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Collaborative course design: changing the process, acknowledging the context, and implications for academic development

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Abstract:

This research study describes the experiences and perceptions of an instructor and an instructional design specialist who collaborated on the design and implementation of a university course using a new course design process. Findings uncovered differences between an informal collaboration process and the adaptation of that process for implementation in a classroom setting. Recommendations support the concepts of a long-term collaboration, consideration of classroom constraints, and the importance of course participant voices and perspectives. Thoughtful consideration of the interaction of the design and implementation processes and commitment to continual course design collaboration can have positive implications for academic development. Cette etude decrit les experiences et perceptions d'un enseignant et d'un specialiste du design pedagogique ayant collabore au design et a la mise en œuvre d'un cours universitaire a l'aide d'un nouveau processus de developpement de cours. L'etude a permis de mettre en lumiere les differences entre un processus informel de collaboration et l'adaptation de ce processus de facon a le mettre en œuvre dans le contexte d'une classe. Les recommandations presentees soutiennent les concepts de collaboration a long terme, la consideration des contraintes de classe, et l'importance de la voix et de la perspective des participants au cours. Une reflexion approfondie de l'interaction entre les processus de design et de mise en œuvre, de meme qu'un engagement a l'egard d'une collaboration continue en matiere de design pedagogique peuvent avoir des implications positives sur les experiences de developpement pedagogique.

Keywords: academic development; collaborative course design; faculty development

Document Type: Research Article

DOI: https://doi.org/10.1080/13601440802242309

Affiliations: Widener University, Chester, PA, USA

Publication date: 2008-09-01

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