Implementation Strategy

• Where does the Overview/Introduction/Start Here module fit into the overall course map or design?

​These sections in a normal course would be the first introduction of the instructor to the learners of the course and a very important element in course design. For my course, it is uniquely tailored to fellow radiography educators that know me already so the introduction isn't as important although still included. The important elements in my course that are included in these sections is the overall course map with learning goals, activities, and assessment.  It clearly outlines the purpose for the course, the progression steps within the course, and  what the student should expect as they proceed. It gives an outline and timeframe for how long the course will last, a meeting place and a place for discussion and online collaboration. 

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• How is your instructional design approach realized in the modules?

Using backward design and Fink's 3 Column model, we will start each module with our learning goal, we will then have the learning activity to realize those goals and then an assessment/reflection activity during the module and then at the beginning of the next module. 

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• Where are you sharing the main course goal and outcomes with your learners?

The main course goal and outcomes are shared in the "Preparation Before We Begin" section. Fink's 3 column table is presented with the learning goals, learning activities, and the assessment activities.  Since the students in this course are fellow educators, I also include the "Course Outline" because I know they would want to see that as well. 

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• How does the module align outcomes activities and assessment?

Each section of Fink's 3 column table for my program is essentially a module. All modules will include the following:

1. Recap/ Discussion of previous week

2. Introduction video of foundation knowledge for the week.

3. Lesson/Activity/ Workshop

4. Homework

The last module will have an overall course assessment but within each module, the students will be assessing their current practices based on the content of the module and opportunities for growth.

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• Is this student-centered or teacher-led?

The course is student-centered, based on their own practices, the introduction of new potential practices and strategies, they will be evaluating their own work, creating new activities, and assessing their activities and their learning. 

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• What is the scope or range of the instructor’s role (i.e. Presenter, Facilitator, Coach, Mentor)?

I will be be presenting the first module, facilitating the grouping of the students, and then establishing a mentor/mentee situation between the other educators in the group. 

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• Is the course blended or fully online?

This is a blended course simply because there are opportunities that all the faculty are on campus to convene but it could be done fully online.

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• How are you introducing the course and yourself and how are you building the learning community?

I have a unique situation since this program is specific to Dallas College. I have a short introduction paragraph but again because the focus of the program is fellow radiography educators in the Dallas College program, more of an introduction is not necessary in this particular case. I have, however, created a student/teacher lounge so that the faculty can share their current stance on blended learning and using digital tools to enhance learning. I will use their feedback on this to combine the students into groups of 2 or 3 that share course content within our curriculum and an educator that embraces technology versus one that isn't as comfortable. 

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• What is the ratio or percentage of synchronous to asynchronous collaboration?

About 20 % will be in person, 10% synchronous, and 70% asynchronous.

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• How will you address the infrastructure, system, and support needs and issues the learner may face?

By setting the students up in a mentor/mentee collaboration group, many of the support needs will be available from their group. I also have included technical support and as the presenter and educator in charge of the program, I will also be readily available to facilitate learning at any moment if needed.