1. Online Program Redesign: Working with Instructional Designers to Take a ‘Design Thinking’ Approach to an Online Program
--- asst. teaching professor, Sinclair School of Nursing
--- instructional designer, Sinclair School of Nursing
--- coordinator, Campus Writing Program
Matt Miller instructional designer,

2. About the program and our group’s formation
What is the RN-BSN completion program?
How and why did we begin meeting as a group?
In what ways were Nursing faculty and designers involved? [see full list of those involved on handout]

3. Latent charter: What we didn't want to do
become a second curriculum committee
create benchmarks for accreditation
develop a plan to market to students
recommend revisions to individual courses, but not changes to the program as a whole
find a technological panacea

4. Latent charter: what we wanted to do
examine alignment of program outcomes with assignments [see spreadsheet]
identify any gaps
...in faculty and student expectations
...in timeline of program
...in modes of instruction
...in individual course alignment
create a plan to address these gaps

5. discussed indicators of quality for program
Redesign process
discussed indicators of quality for program
looked at course and program evaluations from multiple years
identified program “users” and conducted structured interviews with:
students (n=10, >30 minutes each)
faculty (n=7, ~45 minutes each)

6. Redesign process (cont’d)
discussed, interviewed, or reviewed surveys from others (employers, advisor, prospective students)
analyzed entire curriculum for alignment between course objectives, assignments, and “BSN essentials”
looked for themes across collected data [see Trello]
formulated guiding questions from the themes
draft recommendations to address gaps

7. Example 1: shared vision
Data
Gathering
Final
Recommendation
Discussion
H-M-W
May – Aug 2015
Fall 2015
Spring 2016
April 2016
structured interviews with instructors
within working group
ah-ha moment
How might we maintain a shared vision and collaborative spirit amongst faculty?
“We recommend the following activities in order to maintain a shared vision among the faculty […]”

8. Example 2: Teamwork Data Gathering Final Recommendations Discussion
H-M-W
May – Aug 2015
Fall 2015
Spring 2016
April 2016
course evaluations
structured interviews with instructors and students
program and CCNE essentials emphasize teamwork
students and faculty struggle with online group work
How might we use group work to develop skills in teamwork, leadership, collaboration and communication (process skills)?
“Develop modules and assignments that introduce and emphasize effective teamwork skills and strategies […]” and revise/move N4400 teamwork module

9. What made this process a “Design Thinking” approach?
collaboration with a diverse team
“solution-focused” thinking
how-might-we questions enable multiple solutions
Image and design thinking source: d.school at Stanford University (dschool.stanford.edu)

10. panel discussion + audience questions (5 mins)
Discussion Question #1 What worked with this approach to program redesign?
panel discussion + audience questions (5 mins)

11. Discussion Question #2 What was the hardest part of this process?
panel discussion + audience questions (5 mins)

12. Discussion Question #3 What would you do differently next time?
panel discussion + audience questions (5 mins)

13. panel discussion + audience questions (5 mins)
Discussion Question #4 Did we uncover something surprising through this process?
panel discussion + audience questions (5 mins)