Resiliency in the Now Normal: Spending for Sustainability and Scale is Key

Published by Carrie O'Donnell
on Apr 22, 2021

Earlier in April, Matt Reed proposed the best use of the $12B included in President Biden’s infrastructure legislation for updating infrastructure in community colleges, would be “ways that situate colleges to be more resilient in future economic headwinds.” 

For those of you unfamiliar with Reed, not only does he write the “Confessions of a Community College Dean” blog on Inside Higher Ed, nearly 18 years of his career has been in community college leadership positions. Dr. Joshua Kim, director of online programs and strategy at Dartmouth College, fondly refers to him as “Dean Dad.”

In fact, Kim penned a response in support of the infrastructure spending recommendations Reed made in his post and offered an additional recommendation of his own: learning designers. 

“Today, schools (including community colleges) need to invest in three things to develop their online learning infrastructure:
1. Learning Designers
2. Learning Designers
3. Learning Designers
Learning designers (what used to be called instructional designers) are the secret sauce of academic resiliency.” Dr. Joshua Kim, Director of Online Programs and Strategy, Dartmouth College

We couldn’t agree more. After surveying over 12 thousand faculty last summer, we learned from nearly 500 responses that faculty were spending an average 49 hours prepping new courses for the online environment – and 23 hours prepping existing courses. Moreover, 42% had little experience teaching online and nearly half were simply attempting to mirror their face-to-face teaching. It’s no wonder faculty burnout is a significant problem in higher ed.  Everyone is being asked to do more with less. 

Which is why I’d like to suggest that key to the resiliency Reed and Kim emphasize is a focus on sustainability and scale, especially in light of the pandemic. Infrastructure spending must be directed to initiatives that support this. As higher ed continues to reimagine learning for the now normal, whether online, on ground, hyflex or blended, we need to remember that infrastructure also includes people, namely faculty and students. Supporting both with infrastructure spending is critical. [Learn more about Flexing Your Blended Learning Muscles: Let’s Get #PHYGITAL in our recent webinar on-demand.] 

The challenge of course, as Kim points out, is how “learning design talent is massively unequally distributed. The schools with the most resources have the most learning designers.”  Which means even with $12B available, community colleges will need to intentionally and purposefully invest in faculty support and development for teaching in this now normal to create a sustainable future.

The good news: this doesn’t necessarily mean a massive investment in onsite learning designers for every campus. Nor does it mean a big spend in education technology experts. 

For example, last summer, St. Francis College infused their existing faculty development efforts with our Jumpstart bootcamp product to help faculty increase online learner engagement. Central Ohio Technical College leveraged a combination of our Jumpstart and Propel (1:1 consultation with learning designers) products to prepare a team of eLearning Champions to drive learning innovation among fellow faculty. Both of these immersive experiences are grounded in “learn by doing”  principles, central to our Purposeful Learning FrameworkTM. Clients even outsource redesigning existing learning experiences or building new from the ground up to outside experts. 

It really comes down to leveraging your available resources to yield the most sustainable impact at the greatest scale. External partners are an often effective path for making that happen.  

How can we help you sustainably support your faculty?

Contact us to learn more!

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INSIGHTS

Learn While Doing: Course Innovations in Real Time

Published By Brett Christie, PhD
on Mar 30, 2021

We recently learned there are approximately 20,000 learning designers in the US compared to over 1,500,000 faculty creating online courses. Additionally, a study we conducted last summer with 475 higher ed faculty revealed: Nearly half were simply mirroring their face-to-face instruction, Only 22% were designing their courses differently for online, More than 40% had never taught online or had only taught online for one to two terms. But here’s an even more startling fact: faculty were spending nearly 49 hours prepping an online course for the first time. Converting an existing course for online? Twenty-three hours.

Right Now, External Partners Might Be Higher Ed’s Greatest Ally

Published By Joana Jebsen
on Mar 09, 2021

A recent Hechinger report raised the alarm on the increasing amount of OPM contracts secured in 2020. While there seems to be great concern over the cost and number of these contracts, there also seems to be a lack of correlation between this increase and the pandemic. Have we all forgotten the sudden shift to online learning every university across the nation had to make? Whatever online learning institutions had in place at the time, if any, had to be scaled on a massive level.

Propel: Driving Learner Success Through Purposeful Instructor Support

Published By Carrie O'Donnell
on Mar 05, 2021

In a study we conducted last summer with nearly 500 higher education faculty, we learned most were spending 49 hours prepping new online courses prior to the start of the semester. For existing courses, 23 hours per course. And fine tuning content throughout the term? Eight hours per week. This is in addition to teaching, not to mention other duties like research and service. However, we also learned that while most were confident in their ability to teach online, 42% have little experience and nearly half were attempting to mirror their face-to-face teaching in the online environment. Both of these factors are strong indicators of not understanding the intentionality involved in developing and delivering effective online courses. As we move beyond emergency remote instruction towards improving the online learning experience, how do we ask faculty to do even more preparation? The reality is, we shouldn’t. Instead we should purposefully support instructors to help them more effectively and efficiently develop their online courses.