What to Expect at Wednesday’s OLC Ideate Conversation

Published by Carrie O'Donnell
on Apr 20, 2020

Topic: Innovating Faculty Support to Educate Displaced Workers in the New Normal Date: Wednesday, April 22, 11:30 – 12:15 EDT Format: Guided roundtable discussion with breakout/small groups

Facilitators: Gerry Hanley, Executive Director of MERLOT and Skills Common, and Professor of Psychology at Cal State University, Long Beach; Carrie O’Donnell, CEO & Founder, O’Donnell Learn.

As higher ed institutions redesign courses and other learning experiences to accommodate displaced workers and the new normal after COVID-19, it’s time to start a conversation about how to support faculty innovation around developing learning experiences for this specific learner.

Our session will start with Five Whys, a design thinking exercise, that will help us gain a deeper view of the challenges faculty are facing when redesigning learning for this new normal. More than getting at the facts, this exercise will give us an empathetic and compassionate view of the current faculty experience.

With this in-depth view as our foundation, we’ll break into smaller groups. Gerry and Carrie will lead these groups through guided brainstorming sessions around how institutions can support faculty during this time of great change.

To wrap, we’ll come back together as the larger group, recap our small group brainstorming results and share our learnings. Participant Bonus: The conversation is just getting started! Following OLC Ideate, we’ll be sharing key learnings and session notes with participants for open collaboration, to continue our dialogue and further evolve the learnings. Please register for OLC Ideate to join us for Wednesday’s conversation! P.S. If you can’t make our event check out this fantastic schedule.

Leave a Reply

Your email address will not be published. Required fields are marked *

INSIGHTS

Higher Ed Has the Toolset, But Do They Have the Mindset to Future-fit?

Published By Joana Jebsen
on Aug 12, 2021

Imagine a fresh-faced eighteen year old, naive to the great big world ahead, hoping for an acceptance into an accredited two or four year college. They’re navigating the long hall towards their college counselor’s office, reviewing the list of schools in their mind, while envisioning a future of friends, inspiring courses and eventually a career, a life. College, whether community or four year, will be their first steps towards adulthood, towards maturity, or so they think.  What they don't know, what they aren’t told, is that most higher education is unequipped to prepare them for life. The real responsibilities they’ll meet when they exit campus are not delineated, explored or taught in school.  To make matters more complicated, the notion of the “traditional student” no longer exists. Students are opting out of four year residential colleges for two year schools and online programs. They’re also delaying the start of college in pursuit of a career. Additionally, there’s been an enormous uptick in adult learners, with families, who start school later, or attend school in tandem with a job. It’s clear: there’s a broken talent pipeline. And an enormous question: is higher education fit for the future?

Looking Back/Learning Forward: Lessons For the Now Normal

Published By Brett Christie, PhD
on Jul 20, 2021

Looking Back, Learning Forward, a motto and mindset to utilize as we envision the future of distance education and fuse historic learning practices with modern lifestyles. I recently co-hosted a webinar with Dr. Jim Julius, Faculty Director of Online Learning at Mira Costa College, where we walked a group of educators through insights gathered over the last fourteen months of online learning. If one thing is clear, it is that it’s been a journey for everyone: faculty, students, education consultants, learning designers, institutional leadership, and families alike. 

Launching Faculty Learning Communities: Participation is All About Perceived Value

Published By Brett Christie, PhD
on Jul 14, 2021

In an earlier webinar, O’Donnell Learn CEO, Carrie O’Donnell and I shared practical ideas and examples for building learning communities among faculty. These communities provide a rich opportunity for faculty to gather around a common goal, learning together and from each other while accomplishing a desired outcome.   Faculty learning communities can provide the time, space and resources for mission-critical efforts related to teaching and learning. Teaching expertise is most often not part of the faculty background, nor is instructional design a common skill. Plus, faculty often develop courses in isolation. In contrast, gathering faculty around learning design can create vibrant exchanges of what’s working, what’s not, and problem-solving around how to make improvements.