9‑26‑17 Quality Matters 11:20 Presentation.
>> Good morning.  Welcome.
>> Good morning.
>> So glad to have you all here.  I'm Eddie Andreo the Associate Professor and Penny.
>> Hello I'm Penny Ralston‑Berg and chair of the designer's Association.  We have any IDA members in here?  Yea, if you're not stop by the table and talk to us later.
>> Really glad to have you here today and today we're going to talk about getting the most from your ID.  What can your instructional designers do for you.  So, I walked around a little earlier and handed out sticky notes.  How many of you are ID's?  How many of you are faculty members?  How many of you do everything?
[Laughing].
All right, so we're going to talk about that today apparent really get down to the nitty‑gritty of what we do to build that bridge and work together.
>> Where's the clicker?  Is this yours?
>> It's your turn.
>> Yeah, I know.  I was trying to do the clicker.  Okay.  So, the things we're going to talk about today are skills and roles, also known as hats, you know, how many hats do you wear.  We'll also talk about key questions to ask.  If you're trying to start a collaboration with an ID or with a faculty member, what are some questions that you can do, use to get the conversation started.  Then we'll also talk about strategies and things too.  So, you all have toys.  Right?  Everybody has kind of a noise maker?  And so, we tried to make the session really interactive.  So, what we would like to do is shares going to be a lot of shares and discussion.
>> Moving around.
>> Yes, moving around.  But, as a thank you and kind of a fun thing to do for your fellow attendees if you get a tip or something you think is great, I'm going to use that give a little applause with your noise makers.  Give some positive feedback.  Yeah?  So, we'll be sharing that and make some noise.  And just to get to know each other a little better, we did the IDs and faculty.  So, we have a variety there.  What about, are you a cat person, cat versus dog.  Cat people?  Dog people?  Oh.
>> Sorry cat people.
[Laughing].
>> Yeah, okay.  The next one is like sweet salty.  How many prefer the sweet flavors?  Salty?  That's not bad.  Together?  Yeah, trail mix with everything.  Yeah.  How about nature, out in the great outdoors?  City life, metropolitan?  Okay.  How many people want to provide quality online courses for students?  Hey!
>> Wow, imagine that.
>> All right.  So, no matter what side of the fence we're on, designer or faculty, that's always the one thing we have in common is that we're all, you know, in it for the students and we want to make our quality online programs and courses.  So, the roles that we'll talk about.  Designers can wear a lot of hats.  But the core of what instructional design is is really about learning strategy and alignment and making sure that you have clearly defined objectives and you have activities and assessments that promote and measure those objectives.  And so, it's really about the learning experience.  And as subject matter experts, it's probably the most obvious role.  Although they also wear many hats, faculty has to wear many, many hats.  But in the design process their role is primarily the subject matter expert and most often also the instructor of the course when it's finished.  Sometimes that's different ‑‑ that's two different people but for the sake of this we'll put Sme in that group.  SME is an instructional design lingo which means subject matter expert.  So, if somebody called us a SME it's not one of the new insults the kids are saying now.
>> It's not a bad word.
>> It's actually a complement because it recognizes expertise.
>> [Off mic]
>> SME?  I didn't know that.  You'll have to send me more details about that later because now I've got like a slide cartoon going in my head.  Okay.  Very good.  Okay.  So, then technologists ‑‑ and I think this is the one that has a lot of confusion.  And so, there's design learning strategy but there's technologists learning technology.  So, there's a difference between why you would use something and how you would use something, where the technologist is more of the how to part of it.  And then the media specialist, I think about it as presentation of content.  So, if you have a video or a visual or you're going to create some kind of table or graphic you might need someone who has expertise in creating things for presentations on the web to make sure all of the students can view it and use it.  So that's kind of the way I categorize that.  Tech support is your helpdesk.  The IT management is the LMS manager, the person who does the setup of the systems and the person who gets called when the systems go down.
>> I do that too.
>> And so that's how we ‑‑ yeah, that's how we kind of break it down for today.  It's just there are more roles involved in individual institutions but this is the snapshot.
>> So now we want to start talking and thinking about what you personally do and start laying those out.  We were going to do this on the wall but we realized the walls are not very conducive to sticky notes.  So, we will do it on the table up front.  What I want you to do is take your sticky notes and actually take some time to think about what role do you fill.  Are you a designer, SME, technologist or media specialist?  And if you can be very specific and if there's a specific title you use write it on the sticky note.  But what I want you to do and we've actually figured out a pretty good way.  They're going to be some tripping, we know that.  If you don't have sticky notes look to your friend to the left and say, may I please have a sticky note.  I want you to write a separate role for each of your sticky notes.  Because what we're going to do is actually build ‑‑
>> She's thinking this might take a while.  You have that look on your face like it might take a while.
>> It's okay.  We allotted time for that.  We want to get a sense of how many designers we have and how many SMEs, et cetera.  So, we will give you 5 minutes and bring them up here and we will lay them out on the tables up front.
>> Anthony, can you come down here?  Sorry, I should have told you sooner.
>> If you have multiple hats ‑‑ I consider myself as an ID.  But I'm also an administrator.  And I teach as an adjunct.  So, I do have expertise in my background as well as I handle tech support for student support services.  And I handle the LMS migration of that transferring.  So, I've got a lot of stickers.  Right?  A lot of handouts, lots of hats.
>> You want me to take yours for you?  What category?  Yeah, yeah, right.
>> And you can specify ‑‑ are you talking about media versus content or LMS.
>> We're making a big bar chart.
>> So you have the LMS piece and the media side.
>> You're the first technologist.  You're number 1.
>> All right, this is a very interactive session.  If you're still sitting that means you are not doing your part.
>> They have too many roles.  They're too busy.
>> Great.  Thank you.  You must be a designer.
>> All right, so the traffic jam is getting better.  Jim's doing a poll online too and they're reacting.
>> Okay, great.
>> We did add an additional column for other.  So, nothing, you can't line up your sticky note ‑‑
>> We have quite a few other.
>> What color would that other hat be?
>> I heard someone say black.  Is that the color of doom?
>> I love that I see ‑‑ those designated as faculty members you still have some designer roles.  Good for you.
>> [Off mic]
>> That's fair.
>> All right.  This is really, really good.  Thank you for doing that.  So, Penny.
>> Yeah, so from the looks of the table, we have a lot of this.  Right?  So how many people are actually ‑‑ are a team of 1?
>> And how many do multiple roles?  And be proud of that.  Raise your hands high.
>> Or shake your Moroccans.
>> There you go.  Blow your whistles, tooth your horns.
>> Yeah, so it's, you know, in this job it's all about kind of adaptive and seeing a need and trying to meet it and so we do end up in lots of roles like this.  Anything else you want to say about that?
>> You know, so, now our purpose of today's discussion is, you know, what sort of questions could faculty bring to the instructional designers?  You know, instructional designers do some amazing things.  But, do your faculty members know what you actually do?  So, let's talk about those.  We want to actually build a Google spreadsheet of those list of things.  I want this to be a very open discussion and I'll even bring the mic around so those that are online can hear and I want to know what you from your perspective as a designer do.  What do you do?
>> Probably one of the questions I get asked most often is what the faculty can do to make their online courses Quality Matters compliant.  And we actually provide course design check list for them to follow that also has tips about the different standards to help them accomplish that.
>> Louise, thank you.
>> And we also have the free access.  So, if you would like to type some.  And I know we have quite a few people online that are watching the stream, they can actually jump in here too and add things if they would like to participate, add to the list.
>> If your mic shy this is the way to do it.
>> Yeah, this is the introvert's option which is what I would be doing if I were here.
>> Any introverts?
>> I would like to say my role is instructional consultant, not Instructional Designer.  So, I consult with a faculty member and I try to calm the waters because they're usually very much freaking out.  So, I'm a very reassuring stable person for them so that they'll relax and.
>> You say you're a counselor?
>> Yes.
[Laughing].
>> So, I wanted to say that I think in the beginning a lot of the professors would come and they would ask how to fix their course.  And now they're starting to feel more comfortable and they might be coming to ask more like what can we do to help them make their courses more engaging.  And I think in our University it depends, we have 5IDs.  So, it depends on which ID you get and which ones maybe you've like forged a relationship with so that I can think of a couple of IDs in our department who might be like this is how you do it, kind of cookie cutter.  And when they get me I'm like, okay, let's have them go out and do something.  Just a little more interactive, more out of the box and that has to do with my personal experience with online learning as an online learner.  So, I think the faculty are getting more comfortable in bringing a diverse sort of question set to us.
>> Uh‑huh.  Yeah.  That makes me think of another tip that's when we're working on that relationship and discussion, sometimes the first few questions are technical.  And so, if you're having those conversations then you plant a few seeds like here's the reason from a learning strategy point of view why this is better than another choice or ‑‑ I call it the old switch‑a‑roo.  Because they come with the technical question then you give them some design in there with it but it's kind of disguised as technical answer, why you would do it this way.  And that gets it like pointed in a different direction that you can do things in that direction too.
>> I really like this one.  It says can you be with me as a try in training wheels in the most respectful way towards those who need it.
>> Yeah, that's great.  Because it's not an instantaneous change.  It's a long journey.  It's like planting seeds.
>> Any others?  Mary?
>> I really wish faculty would just come to me with the most wild ideas.  Because, there is no such thing as one standard and online learning.  There's so, so much we can do and I just need them to come with just the craziest most outrageous things and we can make it happen.  And so, when I tell them that I usually get that look of, what are you talking about, nobody's ever said this to me before.  But there are no boundaries.  It's phenomenal what we can do online.  And so, I really keep telling the faculty, don't tell me just what you do in the class.  What do you really want to do?  Tell me the craziest thing you want to do and we can make it happen.  It's just, you know, we would have to put it more academic but we can make it all happen.  It's not hard.  It's just time consuming but I really wish they wouldn't hold back.  And I keep working with them to tell them don't say no to yourself, brainstorm, come up with the wackiest things because they know what their students want already, though know how to encage their students but they don't know how to do it online and that's what I'm there for.  I wish they would be a little more flexible and willing to say, is this possible.  Sure.  We'll figure out a way to make it possible.  But there's no boundaries.
>> Uh‑huh, good.
>> Thank you, Mary.  One of the conversations I have with my faculty is, you know, we're a Quality Matters institution so we're always talking about design.  And I tell them let me be your builder.  So, I'm helping you build a home.  Let me be the foundation, the structure then you come in and pick out all the colors, the furniture, the fixtures.  Okay?  That's part of what having that collaborative experience is about, working together.  Right?  We're here ‑‑ we have the experience as IDs and you have this experience as SMEs and it's a great relationship to have and work together.  So, any others?
>> Here's some sample questions that we thought just about the relationship in general and getting to know each other as like what are you passionate about, why do you teach this subject, why did I become a designer, how did I get here, what am I interested in doing.  Just kind of building a collaborative start.
>> So what we want to do is actually start ‑‑ put you together, working in pairs or even maybe a little bigger group and begin asking those questions.  What can the Instructional Designer do for you?  What can the Instructional Designer provide?  And how can we support you?  So, the best way of doing that is ‑‑ and I know this is kind of picking on the faculty but we want to have those conversations now.  Faculty in here, show your hands.  All right.  So, we have about, almost 10.  Right?  So, if I could have those faculty members actually split up and be kind of that voice for your faculty then probably we're looking at a 5 to 1 ratio which is fine.  That's really awesome for the faculty.  So, you have 5 different perspectives.  So, if you will find a place, raise your hand, I want the faculty members to raise their hand and find a spot and IDs, I want you to swarm to your faculty members and we're going to spend about 5 minutes talking about what you need.  If we do have folks online who want to share the Google doc is still open so they can move down to the next section and there's a special spot for that.  We've got about a minute and a half left.
>> About a minute and a half left.
>> They're continuing up there.  But it's okay, it's all getting captured.  We have like 7 ‑‑ well, all these people are active on the Google doc right now.  There's so much data on that table right now.  I don't know how to like preserve it so they're still categorized.  I wish I had a bunch of zip lock bags so I could just like ‑‑ I have big sheets of paper.  I can fold them up in individual ‑‑ take one sheet of paper and fold it up so they keep separate.  Then I can put them into a spreadsheet later.  Yeah!
[ group work ]
>> All right go ahead and wrap up that last thought.  Okay, it's time.  So, let's talk about that.  I want you guys to stay.  Don't move back.  Stay in your groups.  Tell me, I want to learn more from your conversations.  I heard some really ‑‑ okay.  I could really pick on the faculty right now.  Have you been talking for 5 minutes?  It's not a lecture.  What were your key takeaways?  First off, was this helpful?  Yeah?  Did you find anybody you wanted to hire and bring to your institution?  Right?  This is how you collaborate.  Find new jobs.  All right.  So, we're going ‑‑ the Google doc continues.  We want to continue this conversation and document what we've talked about.  So, we're going to continue to share out.  Tell me what you learned from your IDs, faculty, tell us.
>> They have some great ideas on how to lecture online in short segments.  It's like 7-minute video with areas for feedback and discussion.
>> Perfect.  How?  How are they doing that?
>> Using LMS.
>> Perfect.  Very good.
>> I think that's kind of noise worthy.
>> Give her some noise.
[ noise makers ]
Who else?
>> Well, I've learned about the voice thread that our LMS is able to provide.  And I can do a virtual office visit with a few students or I can also use asynchronous voice threads in a different way than I've been doing discussion board now.
>> Give her a round of ‑‑ give her some noise.
[ noise makers ]
So as designers if you use a collaborative product such as collaborate or Zoom using live office hours.  Tell them what you said.
>> Which part?  So, I'm both faculty and ID.  And so, I was tagged to put together an abnormal psyche class two weeks before school started because an instructor quit.
>> How many of us have done that here?
>> And so, it was almost like being schizophrenic because I would as the faculty member said I want to do this and the ID side said Woo, let's try it this way.  And it was going back and forth.  And I was supporting myself but I gained a lot of insights into the fact that faculty members need that ‑‑ I'm going to be right there with you as you try.  It's ‑‑ I'm the one that said the training wheels and I did not want it to sound derogatory or negative in any way but that's what it is.  We're building, we're moving faculty members towards using these very powerful tools.  That can be scary.
>> Great.  Thank you.  Give her some noise.
[ noise makers ]
>> So I just wanted to touch on one of the aspects of online learning.  As a learner, as a student in an online class and now as the designer, just really want to say that it's super important to understand that as a faculty member it's okay to send your students outside of the computer to do their work.  And so, you know, I've been in several online ‑‑ I've been in several online courses, I took an art history course and one of the ideas was go to a museum and do X, Y, Z, whatever it was supposed to be then come back and share your X, Y, Z with fellow classmates and they can share with you as well.  And in my master’s course I was ‑‑ I had a horrible teacher in one of these classes.  And he thought he was accommodating me.  But he was actually accommodating the face‑to‑face folks.  He had a different syllabus than the face‑to‑face people and I was totally confused by this.  One of the things he had for the students to do that were in the face‑to‑face course was he was having them go to like school board meetings and having them go to Director's meetings then he was like, no you don't have to do that.  You're on online learner.  So, I'm here to say online learners like will embrace this.  And so, have them go out and have them do these things.  You do not have to keep them inside the box.  And so, they're happy to go do that.  Just give them enough time to schedule that as you would anyway, the face‑to‑face folks.  So as a professor, remember that when you want them to do something that you think that they might not be capable of doing because it's probably not so.  Agreeing with the gal in the back, I think, Mary.  So just do it.  So:
>> Give her some noise.
[ noise makers ]
>> Okay, yeah.  So, just real quickly for the faculty in the room, this is your chance to ask us anything you want.  Is there any like rumor or, you know, burning question or something?  It's your chance to ask us anything.  Not obligated.  We just wanted to open it up and say if you heard any misconceptions ‑‑
>> [Off mic] instructional design is teaching faculty or giving faculty a fish.  And I know there are different schools of thought about instructional.  But, instructional designers design every course in a program for faculty.
>> Yeah.  That's what I do.
>> I'm actually on the side of teaching the faculty member.  But, that being said I don't think that instructional design should just ‑‑
>> The mic.
>> Sorry for our online people.  So, the discussion is about instructional design as teaching faculty to fish versus giving faculty a fish.  So, I know that some instructional ‑‑ there are sort of different schools of thought.  One school of thought is instructional design the purpose of instructional design, the role of instructional design is to initially orient faculty to the online learning environment use tools, the methods of teaching, the design of the course and then for faculty to be able to design courses on their own, maybe with some instructional design assistance.  And then another school of thought in instructional design is that entire programs or courses are built largely by instructional designers.
>> It depends on the infrastructure and support put around the program.
>> It also depends on the level of instructional design and the number of instructional designers an institution has.
>> Right.
>> But, I would just kind of bring that up to invite discussion about that and feedback from ‑‑ since we have faculty here, what the faculty perspective is on that.
>> Yeah.  Right.  That's a good question.  Yeah.  While people think about that do you have a comment?
>> [Off mic] ‑‑ so we don't have instructional designers per se but what we do have is structural people.  And so, what they want to do is to inform us about the structure within which we can perform.
>> Okay.
>> Really what I want somebody to do is come and clean out my head and try to get my goals and create with me.  I can figure out how to do the structure pretty well.  I don't need any help with that.  It's irritating to be submitted to that actually.
>> Yeah.
>> So what I really want is for somebody to spend time to understand what I'm trying to accomplish rather than to try to give me practice with the tools that we already have.
>> Yeah, yeah.  You want more design and less technology.
>> Yeah, so I think that's why our people don't call themselves instructional designers because they're not.
>> I think that speaks to a larger issue with the instructional design in Higher Ed is there's not a universal understanding of what designers do or what they have to offer.  So, the more we can get the word out on that and educate the people doing the hiring and planning to say that, yes, that is a valuable resource then we can kind of, you know, improve that situation.  But not saying it hasn't improved over the years but still a big issue.
>> We also have to keep in mind that every instructor comes in at a different level.  So, story boarding is really important, especially when I work with a brand-new faculty member taking them through the process so they understand the content and how we put that into an online course.
>> Hi, so I'm I guess a faculty member mostly have been program directing and at our school we're decentralized, our University we're very decentralized school based sort of approach and what I've noticed is that most of the schools that are doing more of the I guess I hate to say, you know, handing the faculty a fish but because I think the faculty do learn as they're working instructional design and they can next time around do much more of the fishing.
>> Yeah.
>> But, those schools seem to be doing, you know, much better job of making the process positive for the faculty because they really have a partner there with them and they're helping them, you know, more quickly get that course up and running or those programs up and running.  They seem to be doing it much more quickly than the ones that have the reverse approach that I will teach you to fish because the faculty don't have the time to do it.  That's just what I've observed.
>> At my house we have both sides because my husband is the consultant role and he teaches people to fish.  And when he comes home from work, he can be just giddy like somebody asked me a design question today.  So, faculty want it, designers want to do it so we need to work on the planning and how we make that happen.  Then on my side I would say ‑‑ I wouldn't think about it as handing them a fish.  Because you want it to be a collaborative process like you're saying.  And so, the way I look at it is the faculty has the fish.  You know, they have the subject matter, they have the fish.  And so, I work with them to decide what's the best recipe and how are we going to cook this thing to make it delicious.  That's the way I look at the fish situation.
>> [Off mic]
>> Yes, I am.  I make sure the temperature is just right, the spices are in the right ratio.  Yes.
>> [Off mic] you turn the knob, you put the dressing on.
>> We do but they've had a part in everything that's being made.  And they get final approval of the recipe we're going to make.  Yeah.  So that's our model.  Yeah.  And we're running short on time.  So, I just want to point out that this Google doc is going to be active for a long time.  And so, if you, you know, a lot of information today and you're thinking about things, if you want to come back here all the questions are there if you want to add them.
>> We would definitely appreciate the conversation to continue.
>> Yeah, especially if you have tips to share.  Because we would like to collect these and make them public.  And all of the questions are here.  Let's see ‑‑
>> They're in the presentation.  She did get the presentation slides uploaded.
>> They're in the presentation.  We also like to get your ideas on how to continue this conversation since we're both involved with the IDA, if we can find ways to get faculty more involved with designers we would love to hear about that too.
>> [Off mic]
>> I like to hear about what those 12 steps are sometime.
[Laughing].
And so, here's some things you can do while you're at the conference.  You know, people will be at the IDA table if you want to talk about design or with designers more.  I would love to talk to faculty and experts.  You know, faculty, go out to dinner with a designer and see what they think about, things like that.  So, here's the link that includes the presentation.
>> Please make sure that you share your contact information with each other.  Because that's what this is about.  This is why it's called QM Connect conference.  It's about connecting and collaborating.
>> I will make it bigger so it's easier to see.  Yeah, I was just going to make it bigger.  Then there was ‑‑ sorry.
>> Any final questions or comments?
>> I was just going to say one of those tips at the end for how can you continue to stay connected and continue this conversation.  I know that I like to get to conferences and presenting by myself is not super fun.
>> Yes.
>> There are other learning designers in my office but I would love, love, love to present with faculty and I think seeing more presentations, especially this time around that show case that relationship.
>> Yes.
>> Would be awesome.  So, if you're a faculty member and had an awesome experience with your ID, put something together after you're done developing that course and come out to these conferences.
>> Yep.  Definitely.  Question behind you.
>> It's been building those bridges.
>> Are we done?  Okay.  This is the last one.  We're getting the big T.
>> It's going to be a very quick comment.  I just wanted to say congratulations to QM staff committee for bringing this topic and making it so, so vivid and alive.  It's my third year and I noticed the partnership between faculty and ID, there's going to be ago one building up from this one.
>> Right after this one there's another one.
>> So the stories of faculty and designers, so thank you.  I can see it everywhere.
>> That reminds me just really quick.  Don't forget to fill out the evaluations for the sessions because this session came from feedback that we got last year.  So, we read them, we use them.  Please share your opinion because it really shapes the conference.  Thank you!  And join the IDA.  Thanks everybody.
[Applause].