Dr. Bernard Bullbernard.bull@cuw.edu

“Everyone has his own specific vocation or mission in life; everyone must carry out a concrete assignment that demands fulfillment. Therein he cannot be replaced, nor can his life be repeated, thus, everyone's task is unique as his specific opportunity to implement it.”

-Victor Frankl

1990s – First generation of distance learning initiated by University leadership

Courses designed and developed by individual instructors

Above and beyond regular responsibilities Focus upon readings, papers, and student-

centered projects Late 1990s – First collaborative e-learning

program in the health sciences

Office of Distance Learning – focused upon the business operations for distance learning

Individual instructor as designer, developer and instructor still the dominant model

Growing use of adjunct faculty in many programs for design, development, and teaching

2006 – Formation of an Instructional Design Center (this is where my story begins)

1. Instructional design leadership in support of the University mission and core values.

2. First priority given to e-learning  initiatives and other projects noted by University leadership.

3. Design and/or facilitate key initiatives related to e-learning, course design, and educational technology.

1. Mission statements are important.

2. They should guide the actions and decisions of an organization.

3. They help organizations decide what not to do.

4. E-learning and face-to-face will never provide the same learner experience.

5. E-learning and face-to-face can share and be shaped by a common mission and a common set of core values

Mission statement – “a brief written purpose statement”

Core values – “central guiding principles or standards of behavior for an organization.”

“In brief: Harvard strives to create knowledge, to open the minds of students to that knowledge, and to enable students to take best advantage of their educational opportunities.” -http://www.harvard.edu/siteguide/faqs/faq110.php

“The mission of University of Phoenix is to provide access to higher education opportunities that enable students to develop the knowledge and skills necessary to achieve their professional goals, improve the productivity of their organizations, and provide leadership and service to their communities.”- http://www.phoenix.edu/about_us/mission_and_purpose.html

“Focus on the user and all else will follow.” “Fast is better than slow.” “Democracy on the web works.” “You don’t need to be at your desk to need

an answer.” You can make money without doing evil.” “The need for information crosses all

borders. “You can be serious without a suit.” “Great just isn’t good enough.”

- http://www.google.com/corporate/tenthings.html

“We act with integrity and honesty.” “We are passionate about our customers

and partners, and about technology.” “We are open and respectful with others

and dedicated to making them better.” “We are willing to take on big challenges

and see them through.” “We are self-critical, questioning, and

committed to personal excellence and self-improvement.”-http://www.microsoft.com/australia/citizenship/about/mission.mspx

Central IDC Goal

General contentment with the current state of e-learning

Heavy work load of leadership

Limited e-learning dialogue

Heavy reliance upon adjunct faculty

Limited attention span for “mission talk”

The mission of the University is evident in the design of every course.

The mission of the University is evident in the teaching of every course.

The core values of the University are evident in the ethos of every program.

Each program has established a list of non-negotiables for the design of every course.

Program leadership has a vision for mission driven e-learning that is consistent with the University core values.

There is a model for mission driven e-learning

What would it look like if our e-learning programs no longer reflected the mission of our University?

What would you say to someone who claimed that our e-learning programs are just about making money?

How can we make each e-learning program drip with the mission and core values of the University?

How will we know if our vision is becoming reality in e-learning?

Dialogue with stakeholders about what we should be assessing.

Advocate for principles for good teaching and learning.

Course readiness checklist.

“What we measure is one indication of what we value.”

Good Practice Encourages Student Instructor Contact

Good Practice Encourages Cooperation Among Students

Good Practice Encourages Active Learning

Good Practice Gives Prompt Feedback Good Practice Emphasizes Time on

Task Good Practice Communicates High

Expectations Good Practice Respects Diverse

Talents and Ways of Learning

Good practice reflects the mission and values of Concordia University Wisconsin, especially the Lutheran concept of vocation.

Good practice consistently uses assessment and quality improvement.

Templates with embedded instructions Sample courses Course readiness checklist One on one consultations Course design workshop

How can we create courses that embody the mission and core values of the University?

Course design workshop (leverage full-time faculty for modeling)One-on-one consultations and course walk through

Templates with embedded instructions Discontinue face-to-face training - equal

training for all faculty (webinar series)

“We teach who we are”

Customized section on the course readiness checklist.

Move the discussion from course level to program level.

Cast a vision for digital culture as space versus place.

Model - Start my own program. Initiate a thematic cohort model for

e-learning

“A zealous sense of mission is only

possible where there is opposition to it.”

-D.W. Ewing

Bernard.bull@cuw.edu