Faculty have content mastery. Faculty members should come to this relationship with a draft course outline/emerging ideas -- e.g. "I really love interaction and discussion in my class but I am not sure how to do it in this space” or “I want to try something in my foreign policy course to find annotation software and help my students do better citations in their research project” and maybe learning objectives (what do you want your students to learn in this course?).
Online Learning and Teaching Consultants. The OLTCs are technical experts who are skilled at technical implementation. They can provide a menu of technical choices and provide faculty members with guidance about what might be the best thing to do in a particular situation: e.g. why use a forum and what is the value? How to build video quizzes, build Moodle pages, landing pages, navigation, forums, etc. The OLTCs are not instructional designers, but they will have both technical training and provide some degree of pedagogical support to help faculty think through design and delivery - and might work with faculty on thinking through “What is the story of my class?”
Five faculty members - one assigned per working group based on division - will work with one Technical Teaching Assistant student working group (SWG) made of 4 - 5 students as part of their final capstone project for a 2 week OLTC orientation.
These leaders build and foster eco-systems of support, facilitate a “hive mind” approach to curate resources, build on the magic of the multiple perspectives, touch base with group members, identify and amplify skill sets of individual team members, help to gather data on impact, engagement, and other metrics, and coordinate schedules and ensures regular group check-ins.
Contracted designer who will act as a resource in the creation of templates and support for students + delivery of best practices sessions for faculty.