Reflection on Collaborative Course Development: Faculty Orientation to Teaching
As a co-lead developer for North Island College’s Faculty Orientation to Teaching course, I have gained invaluable insights into both collaborative instructional design and the development of professional learning resources. This reflection delves into the lessons learned, the strengths of collaborative efforts, and the challenges faced during this simple, yet complex rewarding project.
Strengths of Collaborative Design
The collaborative nature of this project, working alongside a co-lead and three other educational developers, proved essential in shaping a course that is rich in diverse perspectives and expertise. Each team member contributed unique insights that significantly enhanced the final product. The strength of a collaborative design lies in the blending of varied experiences and expertise, which fosters a comprehensive and inclusive approach to course development (Garrison, Anderson, & Archer, 2001).
One of the most prominent strengths of our team was the coverage of essential teaching topics. Each team member’s background in different aspects of pedagogy and instructional design ensured that the course content would not only cover the core teaching essentials but would also address the nuanced needs of faculty from diverse disciplines. This multidisciplinary input helped create more nuanced learning materials, ensuring the content would resonate with faculty from different academic backgrounds, allowing for a wider applicability of the course across the institution (Hodges & Prater, 2020).
Moreover, our collaborative efforts allowed us to leverage each other’s expertise in various educational technologies, aligning the course content with best practices in both pedagogy and digital learning environments (Mayer, 2009). The collective knowledge and skills of the team ultimately enabled us to create a dynamic and engaging course that will serve the needs of new faculty members at North Island College.
Photo: Pexels, Yan Kruka
Managing Complex Dynamics
However, coordinating a project with multiple stakeholders in an online learning environment, such as Brightspace, presented both challenges and opportunities. One of the major challenges was the coordination of different working styles and preferences. As with any group project, aligning various approaches to content creation and development required intentional planning and development of strong project management practices (Vygotsky, 1978).
We quickly realized that clear communication and comprehensive documentation were essential for ensuring consistency throughout the course development process. Team meetings, feedback loops, and shared documents helped maintain clarity in our design and delivery process (Bennett & Jay, 2020). The need for ongoing collaboration and consensus-building was evident throughout the design phase, where we encountered moments of disagreement. Navigating these challenges taught valuable lessons about compromise and flexibility, emphasizing that consensus is often reached not through unanimity, but through negotiation and the willingness to incorporate diverse ideas (Tuckman, 1965).
Key Takeaways
This project has provided several valuable takeaways that have refined my approach to collaborative course design:
- Establishing clear roles and workflows early in the development process is essential for minimizing confusion and maximizing efficiency. This early alignment ensures that all team members know their responsibilities, helping to avoid duplication of efforts (Levinson, 2014).
- Maintaining detailed documentation becomes crucial when multiple contributors are involved, particularly in digital environments. Documentation serves as both a guide and a record of decisions made, which enhances transparency and accountability (Schwartz, 2016).
- Leveraging each team member’s strengths while maintaining a shared vision is vital for success. While it is essential to recognize individual strengths, we must also ensure that our contributions align with the course’s overall goals and learning outcomes (Collins & Halverson, 2018).
- Project management tools and regular check-ins are necessary for keeping development on track, especially when managing a team with varied schedules and working styles. Tools such as SharePoint were integral to maintaining transparency and coordination (Schwartz, 2016).
Impact and Growth
While the process was not without its challenges, the end result is a practical resource that will significantly benefit new faculty members at North Island College. The course provides foundational knowledge on pedagogical principles and addresses emerging challenges, such as AI integration in teaching. In addition to pedagogical development, the course also equips faculty with the tools necessary to navigate the evolving landscape of higher education, marking a significant step forward in faculty onboarding.
Through the challenges of managing a collaborative project, I have witnessed profound professional growth. This experience has helped me enhance my skills in:
- Project coordination: Navigating the complexities of this project improved my ability to plan, manage, and execute complex educational initiatives (Mayer, 2009).
- Consensus building: The ability to work through differing perspectives and find common ground has strengthened my approach to team-based problem-solving.
- Educational technology implementation: Developing my skills in building a course in Brightspace has deepened my understanding of course design on a digital platform.
- Cross-functional team collaboration: Working alongside educational developers from different fields has broadened my understanding of team dynamics and effective collaboration strategies (Tuckman, 1965).
Looking ahead, these insights will inform future collaborative projects and continue to shape my approach to instructional design and faculty development initiatives. By continuing to reflect on and refine these strategies, I am confident that future courses and collaborative projects will be even more dynamic and impactful.
The course can be viewed here.
References
Bennett, S., & Jay, P. (2020). The collaborative approach to online course design. Higher Education Quarterly, 74(3), 245-265.
Collins, A., & Halverson, R. (2018). Rethinking education in the age of technology: The digital revolution and schooling in America. Teachers College Press.
Garrison, D. R., Anderson, T., & Archer, W. (2001). Critical thinking, cognitive presence, and computer conferencing in distance education. American Journal of Distance Education, 15(1), 7-23.
Hodges, C. B., & Prater, S. (2020). Effective online course design: A guide to creating successful digital learning experiences. Routledge.
Levinson, M. (2014). Project management in education: A practical guide. Pearson Education.
Mayer, R. E. (2009). Multimedia learning (2nd ed.). Cambridge University Press.
Schwartz, M. (2016). Managing teams in the digital age. Routledge.
Tuckman, B. W. (1965). Developmental sequence in small groups. Psychological Bulletin, 63(6), 384-399.
Vygotsky, L. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.