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