Lesson 9 - Quality Teaching in a Digital Age

Usually I spend quite a bit of time at the end of the first presentation of a redesigned course evaluating it and making changes in the next version, usually working with a trusted instructional designer. After that I concentrate mainly on ensuring completion rates and grades are at the standard I have aimed for.

What I am more likely to do in the third or subsequent offerings is to look at ways to improve the course that are the result of new external factors, such as new software (for instance. an e-portfolio package), or new processes (for instance, student-generated content, using mobile phones or cameras, collecting project-related data). This keeps the course ‘fresh’ and interesting. However, I usually limit myself to one substantive change, partly for workload reasons but also because this way it is easier to measure the impact of the change.

It is indeed an exciting time to be an instructor. In particular, the new generation of web 2.0 tools, including WordPress, new, instructor-focused ‘lightweight’ LMSs such as Instructure/Canvas, open educational resources, mobile learning, tablets and iPads, MOOCs, and emerging technologies such as serious games, virtual and augmented reality and artificial intelligence, all offer a wide variety of opportunities for innovation and experiment. These can be either be integrated within the existing LMS and existing course structure, or designs can be more radical. 

 However, it is important to remember that the aim is to enable students to learn effectively. We do have enough knowledge and experience to be able to design ‘safe’, effective learning around standard LMSs. New is not always better. Thus for instructors starting in online learning, I would urge caution. Follow the experienced route, then gradually add and evaluate new tools and new approaches to learning as you become more experienced.

Lastly, if you do make an interesting innovation in your course, make sure you properly evaluate it as suggested above, then share these findings with colleagues and help them either include the innovation within their own course, or help them make the innovation even better through their own modifications. That way we can all learn from each other.