4.1 Collaborative Practice

Candidates collaborate with their peers and subject matter experts to analyze learners, develop and design instruction, and evaluate its impact on learners.

eLearning Strategies for a F2F Classroom

Currently, I am an instructional designer for a local university. I am in the process of redesigning our semester long Desire2Learn (D2L) Brightspace (a Learning Management System that we use) faculty courses that newly hired faculty take during their first semester of employment.

I have found that D2L is a little bit difficult to navigate at first, so I have purchased Clarify-It for our eLearning team (we have four staff members, a director, and student workers). I have used Clarify-It to make tutorials on how to use D2L and the tutorials are housed in our helpdesk portal called Freshdesk. I have also embedded the html code directly into the courses so the steps are right there for the faculty members. Having adequate troubleshooting and tutorials helps eliminate the cognitive load required to develop online courses, which in turn can provide more opportunity for the creation of BETTER online courses. However, I have a lot more work to do with this process, which I’ll explain in the rest of the paper.

Interactivity between students and faculty is a frequent issue in all education institutions. My plan is to provide a certification program teaching the faculty members about the Community of Inquiry (CoI) Framework (Garrison & Arbaugh, 2007) . I created a course on this topic in a different class I took, and therefore, I already have a lot of the graphics and content ready. I’d like to propose including the CoI Framework in the optional Mastery and Leadership level D2L courses we already teach for continuing education unit or college credit. But, most importantly, I have to model what the CoI Framework and optimal course design looks like.

Faculty members may also struggle with accessibility, and many may refrain from doing videos in their online courses because they do not want to caption the videos. I plan on having videos available that demonstrate the process I go through to caption the videos I create for them. I’ll demonstrate creating the script, filming, editing, and captioning. I’ll keep the videos under 10 minutes. I’ll then place the videos in our helpdesk portal, but also email the videos, as many of the faculty cannot attend face-to-face trainings. I also plan to provide trainings face-to-face, film them, and place them in a location for faculty access. I want to demonstrate that it is possible to caption a lecture, as many of the faculty may feel it is impossible. It does take time, but it can be done.

Overall, I want to continue my practice of taking face-to-face faculty members and demonstrating how many of the same things they already do can be transitioned into an online environment. Essentially, I have the exact opposite task of what was asked for this paper, but I wanted to offer a different perspective.


Garrison, D.R. & Arbaugh, J.B. (2007). Researching the community of Inquiry
Framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157-172.

Photo of instructor Alyssa Finch using a light board to teach math

Project #7: Google Slides Presentation

Click here to view slideshow

This week I was tasked with creating a static multimedia slideshow using Google Slides.  I have used Google Slides for a few years, and I appreciate the simple templates that, if used properly, tend to meet the best practices for multimedia design.  I also like that you can view the speaker notes when presenting, which is how I recommend you view my slideshow that I have linked to above.

If I had more time for this project, I would have integrated some higher-level thinking questions to improve the transfer of learning.  While the presentation itself is not an example of the Worked Example principle, I can definitely integrate some of the principle’s recommendations into the presentation.

I felt it was important to include some of the ways the college I work at uses the Worked Example principle, and I think I explained the Lightboard technology rather well.  I plan to utilize the Lightboard to create next week’s project.  Interestingly enough, the Worked Example I will be creating is “How to Use the Lightboard” as many instructors are not aware of how to use it.

Although this is included in the first slide of the presentation, I want to note that the presentation was based upon the following book:

Clark, R. C., & Mayer, R. E. (2008). E-learning and the science of instruction, 2nd                           edition. Pfeiffer: San Francisco, CA.