59.000 Yes? Great. 9:59:59.000,9:59:59.000 All right, so the key elements that we[br]thought that we needed to have for 9:59:59.000,9:59:59.000 the success of our project and moving[br]our course development into this flexible 9:59:59.000,9:59:59.000 and dynamic kind of environment is, [br]of course, that we wanted to be iterative, 9:59:59.000,9:59:59.000 that we wanted to be collaborative, 9:59:59.000,9:59:59.000 we wanted to have creative opportunities[br]available because if you're talking about 9:59:59.000,9:59:59.000 project management, you're talking about[br]being very rigid and moving things along 9:59:59.000,9:59:59.000 in a particular way, but we recognized [br]that we had to do differently. 9:59:59.000,9:59:59.000 So in terms of what was happening in [br]the courses, 9:59:59.000,9:59:59.000 while we had the courses development[br]cycles structured in such a way where 9:59:59.000,9:59:59.000 they would have to develop [br]a course outline, then they would have to 9:59:59.000,9:59:59.000 do a course plan that would give all of [br] 9:59:59.000,9:59:59.000 the elements of what we were going to [br]include in the course materials, 9:59:59.000,9:59:59.000 and then of course, the design, the course[br] 9:59:59.000,9:59:59.000 materials using the wrap-around concept. 9:59:59.000,9:59:59.000 We realized that it, it could not be a[br]linear thing, it could not be just 9:59:59.000,9:59:59.000 move from one directly into the other, 9:59:59.000,9:59:59.000 so while we had a course outline [br]and they worked on the course plan, 9:59:59.000,9:59:59.000 when they were working on the course plan, 9:59:59.000,9:59:59.000 we would realize that there were things[br]needed to change, go back, look at your 9:59:59.000,9:59:59.000 course outline, then you move on, 9:59:59.000,9:59:59.000 you continue on with your materials, 9:59:59.000,9:59:59.000 as you're doing you're materials, [br]you realize that there are some resources[br] 9:59:59.000,9:59:59.000 that you really need to include,[br]so you have to keep going back. 9:59:59.000,9:59:59.000 So that meant that we had to be meeting [br]constantly, so we were working through [br] 9:59:59.000,9:59:59.000 weekly meetings trying to figure out 9:59:59.000,9:59:59.000 what were the problems, 9:59:59.000,9:59:59.000 if there were any, [br]what we needed to change, 9:59:59.000,9:59:59.000 what we needed to do[br]and continue on in that type of process. 9:59:59.000,9:59:59.000 Of course, working together in the 9:59:59.000,9:59:59.000 online environment. 9:59:59.000,9:59:59.000 Why, there's another slide here,[br]I'm not going to go into it. 9:59:59.000,9:59:59.000 What I want to do is go into the [br]next slide which really shows, you know 9:59:59.000,9:59:59.000 for the student this is why we were[br]doing what we were doing. 9:59:59.000,9:59:59.000 We wanted students to be able to move[br]from a point where they could filter 9:59:59.000,9:59:59.000 information, they could select [br] 9:59:59.000,9:59:59.000 information, so they could know [br]what they would be practicing when they 9:59:59.000,9:59:59.000 get into the real world. 9:59:59.000,9:59:59.000 They would have to be able to [br]integrate information because of course 9:59:59.000,9:59:59.000 we want them to be able to use 9:59:59.000,9:59:59.000 whatever we are providing in that 9:59:59.000,9:59:59.000 material and provide them with that kind 9:59:59.000,9:59:59.000 of authentic experience that we want, 9:59:59.000,9:59:59.000 and of course, for them to figure out 9:59:59.000,9:59:59.000 what have I learned and how will I be[br]using this new knowledge and skills I have 9:59:59.000,9:59:59.000 developed in a real-world environment, 9:59:59.000,9:59:59.000 so there's a lot of authenticity going 9:59:59.000,9:59:59.000 on here. 9:59:59.000,9:59:59.000 So next slide quickly. 9:59:59.000,9:59:59.000 How we did it, as I said, 9:59:59.000,9:59:59.000 we talked through our process that we used[br] 9:59:59.000,9:59:59.000 prior to 2014, and there were a number of[br]processes that we used prior to 2014, 9:59:59.000,9:59:59.000 so we consolidated, [br]we re-engineered, 9:59:59.000,9:59:59.000 we had a number of templates that [br]were designed, 9:59:59.000,9:59:59.000 we revised all of our protocols, 9:59:59.000,9:59:59.000 and of course, we redesigned our [br]collaborative work spaces. 9:59:59.000,9:59:59.000 So we work right now in a environment, 9:59:59.000,9:59:59.000 where we have everybody interacting 9:59:59.000,9:59:59.000 just as the students would if they're [br]using the learning management system. 9:59:59.000,9:59:59.000 The project management approach: [br]we had targets, we looked at a re-assessment, 9:59:59.000,9:59:59.000 we had those weekly meetings, 9:59:59.000,9:59:59.000 we always had debriefings at the end[br]of each stage, 9:59:59.000,9:59:59.000 and of course, we had to have some [br]contingencies in place. 9:59:59.000,9:59:59.000 And what our outcomes were, [br]human performance, of course, 9:59:59.000,9:59:59.000 you have the departmental leadership, 9:59:59.000,9:59:59.000 you know, had to look at how I worked, 9:59:59.000,9:59:59.000 what kind of leadership I brought to them, 9:59:59.000,9:59:59.000 and we interrogated that. 9:59:59.000,9:59:59.000 How effective were the teams in that process,[br]we have interrogated that. 9:59:59.000,9:59:59.000 Our processes, [br]we have done that. 9:59:59.000,9:59:59.000 And what kinds of lessons [br]have we learned? 9:59:59.000,9:59:59.000 We are still finding ourselves 9:59:59.000,9:59:59.000 in a situation where some of our 9:59:59.000,9:59:59.000 multimedia requests are not linked to 9:59:59.000,9:59:59.000 generative strategies of learning. 9:59:59.000,9:59:59.000 We need to focus more on quality, 9:59:59.000,9:59:59.000 on learning activities to recognize that, 9:59:59.000,9:59:59.000 and we need to have all of this linked[br]to recall integration, organization, and 9:59:59.000,9:59:59.000 elaboration strategies throughout project[br]implementation. 9:59:59.000,9:59:59.000 So whatever we do in terms of the development, 9:59:59.000,9:59:59.000 we have to use these kinds of strategies 9:59:59.000,9:59:59.000 to help our students over the line. 9:59:59.000,9:59:59.000 Okay, and I think I end here. 9:59:59.000,9:59:59.000 Thank you. 9:59:59.000,9:59:59.000 (Emcee) Okay, thank you. 9:59:59.000,9:59:59.000 That was a marathon.