Geraldine Foley & Sarah Ney
Course design not only includes identifying the content that will be covered but reviewing the course as a whole including the activities that students will be asked to do, including social interaction and how different types of interactions will be supported (Kebritchi et al., 2017). How to implement what Hodges et al. (2020) call “ careful instructional design and planning” of modules and programmes using a systematic model for design and development in the circumstances that the Higher Education sector are currently facing:
o Workload (Bothwell, 2018)
o Little knowledge and experience of online learning (Walker et al., 2020)
o Lead time for module (re)design in relation to other established processes and dependencies (Cavanaugh, 2005)
o No clear institutional expectations for online courses (Anderson et al., 2011)
– How can lecturers and learning and teaching support staff collaborate to make the most of each stakeholder’s expertise, experience and time to build robust foundations for the delivery of online, hybrid or blended programmes and modules?
– How to navigate the tensions between high-level pedagogical considerations, typically upheld by digital education professionals, and the reality on the ground as experienced by the lecturers who ultimately are in charge of the delivery of the programmes and modules?
– How to implement a “systematic model for design and development” which not only works with the reality on the ground but also the idiosyncrasies of the disciplines involved? It is hoped that the participants will come out of the session with concrete, realistic and practical approaches to collaborative course design which address those issues. This would benefit not only attendees to the session but also anyone involved in course design and the recipients of the course, namely students.
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Cavanaugh, D. (2005). ‘Teaching online – A time comparison.’ Online Journal of Distance Learning Administration, 8, pp. 1–9 Bothwell, E. (2018). Work-life balance survey 2018: long hours take their toll on academics. [Blog]. Available at: https://www.timeshighereducation.com/features/work-life-balance-survey-2018-long-hours-take-their-toll-academics
Hodges, C., Moore, S., Lockee, B., Trust, T. and Bond, A. (2020) ‘The difference between emergency remote teaching and online learning’ [Blog]. Educause Review, Available at: https://er.educause.edu/articles/2020/3/thedifference-between-emergency-remote-teaching-and-online-learning . (Accessed 25 March 2022).
Kebritchi, M., Lipschuetz, A. and Santiague (2017) ‘Issues and challenges for teaching successful online courses in higher education: A literature review’, Journal of Educational Technology Systems, 46(1), pp. 4-29. Available at: https://www.researchgate.net/publication/319013030_Issues_and_Challenges_for_Teaching_Successful_Online_Courses_in_Higher_Education_A_Literature_Review (Accessed May 2022).
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