Coaching the transition to flexible learning: re-thinking instructional design

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Research and Development in Higher Education: Learning for an Unknown Future Vol. 26

July, 2003, 692 pages
Published by
Helen Mathews and Rod McKay
ISBN
0 90 8557 55 8
Abstract 

This paper reviews the experiences of an educational development project devised to support teaching staff responsible for curriculum redesign during the transition to a successful technology-facilitated off-campus study programme. The approach adopted a just-in-time (JIT) coaching model rather than a just-in-case (JIC) training model for educational support. Structured and semi-structured discussions with individuals and the entire staff cohort were used to catalyse and sustain the redesign and rethinking process. Repeatedly collecting and responding to student feedback within any given course enabled a rapid and focussed approach to redesign and redevelopment. Up to three or four iterations of course development informed in this way were required to finalise course transformation. Team and peer-group approaches to course redevelopment may help diminish the initially high level of dependency on external educational development support.

Keywords: coaching; instructional design; flexible learning

Coaching the transition to flexible learning: re-thinking instructional design

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Trevitt, C.