Abstract

The presentation provides guidance for faculty who may need to design and deliver content in both on-ground and online formats. The ability to reconfigure content across formats is of increasing importance. (DiMatteo-Gibson, 2014) Nonetheless, faculty may be reticent (or ill-equipped to make the transition. (Mitchell et al., 2015; Zukowski & Terrell, 2015) In this session, we consider issues in design and learning as we discuss lessons learned regarding best fit of not only technology and tools but also activity design to context - whether synchronous or asynchronous. Leading faculty through the challenges we have faced in modifying activities and techniques - while using a robust interactive tool like Captivate - may encourage others to see the transition from on-ground to online as palatable and even desirable.

We will present lessons learned and a proposed framework that faculty might find useful as they begin to investigate their own forays into transitioning from on-ground to online (and hybrid) formats. We present the challenges from a technology-informed, instructional design approach. During the session, we will present brief case scenarios and ask the participants to apply a set of principles to redesign on-ground lessons for an online context - and vice versa. Time permitting, we will ask participants to share the challenges they have faced and will encourage the group to brainstorm solutions based on the session's information.

DiMatteo-Gibson, D. (2014, March). Development of Future Online Faculty. In Society for Information Technology & Teacher Education International Conference (pp. 2781-2783). Association for the Advancement of Computing in Education (AACE).

Mitchell, L. D., Parlamis, J. D., & Claiborne, S. A. (2015). Overcoming faculty avoidance of online education: From resistance to support to active participation. Journal of Management Education, 39(3), 350-371.

Zukowski, J. R., & Terrell, J. D. (2015). Assessment of Faculty Technology Readiness for Effective Transitioning to Online Instruction.

Objectives

• Identify challenges in transitioning between on-ground and online delivery.
• Analyze lesson objectives to identify appropriate activities in synchronous versus asynchronous contexts.
• Identify technology and techniques to design lessons that effectively address objectives on-ground and online.

Presenters

Dr. Andrea Word, UAH Curriculum and Instruction
Currently in Curriculum and Instruction at UAH, Dr. Word has been designing and delivering courses in traditional undergraduate and graduate settings as well as through online and hybrid formats. Based on her work in linguistics and teaching methods under a 5-year U.S. Department of Education National Professional Development grant and on her experience delivering content on-ground and online to university students as well as in-service educators, she is currently investigating frameworks that can guide educators as they identify the best fit of activity and technique and technology to format, learners, and content.

Derek Koehl, UAH History
Currently a graduate student in History at UAH, Mr. Koehl has an extensive background in instructional design and educational technology. With a masters in Educational Technology, he has worked in both industry and the education sector and has developed a breadth of skills not only in the design and delivery of instruction through technology but also in making sure that the technology selected to do a job is a good fit for the work at hand.