Abstract
This case deals with an instructional designer (ID) working at a European university who has been asked to convert an existing on-campus program for working professionals to online delivery. This case took place over a period of several months and led to the development of an online training program. The program was designed to facilitate management of the individual training courses, while supporting exchanges between participants from a highly heterogenous audience. Interpersonal relationships that developed within the group remained a basic component of the training experience. The main challenges encountered by the instructional designer were the module-based courses that emphasized personalized learning, a lack of confidence in the Program Coordinator, and a lack of ICT knowledge by the design team in an institutional context unfavorable to the use of ICT. The courses offered by this university were mainly on-campus and the LMS was mainly used as a content repository.
Highlights
This case deals with an instructional designer (ID) working at a European university who has been asked to convert an existing on-campus program for working professionals to online delivery
Henry had been working at the University of the Lake for six years and was recently hired to join the E-learning Support Team based on his successful experiences using the LMS for training programs
For Henry, the learning pathways developed on the platform played the role of providing socio-affective support to the group based on “variable geometry”4, making it possible for participants to meet during face-to-face activities5 as well as online in order to accommodate feelings of frustration related to a lack of time for interaction
Summary
The University of the Lake proposes several learning management systems to help evolve its online courses and contribute to the ongoing improvement of quality in higher education. Despite the institution providing access to various e-learning tools (LMS1, virtual campuses, virtual or digital working environments, etc.), faculty use the digital environments mainly to archive resources (e.g., document, course syllabi) Rare were those faculty who developed learning activities online. Blended courses were mainly of two types: 1) Teaching and Knowledge Acquisition or 2) Multimedia Resource-based Teaching (Burton et al, 2011) The latter type was quite common in the Continuing Education Department (CED), which encouraged Program Heads to integrate ICT in order to improve teaching and to make their programs more accessible. It was in this context that Henry was contacted by Christine. Christine was an SME who worked for the CED and who spent a large amount of effort helping Program Committees imagine innovative teaching scenarios
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