Exceptional Design
Interviews for Authentic and Meaningful Course Design
Quality Matters ConnectLX
October 27, 2020
Our Lens
Engaging
Meaningful
Design
~
Assumption: A good, quality, well-aligned course is not always as meaningful and authentic as it could be. Let’s not stop at good. Let’s make it great.
The
Problem
Why Interview?
Listen first.
Honor the faculty member’s experience with students and material.
Frame the ideation up front.
Break out of pre-made, unconscious framing.
Integrate faculty member’s values and ideas into assessments.
Primary objective:
Describe the framework for SME design interviews.
Create an interview protocol following the framework.
Evaluate the impact of the interview framework on potential course design.
Who We Are
Deb Cherubini, RN PhD
Salve Regina University�Nursing Department Chair
Krista Galyen, PhD
iDesign
PhD in Learning technologies, 24+ years in birth-3, K-12, special education, higher education
Who are you?
Who are all of you?
What are you hoping to get out of today?
Think of a course.
2 - Framed Ideation
Framed Questions
1 - Discovery of
Background
3 - Unconstrained Ideation
The Ultimate Outcome
2 - Framed Ideation
Framed Questions
1 - Discovery of
Background
Life
Teaching
WWW, CBB
Students
3 - Unconstrained Ideation
The Ultimate Outcome
Sample Protocol:
Tell me about yourself and your background.
Why are you teaching this course?
Tell me about the students who typically take this course. What do they do well in? What do they struggle with?
The last time you taught this course, what went well, what could be better?
1 - Discovery of
Background
2 - Framed Ideation
Framed Questions
Intended Transformation
Values
Framing
Assessments and Flow
Student
WIIFM
1 - Discovery of
Background
3 - Unconstrained Ideation
The Ultimate Outcome
Sample Protocol Questions
2 - Framed Ideation
Framed Questions
Intended Transformation
Values
Framing
Assessments and Flow
Student
WIIFM
Education transforms students. How should this course transform your students?
Values are different than outcomes. [Give examples.] What values
do you want threaded
throughout the
course?
(e.g. your values,
profession’s values)
Your course brings something valuable to the world. Why is this valuable to your students?
This course is an accelerated course. What might be one or two relevant and meaningful types of activities that would allow students to
demonstrate the ultimate, overarching outcomes
in this course?
2 - Framed Ideation
Framed Questions
1 - Discovery of
Background
3 - Unconstrained Ideation
The Ultimate Outcome
Dream it up!
Sample Protocol
Now let’s ignore constraints. If you could do anything as one final, culminating activity where students could show you all that they learned...what would that be?
3 - Unconstrained Ideation
The Ultimate Outcome
Dream it up!
Think-Pair-Share
Create or revise a draft interview protocol.
Focus on one of the three areas of the framework.
(~2 minutes alone to think,
~5-7 minutes to think-pair-share)
1 - Discovery of
Background
2 - Framed Ideation
Framed Questions
3 - Unconstrained Ideation
The Ultimate Outcome
Small Groups
Conduct Faculty Interview.
(~10 min)
1 - Discovery of
Background
2 - Framed Ideation
Framed Questions
3 - Unconstrained Ideation
The Ultimate Outcome
Discussion 1
Which questions were helpful in drawing out meaningful and authentic design ideas?
(~5-10 min)
1 - Discovery of
Background
2 - Framed Ideation
Framed Questions
3 - Unconstrained Ideation
The Ultimate Outcome
Discussion 2
How and why did those questions and conversations lead to ideas for authentic and meaningful course design?
(~10 min)
1 - Discovery of
Background
2 - Framed Ideation
Framed Questions
3 - Unconstrained Ideation
The Ultimate Outcome
Discussion 3
How can interviews help you you take a course from good to great?
(~10 min)
1 - Discovery of
Background
2 - Framed Ideation
Framed Questions
3 - Unconstrained Ideation
The Ultimate Outcome