OLTD Learning Outcome:

• Develop practical and technical skills in all phases of concept, development, design, implementation, etc.

Evidence to Support Outcome:

• OLTD 502 Final Assignment- 8 page PDF

Reflection to Support Evidence:

At the end of December of 2013, as part of OLTD 502, I wrote up the plan the Centre for Innovation and Excellence in Learning (CIEL) at Vancouver Island University (VIU) would be using to develop new training materials for the Desire2Learn Learning Management System (VIULearn LMS). Although the planning of the training materials was not solely my work, I was part of the discussions and planning. The assignment is an articulation of the plans for a multi-month course development to be carried out by myself as well as at least one other member of CIEL. The document goes through the rationale, planning, development, and deployment of the training course. To date, the planning phase has been completed and development has started.

During the production of this document, I learned about the Technology Acceptance Model (TAM) (David, 1989) and the Technological Pedagogical Content Knowledge (TPACK) framework (Koehler & Mishra, 2009). The TAM model outlines how users balance the perceived usefulness (PU) of a technology with its perceived ease-of-use (PEOU). The TPACK framework describes the interaction of Technological, Pedagogical, Content knowledge. Effective interaction and negotiation between the three types of knowledge is necessary for effective technology integration into a teaching context.

Davis, F. D., Bagozzi, R. P., and Warshaw, P. R. “User Acceptance of Computer Technology: A Comparison of Two Theoretical Models,” Management Science, 35, 1989, 982-1003.

Reproduced by permission of the publisher, © 2012 by tpack.org

Both TAM (above) and TPACK (right) have helped ground the work I am doing on the VIULearn training materials in theory, allowing me to make more informed decisions regarding course content development and tool use. I believe that when combined with my critique and redesign, this project report has increased both my effectiveness as a trainer, and the usefulness of the material I create for faculty at VIU. I am hoping that once that the course has been deployed I will be able to look back on these materials and compare the intents with results, which will help me develop my planning and implementation skills as well.

At time of writing, there is a shift toward multi-dimensional teams developing online courses. Besides the subject-matter expert (the teacher) there is generally a course designer and a technology expert in the team. As I work in a post-secondary institution, it is likely that this approach will be adopted by VIU in the next 5 years. Practical and technical skills related to concept, development, design and implementation of online courses are going to be in high demand. Without the those skills, team development of online courses can become overly complicated and produce a poor quality material.

Additionally, as the K-12 sector has been slower to adopt the team approach to online course development, it is necessary for individual teachers to have this skill set so they can create high-quality learning opportunities for their students without the help afforded by a team approach.

OLTD Learning Outcome:

• Develop and design intentional learning activities suitable for the appropriate environment and the learner:
  • Incorporate Universal Design for Learning (UDL) principles
  • Select strategies and resources appropriate for environment, learners and learning outcomes

Evidence to Support Outcome:

• Activity Critique / Redesign – 16 page PDF

Reflection to Support Evidence:

At the beginning of December of 2013, as part of OLTD 502, I reviewed the methods and materials currently used by the Centre for Innovation and Excellence in Learning (CIEL) at Vancouver Island University (VIU) to deliver introductory, or basics, training on the Desire2Learn Learning Management System (VIULearn LMS).

The critique looked at whether or not Universal Design for Learning (UDL) or Universal Design for Instruction (UDI) principles were being met. The critique identifies key areas where the rebuild of the material should focus to achieve the best outcomes for UDL and UDI. I used an adapted form of the UDL guidelines available here (http://www.udlcenter.org/aboutudl/udlguidelines/udlguidelines_graphicorganizer) and the Rubric for Online Instruction (ROI) available here: (http://www.csuchico.edu/roi/) to inform my critique and rebuild recommendations.

At the time of the creation of this document, CIEL was planning to make improvement to the current training materials move toward a fully-online and asynchronous form of training that could be delivered “just in time” to faculty members. This critique helped me to better understand the principles of UDL in a practical context. As well, the critique helped me to develop the understanding and vocabulary necessary to be a productive member of the team rebuilding the training materials. Parts of the critique were taking under advisement when the rebuilding of the training materials was started.

Additionally, as I am part of the team rebuilding the training materials, this critique project has improved my approach to thinking about developing content and activities. I strive to bring in UDL principles when creating content, as the training materials will become an exemplar to those faculty members using them.

It is critically important to be mindful of the environment and learner when developing online training and teaching materials. Especially at the beginning of the course, it can be difficult to assess how successful learners have been in navigating and interacting with course components and materials. Following UDL principles, alongside other strategies, helps set learners up for success in an online learning environment.