0:00:00.000,0:00:03.864 (Denise Gaspard-Richards) Thank you[br]and good afternoon, everyone. 0:00:03.902,0:00:08.141 It's a long title and there's just [br]two things I need to say before I begin. 0:00:08.263,0:00:10.510 The wrap-around model [br]of content development: 0:00:10.557,0:00:13.817 I know today a number of instructional [br]designers, learning, business 0:00:14.036,0:00:16.619 who are involved in working [br]with design and courses. 0:00:16.819,0:00:19.781 This is not like the ADDIE model 0:00:20.019,0:00:22.434 or anything that we use [br]for instructional design. 0:00:22.783,0:00:26.921 This is really a model that [br]allows us to design course materials 0:00:27.343,0:00:31.141 wrapped around open education resources. 0:00:31.487,0:00:34.219 So it reduces the need for students [br]to purchase textbooks 0:00:34.392,0:00:42.213 and also reduces their cost, [br]because in the Caribbean, which I have 0:00:42.305,0:00:47.168 -- does this work? Yeah?[br]No, I'm pointing. 0:00:47.248,0:00:50.438 Okay, how do I go forward,[br]how do I go forward to the slide again? 0:00:51.118,0:00:53.182 (Off voice, inaudible) 0:00:53.375,0:00:57.291 (DGR) Oh it's there now, okay, great.[br]Great, alright thank you -- 0:00:57.638,0:01:01.123 So you'll see a map, it's easier for me [br]to look down than to look up. 0:01:02.235,0:01:04.933 You'll see a map here of the Caribbean [br]and you will note 0:01:05.265,0:01:08.251 that I have tried to identify [br]where we are located: 0:01:08.479,0:01:12.332 there is a little block on the map, [br]to the right. 0:01:13.276,0:01:17.106 That shows you where we are [br]in relation to the rest of the world. 0:01:17.360,0:01:23.538 So, North America would be up to the left [br]and Europe will be over to the right. 0:01:24.108,0:01:28.201 Okay, so these are the islands [br]where we have the orange lines. 0:01:28.572,0:01:31.652 Those are the islands that comprise [br]the Open Campus, 0:01:31.957,0:01:33.414 I just need to tell you that. 0:01:33.714,0:01:36.181 So you'll see that they're small,[br]we're scattered. 0:01:36.657,0:01:39.870 Our economies are fledgling economies,[br]we're developing countries, 0:01:40.177,0:01:44.518 we're developing islands, [br]so cost is a very important element for us 0:01:44.679,0:01:47.915 when we are looking at students and[br]getting them into our campus. 0:01:48.704,0:01:53.131 Our campus also is not funded by[br]governments, because, of course 0:01:53.218,0:01:55.189 they are also dealing with challenges. 0:01:55.281,0:01:57.680 So we're very much dependent on[br]student fee income. 0:01:57.976,0:02:02.015 We can't charge a very high fee[br]to come into our courses, 0:02:02.230,0:02:03.742 so we have to keep costs down. 0:02:03.965,0:02:07.079 So hence, open educational resources [br]and our wrap-around concept. 0:02:07.307,0:02:12.587 So, if we can just go to the next slide--[br]I'm not comfortable with 0:02:12.862,0:02:15.116 using this at all.[br]I'm sorry, can you help me 0:02:15.231,0:02:16.838 moving to the slides? 0:02:17.010,0:02:18.416 Thank you very much. 0:02:19.873,0:02:22.066 Okay, so the project, wrap-around, 0:02:22.314,0:02:24.340 which is content and support. 0:02:24.499,0:02:27.235 Content and support is really where[br]we were before 2014. 0:02:27.333,0:02:30.978 Content and support really looks at us[br]designing course materials, 0:02:31.177,0:02:34.993 working with course developers who[br]are subject matter experts, 0:02:35.163,0:02:37.274 so we work with them independently. 0:02:37.487,0:02:40.845 So an instructional designer, [br]if that person is assigned to 0:02:40.845,0:02:42.882 work on developing courses in[br]the program, 0:02:42.882,0:02:45.868 if you take a Bachelor's program,[br]that's about 30 courses, and 0:02:45.868,0:02:49.999 they would be working with [br]30 subject matter specialists. 0:02:50.180,0:02:52.859 We try to break it up,[br]look at the courses by levels, 0:02:53.041,0:02:56.197 so they're maybe working with 5 to 10 [br]courses at any one time. 0:02:56.362,0:03:01.775 They were working individually with [br]these persons, so the benefits 0:03:01.920,0:03:05.743 of all of the training and all of the [br]experience was just going one to one. 0:03:06.334,0:03:08.806 Then of course, [br]you have multimedia designers 0:03:08.806,0:03:12.290 who would be working with our content,[br]and again that would be one to one. 0:03:12.321,0:03:15.427 So you're not getting the benefit of a[br]team kind of effort. 0:03:15.437,0:03:18.522 So we realize that there were issues that [br]we needed to look at. 0:03:18.610,0:03:21.935 One of the things that reversed [br]was the strategy for 0:03:21.994,0:03:23.165 the academic division. 0:03:23.400,0:03:26.704 We were no longer able to sustain [br]such a model, 0:03:26.868,0:03:30.043 we had to produce content very rapidly[br]and we had to find a way 0:03:30.165,0:03:31.229 to make this work. 0:03:31.528,0:03:36.444 So what we did there[br]is we looked at process, using 0:03:36.590,0:03:40.164 a project management process,[br]and we by chance, we happened upon 0:03:40.325,0:03:41.811 the agile design model. 0:03:42.409,0:03:45.712 That allowed us now to bring our[br]teams together. 0:03:46.293,0:03:49.673 So all of our content experts who are[br]working in a particular program, 0:03:49.865,0:03:51.978 if we are working on, let's say,[br]on courses, 0:03:52.146,0:03:55.558 they can all be together in an online [br]environment working collaboratively, 0:03:55.558,0:03:58.582 so that they're sharing, [br]they're knowing what each other's doing. 0:03:58.588,0:04:02.600 So that you find that the courses can be[br]sequential, there's no overlapping 0:04:02.759,0:04:06.040 because everybody knows what everybody[br]else is doing and we are following 0:04:06.222,0:04:07.678 a particular plan. 0:04:08.465,0:04:13.398 So we recognized that that needed[br]to happen and we started that process of 0:04:13.551,0:04:14.950 moving and transitioning. 0:04:15.686,0:04:19.463 Of course, there are implications there[br]for the departmental operations, 0:04:20.094,0:04:22.323 we are looking at working differently [br]with content persons, 0:04:22.814,0:04:26.724 we are looking at our instructional[br]designers, working differently to support 0:04:26.914,0:04:27.927 these individuals. 0:04:28.393,0:04:32.844 And of course, there is an impact on our[br]production teams to produce materials. 0:04:33.655,0:04:39.226 So we found that it was easier now [br]to design our learning activities 0:04:39.427,0:04:43.851 around that content because we [br]had everybody collaboratively together. 0:04:44.057,0:04:49.318 We thought it would be a good idea[br]to move lessons into that way of thinking. 0:04:49.529,0:04:53.965 So if I can go quickly to the[br]agile learning design slide, please. 0:04:54.186,0:04:56.747 Thank you. 0:04:57.105,0:05:01.715 So, Jasmine was just talking about [br]some of the characteristics when you 0:05:01.930,0:05:05.867 look at agile learning and particularly[br]with recognizing that there's an [br] 0:05:06.081,0:05:07.260 opportunity to be collaborative. 0:05:07.667,0:05:11.726 There was also an opportunity for us to[br]work in an iterative manner. 0:05:12.357,0:05:15.590 We also recognize that we could [br]be flexible with the model, 0:05:15.732,0:05:20.845 we could be very creative in what we did[br]in terms of helping our subject matter 0:05:21.047,0:05:23.422 experts to design authentic learning [br]activities. 0:05:24.073,0:05:26.363 We could be very responsive[br]because if we are working 0:05:26.549,0:05:29.272 in a project management kind of [br]environment, 0:05:29.452,0:05:32.634 we can respond very quickly[br]to things that need to be changed. 0:05:32.966,0:05:37.977 And of course, we had to be very lean[br]because we are talking about developing 0:05:38.160,0:05:41.214 a number of courses in a short space[br]of time and we need to do things 0:05:41.382,0:05:45.289 in a very clean and clinical manner,[br]so that we can move ahead very, very 0:05:45.437,0:05:46.231 quickly. 0:05:46.978,0:05:50.817 Some of these support strategies[br]that we had to use was of course, 0:05:51.031,0:05:53.487 we had to have an emphasis on [br]cross-functionality. 0:05:53.663,0:05:56.826 We could not just operate[br]one on one, so we had to look at 0:05:57.028,0:05:59.037 bringing all the members of a particular [br]team together. 0:05:59.379,0:06:02.184 We had to have an emphasis on [br]interactions, 0:06:02.363,0:06:04.950 people had to be able, they had to feel [br]very comfortable. 0:06:05.332,0:06:08.964 We are in an online environment,[br]as I showed you in a map, 0:06:09.157,0:06:12.166 we are scattered, so your content[br]expert could be in Germany, 0:06:12.335,0:06:14.837 your content expert could be[br]in Canada, anywhere. 0:06:15.018,0:06:18.674 And I am leading the team, I am based[br]in Trinidad. 0:06:18.927,0:06:22.670 Some of my instructional designers are in [br]another island in Jamaica, in another[br] 0:06:22.993,0:06:26.520 island in Barbados, so we all over[br]the place. 0:06:26.899,0:06:31.275 So we really needed to be able to[br]interact in a way that brought meaning 0:06:31.463,0:06:33.081 to what we were doing. 0:06:33.802,0:06:36.576 Also, we want to have usable [br]deliverables. we don't want to just 0:06:36.899,0:06:41.495 design content and when it goes into the [br]learning environment it's not meaningful 0:06:41.672,0:06:45.857 to the students, it's not meaningful to [br]the persons who are leading the courses. 0:06:46.621,0:06:53.473 We also looked at emphasis on rapid [br]and decisive response to change intiatives. 0:06:54.043,0:06:58.315 People are very, you know, change is [br]very difficult for most of us, 0:06:58.796,0:06:59.981 for all of us. 0:07:00.398,0:07:03.308 And you had people who were working in [br]a particular way over a period 0:07:03.486,0:07:07.641 of many years, and now you're asking, [br]"Listen, we are in a change environment, 0:07:07.928,0:07:09.997 this is how we are going to be looking at[br]design and content," 0:07:10.624,0:07:15.237 and you found that there are persons who just[br]could just not step up to the plate. 0:07:15.453,0:07:19.235 But, we were already in that situation,[br]so the head honcho had to hold their 0:07:19.409,0:07:23.004 hands and pull people along, [br]it was very, very painful. 0:07:23.598,0:07:27.167 And the head honcho had to actually do [br]some of the work in the end 0:07:27.542,0:07:31.871 so that when the time came for the course[br]to be delivered, there was something that 0:07:32.084,0:07:34.321 was available to go into our[br]learning environment. 0:07:34.717,0:07:38.895 So we had to keep, you know,[br]a kind of process going that was 0:07:39.068,0:07:40.659 very, very, very, very quick. 0:07:41.086,0:07:45.307 We depended on a lot on templates [br]because there was no other way to get 0:07:45.475,0:07:48.647 it done and to ensure that we could do it [br]in the time frame that we needed to 0:07:49.052,0:07:53.919 because we looked at a four month period[br]for design, development, and review 0:07:54.188,0:07:58.374 of an entire course, and you're talking[br]about more than 30 courses. 0:07:58.590,0:08:03.500 And in our first phase of development,[br]we were doing something like 57 courses, 0:08:03.657,0:08:06.673 so it was a bit crazy if you could[br]think of it like that. 0:08:07.803,0:08:12.196 So let's look at some views from the[br]literature very quickly with regard to agile. 0:08:12.954,0:08:19.521 The key features for our department staff:[br]rapid, responsive, targeted approaches,[br] 0:08:19.778,0:08:23.395 and lean, so very much a project [br]management approach to what 0:08:23.584,0:08:24.433 we needed to do. 0:08:24.843,0:08:29.279 And we found that persons were not,[br]they were not really prepared for 0:08:29.431,0:08:30.306 that change. 0:08:30.639,0:08:33.456 They wanted to stay in the old[br]environment and do what they were doing 0:08:33.592,0:08:34.558 because they were comfortable, 0:08:34.948,0:08:36.844 and now you had somebody looking [br]over their shoulder. 0:08:37.198,0:08:39.831 One of the other things was that, [br]as the head of department, I could not 0:08:39.992,0:08:43.029 see everything because everybody was doing[br]it in their little corner. 0:08:43.587,0:08:46.701 So I could not actually see what was [br]happening. 0:08:46.868,0:08:48.929 Now, we are in the online environment,[br]we are collaborative, 0:08:49.111,0:08:52.612 I am in there and I am looking [br]at everything, and I can 0:08:52.794,0:08:55.830 comment on everything, and I can say,[br]"No, this is not working the way 0:08:56.120,0:08:58.640 it should be. [br]Look back at these learning objectives, 0:08:58.927,0:09:00.210 how are you going to measure that? 0:09:00.495,0:09:03.295 You know, that does not go together, [br]you need to re-look this." 0:09:03.556,0:09:04.858 That wasn't happening before because 0:09:05.043,0:09:05.698 I couldn't see it. 0:09:06.043,0:09:09.950 So suddenly, there they had somebody in[br]their face all the time in the online 0:09:10.101,0:09:13.273 environment managing that process and [br]trying to bring it to where we needed it 0:09:13.523,0:09:14.029 to be. 0:09:14.284,0:09:20.157 So this is one of the things that we learn[br]from Miles, that "Agile learning: living with 0:09:20.303,0:09:26.109 the speed of change," that's in an [br]international journal, 0:09:26.225,0:09:35.850 that the key finding that Miles found when[br]they looked at this view from the literature[br] 0:09:36.029,0:09:39.635 in a management setting, is that [br]a majority of employees see their 0:09:39.823,0:09:44.528 colleagues as a more valuable resource[br]for acquiring new skills or knowledge than[br] 0:09:44.711,0:09:47.321 their internal learning management systems, 0:09:47.543,0:09:51.589 and I wanted to be able to apply that[br]to what was happening in our environment. 0:09:51.751,0:09:54.996 In terms of a learner-centric view, 0:09:55.174,0:10:00.632 the key features for learners, because[br]ultimately we're developing courses for 0:10:00.785,0:10:02.639 use by our learners, so we had to[br]factor that in, 0:10:02.860,0:10:05.017 we had to ensure that our courses 0:10:05.219,0:10:08.174 had some real-world relevance,[br]that there would be some flexibility, 0:10:08.362,0:10:12.354 both in terms of the learning styles that[br]the students would be able to use and in 0:10:12.495,0:10:16.270 terms of the types of resources[br]that we're able to provide for them and 0:10:16.434,0:10:20.791 also that they can go look for for[br]themselves using the kinds of guidelines 0:10:20.944,0:10:22.431 that are there in the materials. 0:10:22.842,0:10:24.382 We also had to be very nimble 0:10:24.616,0:10:28.235 in terms of preparing our courses [br]for the students and, of course, 0:10:28.393,0:10:29.307 twenty-first century skills. 0:10:29.521,0:10:31.162 Those were just so critical, 0:10:31.348,0:10:34.306 and it's something that we hadn't [br]concentrated on before, 0:10:34.586,0:10:40.541 so this was an opportunity to bring in,[br]you know, go digital, look at the kinds 0:10:40.692,0:10:43.757 of multimedia communication skills that[br]we wanted to develop in our students, 0:10:43.974,0:10:47.976 critical thinking skills, innovative-ness, [br]all of these things we had to ensure 0:10:48.148,0:10:49.743 would have been included 0:10:49.920,0:10:52.610 in the courses we were designing. 0:10:53.265,0:10:56.561 So if we move now to project center-- 0:10:56.814,0:11:00.253 how am I doing for time? I'm okay?[br] 0:11:00.504,0:11:02.002 Yes? Great. 0:11:02.443,0:11:06.207 All right, so the key elements that we[br]thought that we needed to have for 0:11:06.391,0:11:12.144 the success of our project and moving[br]our course development into this flexible 0:11:12.475,0:11:17.014 and dynamic kind of environment is, [br]of course, that we wanted to be iterative, 0:11:17.188,0:11:18.282 that we wanted to be collaborative, 0:11:18.508,0:11:22.875 we wanted to have creative opportunities[br]available because if you're talking about 0:11:23.025,0:11:26.631 project management, you're talking about[br]being very rigid and moving things along 0:11:26.803,0:11:29.230 in a particular way, but we recognized [br]that we had to do differently. 0:11:29.409,0:11:32.403 So in terms of what was happening in [br]the courses, 0:11:32.595,0:11:36.375 while we had the courses development[br]cycles structured in such a way where 0:11:36.543,0:11:39.526 they would have to develop [br]a course outline, then they would have to 0:11:39.714,0:11:41.804 do a course plan that would give all of [br] 0:11:41.924,0:11:44.138 the elements of what we were going to [br]include in the course materials, 0:11:44.323,0:11:46.651 and then of course, the design, the course[br] 0:11:46.841,0:11:48.694 materials using the wrap-around concept. 0:11:49.043,0:11:53.025 We realized that it, it could not be a[br]linear thing, it could not be just 0:11:53.165,0:11:55.233 move from one directly into the other, 0:11:55.685,0:11:59.158 so while we had a course outline [br]and they worked on the course plan, 0:11:59.335,0:12:00.443 when they were working on the course plan, 0:12:00.607,0:12:04.420 we would realize that there were things[br]needed to change, go back, look at your 0:12:04.605,0:12:06.765 course outline, then you move on, 0:12:06.916,0:12:08.194 you continue on with your materials, 0:12:08.357,0:12:11.177 as you're doing your materials, [br]you realize that there are some resources 0:12:11.433,0:12:13.612 that you really need to include,[br]so you have to keep going back. 0:12:13.829,0:12:15.405 So that meant that we had to be meeting [br]constantly, so we were working through [br] 0:12:19.618,0:12:21.807 weekly meetings trying to figure out 0:12:23.042,0:12:23.382 what were the problems, 0:12:23.829,0:12:24.738 if there were any, [br]what we needed to change, 0:12:25.121,0:12:27.757 what we needed to do[br]and continue on in that type of process. 0:12:28.676,0:12:29.772 Of course, working together in the 0:12:29.949,0:12:30.853 online environment. 0:12:31.457,0:12:34.006 Why, there's another slide here,[br]I'm not going to go into it. 0:12:34.942,0:12:39.424 What I want to do is go into the [br]next slide which really shows, you know 0:12:39.611,0:12:42.783 for the student this is why we were[br]doing what we were doing. 0:12:43.024,0:12:47.142 We wanted students to be able to move[br]from a point where they could filter 0:12:47.281,0:12:49.096 information, they could select [br] 0:12:49.293,0:12:53.055 information, so they could know [br]what they would be practicing when they 0:12:53.317,0:12:53.669 get into the real world. 0:12:54.286,0:12:57.629 They would have to be able to [br]integrate information because of course 0:12:57.878,0:12:59.090 we want them to be able to use 0:12:59.288,0:13:01.351 whatever we are providing in that 0:13:01.546,0:13:03.076 material and provide them with that kind 0:13:03.247,0:13:05.243 of authentic experience that we want, 0:13:05.462,0:13:07.401 and of course, for them to figure out 0:13:07.541,0:13:11.973 what have I learned and how will I be[br]using this new knowledge and skills I have 0:13:12.156,0:13:13.577 developed in a real-world environment, 0:13:14.116,0:13:15.590 so there's a lot of authenticity going 0:13:15.771,0:13:16.323 on here. 0:13:16.721,0:13:17.894 So next slide quickly. 0:13:18.058,0:13:20.370 How we did it, as I said, 0:13:20.686,0:13:22.670 we talked through our process that we used[br] 0:13:22.849,0:13:27.061 prior to 2014, and there were a number of[br]processes that we used prior to 2014, 0:13:27.208,0:13:29.689 so we consolidated, [br]we re-engineered, 0:13:29.962,0:13:31.793 we had a number of templates that [br]were designed, 0:13:32.100,0:13:33.814 we revised all of our protocols, 0:13:34.019,0:13:37.438 and of course, we redesigned our [br]collaborative work spaces. 0:13:37.687,0:13:40.637 So we work right now in a environment, 0:13:40.807,0:13:42.512 where we have everybody interacting 0:13:42.665,0:13:47.559 just as the students would if they're [br]using the learning management system. 0:13:47.712,0:13:52.250 The project management approach: [br]we had targets, we looked at a re-assessment, 0:13:52.410,0:13:53.765 we had those weekly meetings, 0:13:53.948,0:13:56.228 we always had debriefings at the end[br]of each stage, 0:13:56.527,0:13:59.610 and of course, we had to have some [br]contingencies in place. 0:13:59.745,0:14:04.748 And what our outcomes were, [br]human performance, of course, 0:14:04.969,0:14:06.511 you have the departmental leadership, 0:14:06.762,0:14:08.842 you know, had to look at how I worked, 0:14:09.052,0:14:10.976 what kind of leadership I brought to them, 0:14:11.176,0:14:12.273 and we interrogated that. 0:14:12.491,0:14:17.020 How effective were the teams in that process,[br]we have interrogated that. 0:14:17.167,0:14:19.287 Our processes, [br]we have done that. 0:14:19.439,0:14:21.368 And what kinds of lessons [br]have we learned? 0:14:21.846,0:14:23.696 We are still finding ourselves 0:14:23.858,0:14:25.399 in a situation where some of our 0:14:25.580,0:14:27.194 multimedia requests are not linked to 0:14:27.379,0:14:28.891 generative strategies of learning. 0:14:29.172,0:14:32.390 We need to focus more on quality, 0:14:32.573,0:14:35.616 on learning activities to recognize that, 0:14:35.797,0:14:40.442 and we need to have all of this linked[br]to recall integration, organization, and 0:14:40.652,0:14:43.371 elaboration strategies throughout project[br]implementation. 0:14:43.779,0:14:46.263 So whatever we do in terms of the development, 0:14:46.400,0:14:48.115 we have to use these kinds of strategies 0:14:48.286,0:14:49.732 to help our students over the line. 0:14:49.930,0:14:52.760 Okay, and I think I end here. 0:14:52.961,0:14:53.702 Thank you. 0:14:53.893,0:14:55.160 (Emcee) Okay, thank you. 0:14:55.374,0:14:56.551 That was a marathon.