Drs. Carrol Warren and Michelle Bartlett recorded a short session for the 2020 Lily Conference entitled “Applying Improvement Science to Promote Online Course Delivery Successfully” with examples of the application of this method/mindset for their courses. The Carnegie Foundation identifies six core principles of improvement. Warren explained this framework and focused on one aspect or stage: plan, do, study, act. Warren reviewed the principles briefly. The first one is to be problem-specific and user-centered, in this case early and often engagement with the learner. The second principle is variation and not only what works, but for whom and why. The third is to think about the system and environment and how it will shape our work and content. The fourth is how are we going to measure or evaluate progress and learning. The fifth principle is the one the session focused on: plan, do, study act cycles. Bartlett described the cycles and questions we should ask ourselves to begin the process. What is our goal? What changes are needed to get to the goal? How will we assess if learners are moving toward this goal? With each cycle, we adjust based on feedback from the previous cycle. Bartlett drew connections between the improvement science framework and SoTL. The beauty of the approach is that you focus on manageable challenges and improvements. Both presenters shared examples of this approach to address barriers or improve aspects of their own courses. Warren mentioned how advice from mentors and student feedback (using midterm surveys) helped implement changes. Warren studied the feedback, planned, and put reasonable suggestions into action. This resulted in the elimination of one discussion forum to allow time for group meetings. Instead, a forum to exchange resources for final projects was launched. Bartlett also aimed to improve interactions through discussion boards. At first, Bartlett changed all forums to Flipgrid, emphasizing it was probably not a good massive change. Bartlett encourage intentional integration of new technologies and small changes. Flipgrid was then used for introductions of participants and later on to bring in expert voices as guest speakers. I love this use! Flipgrid is also used by Bartlett to stare student products and to analyze complex images using the prompt “what’s wrong with this picture?” to engage students. With each cycle of improvement, changes were implemented after evaluation of feedback. The presenters ended by sharing the sixth core principle which is the focus seeking networked community resources from our networks to gather input and advice. I enjoyed this session and always learn something new from our colleagues. The connection between the science of improvement and SoTL makes sense, and Dr. Todd Zakrajsek added that as instructors we should embrace growth mindedness.
I happened to also listen today to an episode of the Teaching in Higher Ed podcast with Courtney Plotts returning as a guest (episode 347). Plotts talked about how successful students in online courses are interdependent (even though we often stress self-efficacy/self-regulation and independent work). This comment along with how students can experience marginalization in online environments made me think about focusing my improvement (science) efforts on team-building and group work expectation activities. Plotts discussed how online learning does not have to be transactional, and we can include space for creative exploration. While I do have assignments that offer students an opportunity for choice of topic, medium, and “plus one” UDL element, I do not currently provide a true creative space opportunity. If I approach community and creativity as challenges to improve systematically using
