Abstract
Research on how university faculty design courses has been limited and marked by modest detail on faculty design processes. Addressing this gap, seven faculty members supported by an educational developer at a teaching-intensive university used collaborative autoethnography (CAE) to explain how university faculty engage in reflective, iterative approaches to learning design. Collaborative analysis and interpretation of systematically collected data drawn from individual experiences in learning design reveal how faculty use reflection as a tool in learning design to recognize problems, devise solutions and constructively process emotions. Through reflection, faculty identify design solutions that are responsive to circumstances during course delivery, capture reasoning that informs design solutions for future course iterations and accurately gauge the appropriate timing of design changes based on factors such as scale and feasibility. This article offers detailed ethnographic evidence and new findings that enrich our understanding of claims made in previous interview-based studies of faculty design.
Highlights
As highlighted in the February 2021 special issue of Educational Technology Research and Development “Shifting to Digital,” limited published research addresses how university faculty design courses
TechTrends informs design solutions for future course iterations, and accurately gauge the appropriate timing of design changes based on factors such as scale and feasibility
How do faculty engage in reflective, iterative approaches to learning design in university courses? This Collaborative autoethnography (CAE) case study revealed that faculty use continuous reflection to recognize problems, devise design solutions and process emotions constructively in support of such design solutions and in pursuit of more positive learning outcomes
Summary
As highlighted in the February 2021 special issue of Educational Technology Research and Development “Shifting to Digital,” limited published research addresses how university faculty design courses. Studies have often relied on isolated interviews to gather data, offered limited detail on faculty design processes and incorporated little faculty voice (Baldwin et al, 2018; Lohman, 2021). Seven faculty members supported by an educational developer at a teaching-intensive university use CAE to explain how faculty engage in reflective, iterative approaches to learning design in university courses. Collaborative analysis and interpretation of systematically collected data drawn from individuals’ experiences in learning design reveal how faculty use reflection as a tool in learning design to recognize problems, devise solutions and constructively process emotions. Detailed ethnographic evidence provides new insight on faculty learning design, including the role of emotion and mid-semester reflection-driven design changes, while adding new data to support claims made in previous interview-based studies of faculty design
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