Creating Diagnostic Models with the Understand Guide

I met with Ryan to create the diagnostic model.  In preparation for our meeting, he provided a brief summary of a session.  He discussed the session using the document as a reference to help me create a diagnostic model of a typical LUCO session.  The session began with an online assessment, moved to a full day of classroom information, activities and a great amount of dialogue.  It concluded with a homework assignment intended for self reflection.

Facilitating the Discover Step - Lessons Learned

The discover step was very informative for me in regards to my LUCO project.   The project goal is to rewrite the program competencies, identify key topics to support each competency, loosely define assessments, identify 1-2 speakers for each competency AND make certain that the each compliments but does not contradict or repeat what might be provided in another leadership program.  

The first meeting started with a jump directly into the assessments, topics and speakers.  It quickly became apparent that the focus was jumping too far ahead and it opened the committee up to random thoughts and conversations.  We were off task and running out of time. 

I have been through all three leadership programs at UCO and I entered the discussion with my prior knowledge and experience having several biases.   First, my experience in the programs does not match with the intended sequence and goals of the current programs.   I experienced repetition in all three programs both in the competencies and key speakers.  I did not perceive a big difference in the programs.  It is important to note that I was invited to the first meeting prior to the beginning this as a LEDx project in this course and still, I found myself applying the steps throughout that first meeting.   I contacted Fran Petties and Ryan Kolb following the meeting and asked if I could use LUCO as my project.  They were both excited and welcomed the opportunity. 

The discover stage helped me identify several immediate problems or challenges.  It brought into focus the need or the primary goal for LUCO and helped to initiate the first steps toward a more clearly defined goal. 

Looking back on the experience, I wish that I had gone into the first meeting with the project in mind.  I know I would have been more observant and would have gathered more critical information.  

Design Pattern Swap

I selected a learning environment that is a little bit out of the ordinary.  It was from an experience I had last spring rafting the Grand Canyon.  It fits as a learning environment because there was a pre-trip requirement that were conducted online and of course the trip itself was an experiential learning space.

Online Asynchronous

• Information [text, video, testimonials, online resources]
• Application
• Self-introductions and goals [asynchronous discussion]
• Q/A – Dialogue

Experiential

• Information
• Dialogue
• Practice
• Feedback
• Evidence

Link to my Pinterest LEM patterns
https://www.pinterest.com/tfairless/lem/

Client Discovery Focus Board

I was asked to join a committee tasked with revising the LUCO program.  The committee includes former LUCO members and leaders in LUCO. 

The committee met for the first time in early October.  I observed early in the meeting that the eight members bring an energetic energy and passion for leadership initiatives at UCO.  The diversity of experiences, backgrounds, talents, and goals will both accentuate and complicate the revision process. 

Below are my notes from the first meeting using a Focus Board.

Exploring Design Layers in Learning Environments

The Learning Design Team’s primary responsibility is to assist faculty as they design online, hybrid and self-paced online courses.  The completed course design projects are evaluated using a quality rubric that consists of core elements and five additional sections.  With the goal of passing the evaluation process with a minimum of 90%, the instructional designers attempt to provide support that will make the design process simple and efficient.   In order to provide consistent resources and information, the team is building an online resource to provide the resources for each section in the rubric.  The outcome is the production of the online resource – Course Design Guide.

The strategy used to develop the resources considered the needs faculty have from the moment of first interest in designing a course, to the application process, and concluding with submitting the finished project for evaluation.  Consideration is given to providing just-in-time resources, reducing duplication of resources, eliminating or at least reducing differing interpretations of the evaluation rubric. 

The system includes face-to-face meetings to communicate needs and expectations, continued asynchronous support in the form of email and shared electronic resources, and continual updated content for the Course Design Guide.

The experience has an impact both on the faculty involved in the course design projects as well as members of the instructional design team.  The ability to reference consistent support materials is an important part of the design process.  We have also discussed the potential impact it could have for the faculty evaluators.  They sometimes struggle to apply the rubric outcomes to the assigned course evaluation.  The Course Design Guide can provide the additional explanation they need to properly evaluate a course.