OEB 2015 - The Agile Approach to Learning Design - Denise Gaspard-Richards
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0:00 - 0:02(Denise Gaspard-Richards) Thank you
and good afternoon, everyone. -
0:04 - 0:08It's a long title and there are just
two things I need to say before I begin. -
0:08 - 0:11The wrap-around model
of content development: -
0:11 - 0:14I know today a number of instructional
designers, learning, business -
Not Syncedwho are involved in working
with design and courses (check) -
Not SyncedThis is not like the ID (check) model
-
Not Syncedor anything that we use
for instructional design. -
Not SyncedThis is really a model that
allows us to design course materials -
Not Syncedwrapped around open education resources.
-
Not SyncedSo it reduces the need for students
to purchase textbooks -
Not Syncedand also reduces their cost,
because in the Caribbean, which I have -
Not Synced-- does this work? Yeah; no, I'm pointing.
OK, how do I go forward, -
Not Syncedhow do I go forward to the slide again?
(Off voice, inaudible) -
Not Synced(DGR) Oh it's there now, OK .... (check).
Great, thank you -- -
Not SyncedSo you see a map, it's easier for me
to look down than to look up. -
Not SyncedYou'll see a map here of the Caribbean
and you will note -
Not Syncedthat I have tried to identify
where we are located: -
Not Syncedthere's a little block on the map,
to the right. -
Not SyncedThat shows you where we are
in relation to the rest of the world. -
Not SyncedSo, North America would be up to the left
and Europe will be over to the right. 1:24 -
Not SyncedOkay, so these are the islands
where we have the orange lines. -
Not SyncedThose are the islands that comprise
the Open Campus, -
Not SyncedI just need to tell you that.
-
Not SyncedSo you'll see that they're small,
we're scattered. -
Not SyncedOur economies are fledgling economies,
we're developing countries, -
Not Syncedwe're developing islands,
so cost is a very important element -
Not Syncedwhen we're looking at students and
getting them into our campus. -
Not SyncedOur campus also is not funded by
governments, because they are also -
Not Synceddealing with challenges.
-
Not SyncedSo we're very much dependent on
student fee income. -
Not SyncedWe can't charge a very high fee
to come into our courses, -
Not Syncedso we have to keep costs down.
-
Not SyncedSo hence, open educational resources
and our wrap-around concept -
Not SyncedSo if we can just go to the next slide--
I'm not comfortable with -
Not Syncedusing this at all.
I'm sorry, can you help me -
Not Syncedmoving to the slides?
-
Not SyncedThank you very much.
-
Not SyncedOkay, so the project, wrap-around content
and support -
Not SyncedContent and support is really where
we were before 2014. -
Not SyncedContent and support really looks at us
designing course materials, -
Not Syncedworking with course developers who
are subject matter experts, -
Not Syncedso we work with them independently.
-
Not SyncedSo an instructional designer,
if that person is assigned to -
Not Syncedwork on developing courses in
the program, -
Not Syncedif you take a Bachelor's program,
that's about 30 courses, -
Not Syncedthey would be working with
30 subject matter specialists. -
Not SyncedWe try to break it up,
look at the courses by levels, -
Not Syncedso they're maybe working with 5 to 10
courses at any one time. -
Not SyncedThey were working individually with
these persons, so the benefits -
Not Syncedof all of the training and all of the
experience was just going one to one. -
Not SyncedThen of course, you have multimedia designers
-
Not Syncedwho would be working with our content,
and again that would be one to one. -
Not SyncedSo you're not getting the benefit of a
team kind of effort. -
Not SyncedSo we realize there were issues that
we needed to look at. -
Not SyncedOne of the things that reversed
was the strategy for -
Not Syncedthe academic division.
-
Not SyncedWe were not longer able to sustain
such a model, -
Not Syncedwe had to produce content very rapidly
and we had to find a way -
Not Syncedto make this work.
-
Not SyncedSo what we did there
was we looked at process, using -
Not Synceda project management process,
and we by chance, we happened upon -
Not Syncedthe agile design model.
-
Not SyncedThat allowed us now to bring our
teams together. -
Not SyncedSo all of our content experts who are
working in a particular program, -
Not Syncedif we are working on, let's say,
on courses, -
Not Syncedthey can all be together in an online
environment working collaboratively, -
Not Syncedso that they're sharing,
they're knowing what each other's doing. -
Not SyncedSo that you find that the courses can be
sequential, there's no overlapping -
Not Syncedbecause everybody knows what everybody
else is doing and we are following -
Not Synceda particular plan.
-
Not SyncedSo we recognized that that needed
to happen and we started that process of -
Not Syncedmoving and transitioning.
-
Not SyncedOf course, there are implications there
for the departmental operations, -
Not Syncedwe are looking at working differently
with content persons, -
Not Syncedwe are looking at our instructional
designers, working differently to support -
Not Syncedthese individuals.
-
Not SyncedAnd of course, there is an impact on our
production teams to produce materials. -
Not SyncedSo we found that it was easier now
to design our learning activities -
Not Syncedaround that content because we
had everybody collaboratively together. -
Not SyncedWe thought it would be a good idea
to move lessons into that way of thinking. -
Not SyncedSo if I can go quickly to the
agile learning design slide, please. -
Not SyncedThank you.
-
Not SyncedSo, Jasmine was just talking about
some of the characteristics when you -
Not Syncedlook at agile learning and particularly
with recognizing that there's an -
Not Syncedopportunity to be collaborative.
-
Not SyncedThere was also an opportunity for us to
work in an iterative manner. -
Not SyncedWe also recognize that we could
be flexible with the model, -
Not Syncedwe could be very creative in what we did
in terms of helping our subject matter -
Not Syncedexperts to design authentic learning
activities. -
Not SyncedWe could be very responsive
because if we are working -
Not Syncedon a project management kind of
environment, -
Not Syncedwe can respond very quickly
to the things that need to be changed. -
Not SyncedAnd of course, we had to be very lean
because we are talking about developing -
Not Synceda number of courses in a short space
of time and we need to do things -
Not Syncedin a very clean and clinical manner,
so that we can move ahead very, very -
Not Syncedquickly.
-
Not SyncedSome of these support strategies
that we had to use was of course, -
Not Syncedwe had to have an emphasis on
cross-functionality. -
Not SyncedWe could not just operate
one on one, so we had to look at -
Not Syncedbringing all members of a particular
team together. -
Not SyncedWe had to have an emphasis on
interactions, -
Not Syncedpeople had to be able, they had to feel
very comfortable,. -
Not SyncedWe are in an online environment,
as I showed you in a map, -
Not Syncedwe are scattered, so your content
expert could be in Germany, -
Not Syncedyour content expert could be
in Canada, anywhere. -
Not SyncedAnd I am leading the team, I am based
in Trinidad. -
Not SyncedSome of my instructional designers are in
another island in Jamaica, in another -
Not Syncedisland in Barbados, so we all over
the place. -
Not SyncedSo we really needed to be able to
interact in a way brought meaning -
Not Syncedto what we were doing.
-
Not SyncedAlso, we want to have usable
deliverables. we don't want to just -
Not Synceddesign content and when it goes into the
learning environment it's not meaningful -
Not Syncedto the students, it's not meaningful to
the persons who are leading the courses. -
Not SyncedWe also looked at emphasis on rapid
and decisive response to change intiatives. -
Not SyncedPeople are very, you know, change is
very difficult for most of us, -
Not Syncedfor all of us.
-
Not SyncedAnd you had people who were working in
a particular way or over a period -
Not Syncedof many years, and now you're asking,
"Listen, we are in a change environment, -
Not Syncedthis is how we are going to be looking at
design and content," -
Not Syncedand you found that there are persons who
could just not step up to the plate. -
Not SyncedBut, we were already in that situation,
so the head honcho had to hold their -
Not Syncedhands and pull people along,
it was very painful. -
Not SyncedAnd the head honcho had to actually do
some of the work in the end -
Not Syncedso that when the time came for the course
to be delivered, there was something that -
Not Syncedwas available to go into our
learning environment. -
Not SyncedSo we had to keep, you know,
a kind of process going that was -
Not Syncedvery, very, very quick.
-
Not SyncedWe depended on a lot on templates
because there was no other way to get -
Not Syncedit done and to ensure that we could do it
in the time frame that we needed to -
Not Syncedbecause we looked at a four month period
for design, development, and review -
Not Syncedof an entire course, and you're talking
about more than 30 courses. -
Not SyncedAnd in our first days of development,
we were doing something like 57 courses, -
Not Syncedso it was a bit crazy if you think of it
like that. -
Not SyncedSo let's look at some views from the
literature very quickly with regard to agile. -
Not SyncedThe key features for our department staff:
rapid, responsive, targeted approaches, -
Not Syncedand lean, so very much a project
management approach to what -
Not Syncedwe needed to do.
-
Not SyncedAnd we found that persons were not,
they were not really prepared for -
Not Syncedthat change.
-
Not SyncedThey wanted to stay in the old
environment and do what they were doing -
Not Syncedbecause they were comfortable,
-
Not Syncedand now you had somebody looking
over their shoulder. -
Not SyncedOne of the other things was that,
as the head of department, I could not -
Not Syncedsee everything because everybody was doing
it in their little corner. -
Not SyncedSo I could not actually see what was
happening. -
Not SyncedNow, we are in the online environment,
we are collaborative, -
Not SyncedI am in there and I am looking
at everything, and I can -
Not Syncedcomment on everything, and I can say,
"No, this is not working the way -
Not Syncedit should be.
Look back at these learning objectives, -
Not Syncedhow are you going to measure that?
-
Not SyncedYou know, that does not go together,
you need to re-look this." -
Not SyncedThat wasn't happening before because
-
Not SyncedI couldn't see it.
-
Not SyncedSo suddenly, they had somebody in
their face all the time in the online -
Not Syncedenvironment managing that process and
trying to bring it to where we needed it -
Not Syncedto be.
-
Not SyncedSo this is one of the things that we learn
from Miles, that "Agile learning: living with -
Not Syncedthe speed of change," that's in an
international journal, -
Not Syncedthat the key finding that Miles found when
they looked at this view from the literature -
Not Syncedin a management setting, is that
a majority of employees see their -
Not Syncedcolleagues as a more valuable resource
for acquiring new skills or knowledge than -
Not Syncedtheir internal learning management systems,
-
Not Syncedand I wanted to be able to apply that
to what was happening in our environment. -
Not SyncedIn terms of a learner-centric view,
-
Not Syncedthe key features for learners, because
ultimately we're developing courses for -
Not Synceduse by our learners, so we had to
factor that in, -
Not Syncedwe had to ensure that our courses
-
Not Syncedhad some real-world relevance,
that there would be some flexibility, -
Not Syncedboth in terms of learning styles that
the students would be able to use and in -
Not Syncedterms of the types of resources
that we're able to provide for them and -
Not Syncedalso that they can go look for for
themselves using the kinds of guidelines -
Not Syncedthat are there in the materials.
-
Not SyncedWe also had to be very nimble
-
Not Syncedin terms of preparing our courses
for the students and, of course, -
Not Syncedtwenty-first century skills.
-
Not SyncedThose were just so critical,
-
Not Syncedand it's something that we hadn't
concentrated on before, -
Not Syncedso this was an opportunity to bring in,
you know, go digital, look at the kinds -
Not Syncedof multimedia communication skills that
we wanted to develop in our students, -
Not Syncedcritical thinking skills, innovative-ness,
all of these things we had to ensure -
Not Syncedwould have been included
-
Not Syncedin the courses we were designing.
-
Not SyncedSo if we move now to project center--
-
Not Syncedhow am I doing for time? I'm okay?
-
Not SyncedYes? Great.
-
Not SyncedAll right, so the key elements that we
thought that we needed to have for -
Not Syncedthe success of our project and moving
our course development into this flexible -
Not Syncedand dynamic kind of environment is,
of course, that we wanted to be iterative, -
Not Syncedthat we wanted to be collaborative,
-
Not Syncedwe wanted to have creative opportunities
available because if you're talking about -
Not Syncedproject management, you're talking about
being very rigid and moving things along -
Not Syncedin a particular way, but we recognized
that we had to do differently. -
Not SyncedSo in terms of what was happening in
the courses, -
Not Syncedwhile we had the courses development
cycles structured in such a way where -
Not Syncedthey would have to develop
a course outline, then they would have to -
Not Synceddo a course plan that would give all of
-
Not Syncedthe elements of what we were going to
include in the course materials, -
Not Syncedand then of course, the design, the course
-
Not Syncedmaterials using the wrap-around concept.
-
Not SyncedWe realized that it, it could not be a
linear thing, it could not be just -
Not Syncedmove from one directly into the other,
-
Not Syncedso while we had a course outline
and they worked on the course plan, -
Not Syncedwhen they were working on the course plan,
-
Not Syncedwe would realize that there were things
needed to change, go back, look at the -
Not Syncedcourse outline, then you move on,
-
Not Syncedyou continue on with your materials,
-
Not Syncedas you're doing you're materials,
you realize that there are some resources -
Not Syncedthat you really need to include,
so you have to keep going back. -
Not SyncedSo that meant that we had to be meeting
constantly, so we were working through -
Not Syncedweekly meetings trying to figure out
-
Not Syncedwhat were the problems,
-
Not Syncedif there were any,
what we needed to change, -
Not Syncedwhat we needed to do
and continue on in that type of process. -
Not SyncedOf course, working together in the
-
Not Syncedonline environment.
-
Not SyncedWhy, there's another slide here,
I'm not going to go into it. -
Not SyncedWhat I want to do is go into the
next slide which really shows -
Not Syncedfor the student this is why we were
doing what we were doing. -
Not SyncedWe wanted students to be able to move
from a point where they could filter -
Not Syncedinformation, they could select
-
Not Syncedinformation, so they could know
what they would be practicing when they -
Not Syncedget into the real world.
-
Not SyncedThey would have to be able to
integrate information because of course -
Not Syncedwe do want them to be able to use
-
Not Syncedwhatever we are providing in that
-
Not Syncedmaterial and provide them with that kind
-
Not Syncedof authentic experience that we want,
-
Not Syncedand of course, for them to figure out
-
Not Syncedwhat have I learned and how will I be
using this new knowledge and skills I have -
Not Synceddeveloped in real-world environment,
-
Not Syncedso there's a lot of authenticity going
-
Not Syncedon here.
-
Not SyncedSo next slide quickly.
-
Not SyncedHow we did it, as I said,
-
Not Syncedwe talked through our process that we used
-
Not Syncedprior to 2014, and there were a number of
processes that we used prior to 2014, -
Not Syncedso we consolidated,
we re-engineered, -
Not Syncedwe had a number of templates that
were designed, -
Not Syncedwe revised all of our protocols,
-
Not Syncedand of course, we redesigned our
collaborative work spaces. -
Not SyncedSo we work right now in a environment,
-
Not Syncedwhere we have everybody interacting
-
Not Syncedjust as the students would if they're
using the learning management systems. -
Not SyncedThe project management approach:
we had targets, we looked at a re-assessment, -
Not Syncedwe had those weekly meetings,
-
Not Syncedwe always had debriefings at the end
of each stage, -
Not Syncedand of course, we had to have some
contingencies in place. -
Not SyncedAnd what our outcomes were,
human performance, of course, -
Not Syncedyou have the departmental leadership,
-
Not Syncedyou know, had to look at how I worked,
-
Not Syncedwhat kind of leadership I brought to them,
-
Not Syncedand we interrogated that.
-
Not SyncedHow effective were the teams in that process,
we have interrogated that. -
Not SyncedOur processes,
we have done that. -
Not SyncedAnd what kinds of lessons
have we learned? -
Not SyncedWe are still finding ourselves
-
Not Syncedin a situation where some of our
-
Not Syncedmultimedia requests are not linked to
-
Not Syncedgenerative strategies of learning.
-
Not SyncedWe need to focus more on quality,
-
Not Syncedon learning activities to recognize that,
-
Not Syncedand we need to have all of this linked
to recall integration, organization, and -
Not Syncedelaboration strategies throughout project
implementation. -
Not SyncedSo whatever we do in terms of development,
-
Not Syncedwe have to use these kinds of strategies
-
Not Syncedto help our students over the line.
-
Not SyncedOkay, and I think I end here.
-
Not SyncedThank you.
-
Not Synced(Emcee) Okay, thank you.
-
Not SyncedThat was a marathon.
- Title:
- OEB 2015 - The Agile Approach to Learning Design - Denise Gaspard-Richards
- Description:
-
- Video Language:
- English
- Team:
- Captions Requested
- Duration:
- 14:59
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