1. Educational Studies Goals
To improve the technology literacy of future educators by modeling exemplary use of learning technologies in their teacher preparation program
Improve program completion and graduation rates of future teachers from community college to 4-year college
“(Solve)…the issue of poor student success [as evidenced] in teacher education completion rates and inadequate technology integration by faculty, and inadequate student technology literacy, emerged as one of the top priorities.” Grant Proposal
An instructional design team has worked in partnership with Faculty Content Experts to redesign courses to include interactive mobile content, and technology and media rich

2. Challenges addresses by faculty development and instructional design
Over-reliance on traditional teaching methods and lack of faculty collaboration with technology to solve instructional problems which do not meet students’ learning style needs.
Lack of an instructional technology training resources for faculty to improve their teaching and therefore student learning.
Student technology literacy and integration for learning is low, including a lack of student teacher e-portfolio system.
Hispanics and other underrepresented groups on a teaching track are disproportionately failing to achieve transfer readiness and graduating with a degree/credential.

3. Educational Studies Faculty Development & Instructional Design
Ongoing, sustained support of consistent learning technology skills is offered to all Educational Studies faculty and instructors
ePortfolios – establish Lead Instructor buy in. Provide course level planning time annually
eBooks course companion material are being consistently and intentionally infused program wide
Train and support learning technology for instructors and students.
Ongoing LMS training of rich media features beyond traditional uploaded content the central location for all coursework in program
Purchase consistent software and apps for instructors and students in all courses
Integration and modeling of handheld devices in all courses
Course level planning time, annual course audit of application
Educational Studies Faculty Development & Instructional Design

4. Course Learning Outcome Alignment
Year One Goal
Course Learning Outcome Alignment
Philosophy: Provide software, planning time , and sustained training over a 5-year period to support instructional redesign of an entire program
Strategy:
Audit LO’s for entire program
Lead faculty planning time to revise and align course level LO’s

5. Innovative Application
Year One
Innovative Application
Screencasting training provided to Lead Faculty to begin planning for integration into each course
LMS video response feature showcased to Lead Faculty for potential grading options
Course YouTube Channel concept presented to Lead Faculty
Screencasting integrated into Learning Technology for Educators program foundation course
ePortfolios course level planning time provided during annual meeting
Screencast software provided to all Lead Instructors and students
Screencasting and lecture capture
LMS
Streamed lectures on mobile device
iBook authored as a companion course text
ePortfolios artifacts discussion begins – recommendation to use varied media including screencast content
Screencast software discount secured for all students in program
ePortfolios are built in a foundation course

6. Instructional Design Conversation
Year One
Instructional Design Conversation
Identified Instructional Problem: low pass rate on writing pre-requisite course
Redesigned course sequence
Developed additional instructional materials for low scoring learning outcomes
Screencast all course topics and located on a streaming server to allow ease of reviewing
Single YouTube Channel for ease of review
Faculty authored eText design & layout by instructional designer
Full redesign – course was a patch work of borrowed materials
Redesigned all presentations
Lecture captured (Produced Camtasia) all course topics and located on a streaming server
Created SoftChalk SCORM compliant lessons w/ embedded lecture
Created and embedded self checking quizzes during each topic
Assessments aligned more closely with course learning outcomes

7. Course Assessment Alignment
Year Two Goal
Course Assessment Alignment
Strategy:
Lead Faculty planning time
Sustained training:
Digital textbooks training
ePortfolio course level integration planning
Software provided
SnagIt Screencasting

8. Innovative Application
Year Two
Innovative Application
Annual Educational Studies Faculty Meeting
Sustained training:
Screencasting + Video Everywhere + YouTube
Screencast course level integration planning
ePortfolio course level integration planning
Conversations about courses resulted in a deficit program wide on two items: ePortfolio + Lesson Planning
We shifted to a platform agnostic outcome using Adobe Design + eLearning Suite
How-To resources for program consistency and better faculty support

9. Year Two Instructional Design Conversation
Identified Instructional Problems:
Low quality of lesson plans in multiple courses,
Redesigning a course for flipped delivery
Redesigning inherited course materials
Flipped class – defined by instructor, readings prior, activities during
Resources more consistently organized in LMS

10. Course Content Redesign Institute
Year Three Goal
Course Content Redesign Institute
Strategy:
All faculty instructional design, training, preparation time
Summer Design Institute:
Competitive Proposal
Project specific professional development
Equipment
Software

11. Innovative Application
Year Three
Innovative Application
To what degree have you assigned and assessed an item for the Liberal Studies ePortfolio?
To what degree have your incorporated screencasting as an instructor?
To what degree have you integrated screencasting into student assignments?

12. Instructional Design Conversation
Year Three
Instructional Design Conversation
Identified Instructional Problems:
Outdated material
Lack of use of learning technologies
Low modeling of technical literacy
Diagnostic App integration into introductory unit
Project based capstone assessment