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LXD Webinar Series - Two Certificates in LXD at the University of Michigan
Rebecca M. Quintana & Chris Quintana
In this webinar, speakers discussed how to best prepare instructional designers to develop learner-centered designs.
Keywords: Learner Experience Design
WEBVTT 1 00:00:01.560 --> 00:00:06.990 Matthew Schmidt: And you should all receive that notification that you're being recorded if you can just go ahead and click on that. 2 00:00:07.020 --> 00:00:18.210 Matthew Schmidt: that'd be great and let's go ahead and get started so welcome everyone, and thank you for joining us today for what I believe is the fourth in our series of learning experience design. 3 00:00:18.210 --> 00:00:35.220 Matthew Schmidt: webinars i'm very pleased to present to you today, Chris and Rebecca katana from the University of Michigan and they are going to be presenting on to certificate programs and learning experience design that they have developed at their institution. 4 00:00:35.280 --> 00:00:36.300 Matthew Schmidt: So on that note. 5 00:00:36.660 --> 00:00:40.800 Matthew Schmidt: I will pass the MIC to them and they're going to go ahead and get started Thank you so much books. 6 00:00:43.050 --> 00:00:45.420 Rebecca Quintana: Thank you very much Matthew it's great to be here. 7 00:00:48.660 --> 00:00:53.460 Rebecca Quintana: Alright, so i'm going to start by sharing we have prepared some slides today to talk through. 8 00:00:55.260 --> 00:00:57.060 Rebecca Quintana: Interestingly, I actually don't see them. 9 00:01:02.820 --> 00:01:04.290 Rebecca Quintana: My slides are okay. 10 00:01:07.380 --> 00:01:08.070 Rebecca Quintana: I got it. 11 00:01:09.540 --> 00:01:11.010 Chris Quintana: There we go yeah. 12 00:01:13.230 --> 00:01:19.530 Rebecca Quintana: All right, well welcome everyone, it is great to be with you today, and thank you so much for joining us to talk about. 13 00:01:20.280 --> 00:01:36.300 Rebecca Quintana: Two we're calling them certificates, but really one is a graduate certificate, the other is a mooc series so sort of two collections of experiences on the topic of learning experience design at the University of Michigan one is definitely underway and. 14 00:01:37.350 --> 00:01:42.660 Rebecca Quintana: already in progress and the other is just kind of starting up so you'll hear more about that in a moment. 15 00:01:46.650 --> 00:01:54.570 Rebecca Quintana: But first we'll start with some introductions just about ourselves, so you can hear a little bit more about our backgrounds and our roles at the university. 16 00:01:55.440 --> 00:02:01.170 Rebecca Quintana: Then we're going to be providing you with some background about the two different programs, the two different certificates. 17 00:02:01.590 --> 00:02:11.010 Rebecca Quintana: And then we're going to be focusing on the second one, a little bit more the mooc series and talking through some key challenges and opportunities that we see there. 18 00:02:11.910 --> 00:02:22.530 Rebecca Quintana: We definitely want to create plenty of opportunities for audience participation and interaction, I know it's lunch hour, so that you know can can sometimes be challenging but. 19 00:02:23.580 --> 00:02:36.390 Rebecca Quintana: Essentially, just sort of thinking back to another mooc that I developed in 2020 called resilient teaching through times of crisis and change at the very beginning of that we put out a call. 20 00:02:37.230 --> 00:02:47.220 Rebecca Quintana: Through a through a post in inside higher education, where we asked for you know people who are who are instructors who are thinking about you know how they were going to. 21 00:02:47.700 --> 00:02:56.670 Rebecca Quintana: adjust their teaching approaches in this particular moment to provide input and insight into the kinds of things that they thought would be really important to include. 22 00:02:56.880 --> 00:03:05.310 Rebecca Quintana: In a course like that so we're kind of hoping to do the same thing today as to hear hear from all of you, I know you all have a lot of interesting experience and learning experience design. 23 00:03:05.610 --> 00:03:13.590 Rebecca Quintana: So wanting to get your your ideas and sort of make this a lively discussion for as much as possible, so. 24 00:03:14.880 --> 00:03:16.080 Rebecca Quintana: i'll just move to. 25 00:03:16.140 --> 00:03:17.040 Rebecca Quintana: An introduction. 26 00:03:17.100 --> 00:03:27.630 Rebecca Quintana: Of myself first so i'm Rebecca Quintana I have two roles at the University of Michigan one is associate director of learning experience design at the Center for academic innovation. 27 00:03:28.500 --> 00:03:36.180 Rebecca Quintana: So working to lead a team of learning experience designers who are actively involved in the creation and development of online. 28 00:03:36.720 --> 00:03:48.300 Rebecca Quintana: courses at the university and I think some of our colleagues may be here today, so that's wonderful to see them and also, I am an adjunct lecturer at the school of education. 29 00:03:49.170 --> 00:03:57.450 Rebecca Quintana: I do teach a course and learning experience design, but also other courses like educational applications of augmented and virtual reality. 30 00:03:58.620 --> 00:04:00.090 Rebecca Quintana: i'll turn it over to Chris. 31 00:04:01.140 --> 00:04:13.920 Chris Quintana: Okay hi everyone good to see everyone here on a at least here in Michigan a nice sunny day nice sunny summer day I am Chris katana i'm a faculty Member at the school of education at Michigan. 32 00:04:15.000 --> 00:04:35.250 Chris Quintana: In our learning technologies PhD program and our design and technologies for learning master's program where a lot of my work has kind of combined learning sciences learning technologies computer science and human computer interaction so kind of a mix of things there as I. 33 00:04:36.450 --> 00:04:40.500 Chris Quintana: look to explore the different ways we can use technology for learning. 34 00:04:41.370 --> 00:04:57.030 Chris Quintana: So I think I will go ahead and start and as Rebecca said we're going to talk about our to certificate programs, and we have certificate in quotes because the word can mean different things at different institutions and as you'll see our online program that we're developing now. 35 00:04:58.410 --> 00:05:15.570 Chris Quintana: it's more of a mooc series and an official certificate but it's still I think helpful to coach the work in this way and so we'll start out by talking about the certificate program that we have developed already at Michigan. 36 00:05:17.400 --> 00:05:24.510 Chris Quintana: It is a graduate certificate and learning experience design at the University of Michigan the graduate school here the. 37 00:05:25.530 --> 00:05:36.060 Chris Quintana: School of graduate studies, has a number of different certificates that are open to any graduate student at Michigan so we went through that process. 38 00:05:36.750 --> 00:05:47.220 Chris Quintana: To develop this graduate certificate in learning experience design so as with all the other certificates, it is open to any graduate student at the University of Michigan. 39 00:05:48.420 --> 00:05:58.320 Chris Quintana: Where it will be starting our fourth year with the certificate and we we kept our program at about 15 students per academic year. 40 00:05:59.100 --> 00:06:12.270 Chris Quintana: And the interesting thing about this certificate is, it is a unique partnership between the school of education and the Center for academic innovation at Michigan the Center for academic innovation. 41 00:06:13.380 --> 00:06:17.070 Chris Quintana: Center which sits under the provost office, which is exploring. 42 00:06:18.360 --> 00:06:32.610 Chris Quintana: different tools different approaches for online learning at Michigan, and so our current certificate program combines classes at the school of education, we have students can take some of our existing courses in. 43 00:06:33.720 --> 00:06:46.560 Chris Quintana: Learning theory learning technologies other electives that they choose and the core course that we developed for the certificate program, which is the core seminar in learning experience design and so students will take. 44 00:06:47.280 --> 00:07:00.330 Chris Quintana: take these classes this classroom work at the school of education, but they will also engage in experiential work through a student residency at the Center for academic innovation, and so this this is. 45 00:07:01.290 --> 00:07:10.380 Chris Quintana: kind of a unique approach in terms of the the graduate certificates at Michigan the it's unique to have a certificate, that is to. 46 00:07:11.580 --> 00:07:18.420 Chris Quintana: two units on campus collaborating on the certificate, and it is unique to have a certificate that kind of combines. 47 00:07:19.860 --> 00:07:35.790 Chris Quintana: The classroom work with these type of this type of residency at academic innovation, where students work at at the Center to engage in different projects and engage with the learning experience design team and others. 48 00:07:37.170 --> 00:07:42.300 Chris Quintana: and see what it's like to to be parts of these these projects going there so. 49 00:07:42.990 --> 00:07:50.100 Chris Quintana: We have a qr code here, which will take you should work, I think, through the screen, but as Matthew said, we will be leaving the slides. 50 00:07:50.580 --> 00:08:03.720 Chris Quintana: With you after today, but the this qr code here will take you to the web page for the Alex the certificate, so you can see more information there so that's some background on our current certificate. 51 00:08:04.740 --> 00:08:05.970 Chris Quintana: And as. 52 00:08:07.110 --> 00:08:21.120 Chris Quintana: We think back to we can go ahead and go to the next slide as we think back to how this all started, four years ago and and kind of what compelled us to do this and it it really started with the observation that we were seeing. 53 00:08:21.930 --> 00:08:32.130 Chris Quintana: Increased professional interest in learning experience design from students and from industry partners who are we're seeing a need. 54 00:08:33.720 --> 00:08:41.430 Chris Quintana: To have these people with this expertise as they were exploring and creating new online educational opportunities. 55 00:08:42.900 --> 00:08:52.440 Chris Quintana: The the the thinking behind this the work behind creating the certificates started before the pandemic but i'm sure the pandemic has accelerated many. 56 00:08:53.340 --> 00:09:10.680 Chris Quintana: People to to look at online learning a bit more and to seek out people with LSD experience and so as we started to see increased interest and and you know starting to hear more from students who were interested in this. 57 00:09:11.880 --> 00:09:20.100 Chris Quintana: We decided, with with a lot of encouragement from the Center for academic innovation to start thinking about how we could go about creating. 58 00:09:20.430 --> 00:09:27.840 Chris Quintana: This graduate certificate, so we started meeting with the the key stakeholders at academic innovation and also at the school of education. 59 00:09:28.290 --> 00:09:37.110 Chris Quintana: To start to see how we could create this this unique approach to a graduate certificate and again because, at least at Michigan. 60 00:09:37.710 --> 00:09:46.920 Chris Quintana: You don't see a lot of programs like this, you know it took it took a little little bit of legwork to sort of get get the the stakeholders together. 61 00:09:47.100 --> 00:09:55.050 Chris Quintana: To see how this was going to work in terms of some of the work at being at the Center for academic innovation, some of the work at school of information. 62 00:09:56.220 --> 00:10:06.960 Chris Quintana: Always paperwork with these things that kind of doubles with with the the the two units cooperating like this, but we were able to get everything done together. 63 00:10:07.830 --> 00:10:16.620 Chris Quintana: submit our application to the graduate school and it was approved and so with that we started assembling our instructional team, which includes. 64 00:10:17.580 --> 00:10:36.540 Chris Quintana: People from both school bed and Center for academic innovation in terms of the the core instructional team, it is myself, it is Rebecca Jacob Portman from ci is also a key member of the team and we bring in you know various. 65 00:10:37.590 --> 00:10:53.070 Chris Quintana: Various people from the school of it and from academic innovation into our courses and so certainly the entire learning experience design team at CAA plays a pivotal role in coming into class meeting with students, working with students. 66 00:10:53.370 --> 00:11:02.400 Chris Quintana: And the leg, so the the the unique structure allows us to bring in a lot of different people to meet with and talk to and interact with students. 67 00:11:02.910 --> 00:11:18.510 Chris Quintana: We started piloting the certificate program in 20 1820 2018 2019 semester I can't take full credit for the piloting, as I was on sabbatical that got started with Rebecca and others to help launch. 68 00:11:19.620 --> 00:11:27.780 Chris Quintana: The certificate and we have continued as is that we're going to be starting our fourth year with the residential certificate Program. 69 00:11:30.780 --> 00:11:31.380 Chris Quintana: We can. 70 00:11:32.550 --> 00:11:36.510 Chris Quintana: We can start here with our first chat I think Rebecca you went to lunch. 71 00:11:36.840 --> 00:11:43.290 Rebecca Quintana: Sure, so you know we're interested in this idea of how people come to know about learning experience design and how they. 72 00:11:43.800 --> 00:11:55.740 Rebecca Quintana: come into the profession, and I can say that in my experience, at least with our team, you know, there are many different pathways into the profession so maybe from teachings and maybe from. 73 00:11:56.910 --> 00:12:02.490 Rebecca Quintana: formalized education, you know where instructional design or learning experience design is taught. 74 00:12:03.840 --> 00:12:14.250 Rebecca Quintana: In there can be you know kind of different pathways in so we're curious to know a little more about your interest and experience with aleksey and then for those who are active in the profession. 75 00:12:14.460 --> 00:12:21.930 Rebecca Quintana: How did you come to learn about it, how did you come to know about it and sort of understand the various competencies that are involved. 76 00:12:22.710 --> 00:12:32.310 Rebecca Quintana: In enacting LSD and then in terms of this mix of real world and classroom experience that's something we tried to combine together. 77 00:12:32.760 --> 00:12:51.360 Rebecca Quintana: In our program but how did you kind of get get that how did you you start to learn and become apprenticed to professionals so well we'll ask is that people start to jot down in the chats some of these these ideas about sort of how you began became familiar or became. 78 00:12:52.860 --> 00:13:02.250 Rebecca Quintana: You know, develop competencies in the profession and yep great to hear some what we're hoping for a whole range of experiences here. 79 00:13:03.360 --> 00:13:08.580 Rebecca Quintana: And just love to know more about people's pathways in. 80 00:13:10.200 --> 00:13:15.510 Rebecca Quintana: So that's great will give everyone just a couple moments to to share. 81 00:13:19.260 --> 00:13:29.310 Rebecca Quintana: So neta said that they were entered they are introduced for only one module and i'm interested in learning more so that's great. 82 00:13:30.720 --> 00:13:34.230 Rebecca Quintana: It was a part of a program like a formalized. 83 00:13:35.370 --> 00:13:36.510 Rebecca Quintana: instructional design. 84 00:13:36.600 --> 00:13:39.210 Rebecca Quintana: program or something else, perhaps. 85 00:13:39.900 --> 00:13:43.110 Rebecca Quintana: curious to know about the context of that module. 86 00:13:45.120 --> 00:13:48.840 Rebecca Quintana: And then Matthews, it sounds like you came to this kind of. 87 00:13:51.900 --> 00:14:05.010 Rebecca Quintana: curious to sort of explore what the term means that's certainly something we talked about a lot in our class and there's sort of questions about sort of the definition and as a job title, how did that come to be. 88 00:14:06.720 --> 00:14:09.690 Rebecca Quintana: And it certainly does there is an increase in that that we're seeing. 89 00:14:10.890 --> 00:14:11.430 Rebecca Quintana: Now. 90 00:14:13.080 --> 00:14:29.820 Rebecca Quintana: And mentioned being a classroom teacher doing a master's in instructional design working in various roles and education K 12 higher education and then heard about Alex de a few years ago, integrating ideas from ACI courses and readings. 91 00:14:31.590 --> 00:14:33.780 Rebecca Quintana: Okay, so neta mentions. 92 00:14:34.470 --> 00:14:43.980 Rebecca Quintana: Experience with an instructional design and development PhD and taking in an elective so that's very helpful context. 93 00:14:44.730 --> 00:14:50.910 Rebecca Quintana: User experience design so tammy mentioned taking a user experience design class. 94 00:14:51.870 --> 00:15:00.480 Rebecca Quintana: As part of a CS minor degree and then finding bridges back to learning technologies, we definitely see that as well with our students, as Chris mentioned. 95 00:15:01.200 --> 00:15:11.430 Rebecca Quintana: The certificate is open to any graduate students, so we see a lot of students from the school of information have an interest in design generally and learning and so that is one way in. 96 00:15:14.160 --> 00:15:15.390 Rebecca Quintana: let's see here. 97 00:15:17.220 --> 00:15:19.710 Rebecca Quintana: yeah so GG inventions. 98 00:15:21.030 --> 00:15:25.230 Rebecca Quintana: working as an instructional designer previously so with that title and then hearing about. 99 00:15:26.310 --> 00:15:27.270 Rebecca Quintana: LSD. 100 00:15:28.620 --> 00:15:37.560 Rebecca Quintana: Henry says that the residential program seems to have been done in the classroom but curious about how you apply experience in the online program certificate at the end so. 101 00:15:39.270 --> 00:15:42.060 Rebecca Quintana: Chris do you want to say anything about that sort of how. 102 00:15:43.530 --> 00:15:52.200 Rebecca Quintana: The application piece, and how you know, moving from the theoretical to the applied and the kinds of experiences that students have in the Program. 103 00:15:52.770 --> 00:15:54.690 Chris Quintana: Well, in the current Program. 104 00:15:56.460 --> 00:16:07.980 Chris Quintana: You know the students take the take the seminar where we do cover a lot of the theoretical a while we cover theoretical ideas learning theory talk about what is LSD what is instructional design. 105 00:16:08.520 --> 00:16:14.790 Chris Quintana: bring in some learning theory learning sciences talk about different design tools different design processes. 106 00:16:15.720 --> 00:16:35.100 Chris Quintana: The students, then also work for a certain number of hours it varies each semester for the fall in our winter semester at the Center for academic innovation, where they will be placed within different design projects at ci and they will work with those teams. 107 00:16:36.330 --> 00:16:36.810 Chris Quintana: To. 108 00:16:37.860 --> 00:16:43.470 Chris Quintana: On the different projects and, hopefully, in doing so we'll start to apply some of what we talked about in the classroom. 109 00:16:44.940 --> 00:16:54.420 Chris Quintana: In the project work that they are doing, they may work on one project, they may work on a variety of projects, depending on their interest and their for their professional goals. 110 00:16:54.990 --> 00:17:01.440 Chris Quintana: But it's really using the residency to as a space where they can apply what they're learning about in the classroom. 111 00:17:02.970 --> 00:17:06.030 Chris Quintana: In the online program certificate, we will be talking about that. 112 00:17:06.060 --> 00:17:24.810 Chris Quintana: In a few slides, because that is one of the things as we are starting to think about and starting to design an online version that is one of the things where we are kind of pushing things to see how we are going to have this type of experiential component in an online setting So yes. 113 00:17:24.990 --> 00:17:25.350 Rebecca Quintana: That is. 114 00:17:25.950 --> 00:17:32.280 Rebecca Quintana: That is definitely something to consider especially a scale right where we were thinking about learners are joining. 115 00:17:33.330 --> 00:17:38.490 Rebecca Quintana: From all over how can, how can we create those kinds of authentic hands on learning experiences. 116 00:17:39.570 --> 00:17:41.760 Rebecca Quintana: frank mentioned, so you know winding road. 117 00:17:43.110 --> 00:17:51.720 Rebecca Quintana: You know, taking a Masters and instructional technology than working from web development project management software design see that a lot to in our. 118 00:17:53.130 --> 00:18:01.830 Rebecca Quintana: Our team people coming in from more of the ad tech space or the instructional technology space and then bringing an experience with ux D. 119 00:18:03.810 --> 00:18:18.270 Rebecca Quintana: Great and Cindy mentions similar to a data being in a doctoral program in instructional technology and interested in sort of the overlaps between ux and lx. 120 00:18:20.310 --> 00:18:30.750 Rebecca Quintana: yeah call out to to learner and user experience research book that was edited by Matthew and others so definitely agree that's a great resource. 121 00:18:31.230 --> 00:18:39.330 Rebecca Quintana: And then john peel mentions or question asks the question here is the residency at the CIA, of course, that students should register in such as practical. 122 00:18:39.720 --> 00:18:52.350 Rebecca Quintana: Yes, so it is a part of our learning experience design course which is three credits are for credit course in the fall into two credit course in the winter students are actually earning credit for. 123 00:18:53.820 --> 00:19:08.610 Rebecca Quintana: Their residency work so it's sort of a combination of the theoretical, as well as the practical so that's another kind of unique aspect of this program relative to other programs that we haven't see I like our student fellows Program. 124 00:19:09.690 --> 00:19:18.780 Rebecca Quintana: They can't take the course though unless they are part of the learning experience design certificate so it's not something that you can just sort of elect into without also taking. 125 00:19:19.110 --> 00:19:34.680 Rebecca Quintana: The other components, the other required courses one is, of course, and how people learn and then there's also another course that's an option of teaching with technology and then an elective so thanks for all your great questions and comments so far. 126 00:19:39.000 --> 00:19:40.020 Rebecca Quintana: This is where I was going to talk. 127 00:19:42.480 --> 00:19:43.050 Chris Quintana: To the yeah. 128 00:19:44.250 --> 00:19:44.550 Rebecca Quintana: yeah. 129 00:19:45.180 --> 00:19:54.090 Rebecca Quintana: So, as Chris mentioned, I mean we have this this cohort of 15 and frankly we're somewhat limited by the number of projects that we can offer. 130 00:19:55.050 --> 00:20:00.900 Rebecca Quintana: In the residency at the Center for academic innovation, we are looking into external opportunities through. 131 00:20:01.800 --> 00:20:09.750 Rebecca Quintana: You know instructional design firms and the like, so we are kind of thinking about growing the residential component, but at the same time. 132 00:20:10.110 --> 00:20:21.300 Rebecca Quintana: um we recognize that there may be interested learners beyond the University of Michigan who might want to be able to take a course and learning experience design. 133 00:20:22.170 --> 00:20:39.210 Rebecca Quintana: So this is sort of early phases in fact we just started the design process, so we can't go into a lot of detail about specifically what's included in the series, but we can say that there is a five course mooc series on learning experience design under development. 134 00:20:40.830 --> 00:20:56.970 Rebecca Quintana: And this was announced recently that it's included within the future of work collection that's being developed at ci and there's some sponsorship from coursera for an xr integration into the series so we'll talk a little bit more about that later again it's one of our key challenges. 135 00:20:58.170 --> 00:20:59.070 Rebecca Quintana: In so. 136 00:20:59.640 --> 00:21:12.570 Rebecca Quintana: An interesting aspect of this for me, even from a research standpoint is to understand how we can involve our students who are with us in the Alex de graduate certificate to actually create design develop this series and. 137 00:21:12.870 --> 00:21:18.690 Rebecca Quintana: really involve them in meaningful ways as partners and design, so if you want to read a little more about sort of. 138 00:21:19.110 --> 00:21:21.000 Rebecca Quintana: Where we are with the move series. 139 00:21:21.270 --> 00:21:28.800 Rebecca Quintana: You can use the qr code there, which will take you to a link to a news item that was published at the school of ED there. 140 00:21:29.850 --> 00:21:31.590 Rebecca Quintana: let's give everyone a moment to do that. 141 00:21:32.670 --> 00:21:33.720 Rebecca Quintana: If they want. 142 00:21:35.820 --> 00:21:40.770 Rebecca Quintana: Alright, so we're going to talk a little bit about sort of what brought us to this point we've got our. 143 00:21:41.280 --> 00:21:44.310 Rebecca Quintana: Our certificate, that is, the residential. 144 00:21:44.700 --> 00:21:55.140 Rebecca Quintana: Space that you have and, but what is motivating us now to advance a new mooc series and learning experience design, so when I see mooc i'm talking about massive open online courses. 145 00:21:55.950 --> 00:22:05.070 Rebecca Quintana: A series of moocs is really want more than one course that is connected in some type of thematic way, so, in our case, learning experience design. 146 00:22:06.120 --> 00:22:20.490 Rebecca Quintana: You can earn a certificate from coursera by taking and completing each course and the entire series but it's not for academic credit in the same way that our graduate certificate is so there's a little bit of a difference there. 147 00:22:21.270 --> 00:22:30.600 Rebecca Quintana: So it'll be interesting to know you know, to find out as people are taking it whether employers and and others are finding value in that we certainly hope they will. 148 00:22:31.500 --> 00:22:39.600 Rebecca Quintana: So what kind of brought us here, well, we were getting a lot of emails from people who said, can I take your course and learning experience design, you have an online version of that. 149 00:22:40.320 --> 00:22:44.880 Rebecca Quintana: But they were not necessarily enrolled at the University of Michigan and they may be aware of. 150 00:22:45.240 --> 00:22:53.520 Rebecca Quintana: sort of our online portfolio through Michigan online and kind of wondered if they could take the LSD course through that and, unfortunately, we had to tell him not not yet. 151 00:22:54.390 --> 00:23:06.930 Rebecca Quintana: And then we also had assembled an advisory board for our current certificate and we were kind of receiving advice from industry leaders on that advisory board saying you know we think this is a space where there's a lot of. 152 00:23:07.980 --> 00:23:16.290 Rebecca Quintana: At least now kind of room to move into that space, and you know this would be a really good time to start doing that so. 153 00:23:17.400 --> 00:23:30.150 Rebecca Quintana: You know kind of building on their advice we took some first steps which were to work with ci to do some market research to understand kind of what is out there currently and there are some available certificates. 154 00:23:30.510 --> 00:23:33.120 Rebecca Quintana: Both in the open online space, as well as the. 155 00:23:34.290 --> 00:23:53.880 Rebecca Quintana: Online certificates that you can pay a little bit more for, and then we did an environmental scan kind of understand what's currently available and then all year Chris and I have been working with partners at the Sae and who are interested in exploring various online educational opportunities. 156 00:23:55.200 --> 00:24:01.590 Rebecca Quintana: At the school, so this is kind of one of our our joint offerings that we're working on with with them. 157 00:24:04.530 --> 00:24:06.480 Rebecca Quintana: And I think this is your Chris. 158 00:24:07.890 --> 00:24:17.520 Chris Quintana: yeah before I saw I just saw a question in the chat for my Meta so is the mooc available to those of the people who are not non residential folks that's the plan that will. 159 00:24:17.520 --> 00:24:20.670 Chris Quintana: Be will be open to anyone. 160 00:24:21.990 --> 00:24:28.800 Chris Quintana: You don't have to be enrolled at U of m or be affiliated with Michigan in any way to take the online version. 161 00:24:29.490 --> 00:24:37.200 Rebecca Quintana: yeah, and I mean, I hope you know it is, it is in the future it's it'll be probably next year sometime we will be able to offer that so i'm. 162 00:24:37.620 --> 00:24:49.230 Rebecca Quintana: I know that may may seem like a long ways off, but we're just getting going here on the design aspect of it, which is why we want to hear from you today to to hopefully influence some of the some of this and help us shape shape everything. 163 00:24:50.490 --> 00:24:57.840 Chris Quintana: yeah so as we are beginning the design of the mooc series and the the online Alex de mooc series. 164 00:24:59.130 --> 00:25:06.780 Chris Quintana: You know we've started to started our thinking on the design started some preliminary design work that will continue on and really ramp up. 165 00:25:08.700 --> 00:25:27.600 Chris Quintana: As we end the summer and start in the fall semester, but we're starting to see sort of three three key challenges three opportunities to to think about how we can incorporate some of the the ideas from the residential certificate in the online version and to. 166 00:25:28.620 --> 00:25:36.180 Chris Quintana: Just think about how we might push a little bit as to in terms of what we can do effectively online and so. 167 00:25:36.600 --> 00:25:43.470 Chris Quintana: we'll go through each one of these, but you know thinking about the the content and how we're going to develop and shape. 168 00:25:43.890 --> 00:25:53.220 Chris Quintana: The content that we teach for the online version thinking about how we continue to involve students as design partners in developing. 169 00:25:54.090 --> 00:26:05.520 Chris Quintana: The mooc series so taking you know a bit of a participatory design approach here, and then the boy, where we say we're how to push the online envelope, how do we push the envelope a little bit online. 170 00:26:06.780 --> 00:26:20.790 Chris Quintana: by exploring some avenues that have been either more complex or haven't really been seen in the online space, but it is something we you know these are things we really want to include in the certificate so. 171 00:26:21.570 --> 00:26:34.020 Chris Quintana: doing some thinking there about sort of pushing things a bit so we'll start off by looking at the content and how we're going to develop and shape the content for the online certificate which will certainly. 172 00:26:34.680 --> 00:26:48.270 Chris Quintana: be inspired by based on the the residential graduate certificate program so some of the things we do talk about it i've mentioned these in passing already, but some of the things we have been discussing. 173 00:26:49.950 --> 00:26:57.000 Chris Quintana: I guess first off we don't have a bullet in it, but what is learning experience design the question Matthew raised earlier and sort of thinking about how we. 174 00:26:58.440 --> 00:27:06.690 Chris Quintana: Are sort of melding together, bringing together and integrating ideas from instructional design and the learning sciences and maybe. 175 00:27:07.290 --> 00:27:16.950 Chris Quintana: Even you know some issues around human centered design user experience design from human computer interaction, so we do start out every semester by just exploring. 176 00:27:17.550 --> 00:27:29.100 Chris Quintana: This idea of what is learning experience design reading what reading some recent work on on the relationship between Alex de and instructional design. 177 00:27:29.730 --> 00:27:36.750 Chris Quintana: But when we do start to cover you know a lot of theories of learning theories motivation theories to. 178 00:27:37.350 --> 00:27:50.850 Chris Quintana: To show that you know there's there's different perspectives on how to support learning and what is learning and how do we sort of draw on this range of theoretical ideas for our design work as we're designing. 179 00:27:51.480 --> 00:28:05.010 Chris Quintana: resources and and instructional learning experiences will talk about design design process design idea, so you know when we're talking about learning design, what are the practices, what are the heuristics. 180 00:28:05.490 --> 00:28:19.380 Chris Quintana: What are the habits of mind of designers, what are the mindsets that that a designer takes when designing for learning and how to you know when we're doing learning technologies and online learning. 181 00:28:20.640 --> 00:28:30.630 Chris Quintana: Some of the things I discussed in my learning technology design class is the this relationship between designing for learning and how to. 182 00:28:32.190 --> 00:28:36.690 Chris Quintana: provide some challenge in the learning experiences that we designed for students. 183 00:28:37.920 --> 00:28:43.920 Chris Quintana: And how to scaffold learners through these different different learning experiences. 184 00:28:44.640 --> 00:28:57.390 Chris Quintana: But how that sort of resonates with a technology, a human centered technology approach where you're trying to make technology use as easy as possible, and so this idea of ease of use applying to our tools, but. 185 00:28:57.810 --> 00:29:10.500 Chris Quintana: Not wanting to make the learning experience as easy as possible wanting to leave this challenge So how do we think about designing for learning and the different practices and processes that we can engage in. 186 00:29:11.700 --> 00:29:28.170 Chris Quintana: We always like to look at the the the world of learning technologies and looking at the different offenses that different technology and technology based approaches have taken in the past, I always like taking a little bit of a historical use looking at what we've done with technology. 187 00:29:29.610 --> 00:29:36.090 Chris Quintana: So, to help inform you know what when we can still do what we can draw from, but what we. 188 00:29:36.780 --> 00:29:50.190 Chris Quintana: new ideas, we need to bring in, and we need to address and and we talked a bit about assessment and evaluation if we're going to design learning experiences, how do we know those learning experiences worked out of you know they went to learning. 189 00:29:51.150 --> 00:30:04.200 Chris Quintana: And so we do have a some discussion on assessment and evaluation So those are it's not an exhaustive list, but those are some of the kind of the big ideas in terms of content, that we talk about now and that we want to make sure we bring in. 190 00:30:04.800 --> 00:30:15.210 Chris Quintana: To the online mooc series and then there's also topics and content that that you know we're thinking about now that we're moving online. 191 00:30:16.770 --> 00:30:22.440 Chris Quintana: How do we do this at scale, and so you know, taking into consideration, how do we. 192 00:30:23.310 --> 00:30:29.190 Chris Quintana: Think about learning learner motivations experiences and expectations, how do we integrate. 193 00:30:29.520 --> 00:30:39.840 Chris Quintana: The material and design tools we have our students go through exercises where they use different conceptual tools they design learner personas they they engaging in. 194 00:30:40.590 --> 00:30:50.520 Chris Quintana: active work doing these small design experiences, you know that works well for in person and a residential certificate, but how do we still. 195 00:30:51.150 --> 00:31:09.000 Chris Quintana: Have those kinds of experiences when we're now going to design online and design at scale and then Similarly, we talked a lot about incorporating principles of diversity, equity and inclusion and justice into design, how do we, how do we. 196 00:31:10.200 --> 00:31:20.400 Chris Quintana: Take an equity mindset when we're designing our learning experiences and so again, all of these these ideas that were able to do in our class with a smaller group. 197 00:31:21.630 --> 00:31:40.170 Chris Quintana: Trying to now explore ways of doing the same kinds of things online at scale and how do we sort of create these the same kinds of learning experiences for our students, as they are designing learning experiences of their own and so. 198 00:31:40.830 --> 00:31:52.110 Chris Quintana: I think that's one of the challenges that we're we're thinking about right right as we start our design process with the with the mooc series about how do we do a lot of these. 199 00:31:53.250 --> 00:32:04.950 Chris Quintana: These active experiences online at scale, and so I think that will lead us to another short sort of the discussion point here that we'd like to hear from you. 200 00:32:05.610 --> 00:32:12.960 Chris Quintana: If you think about key ideas about learning experience design that you feel okay we're going to be teaching. 201 00:32:13.860 --> 00:32:22.470 Chris Quintana: The students, what are some of the core key ideas about LSD that we should not we definitely should not miss, and do you see any. 202 00:32:23.340 --> 00:32:39.450 Chris Quintana: Challenges advantages possibilities for teaching these things at scale online, so we will stop pause here a bit to hear from you and see what are some of the ideas we may have. 203 00:32:57.750 --> 00:33:06.120 Chris Quintana: As Matthew said it's not just user experience, and that is that is definitely you know key point that we want to make, and it is interesting that. 204 00:33:07.710 --> 00:33:20.100 Chris Quintana: We do get a number of students from our school of information will have information and Michigan is the school that has the degree in human computer interaction and user experience design and so. 205 00:33:20.580 --> 00:33:29.460 Chris Quintana: it's an interesting mix because we'll have a students from the school of information, who bring that user experience background and then it's now seeing. 206 00:33:30.570 --> 00:33:43.050 Chris Quintana: How to think about designing for learning experience you still want to think about ideas of user experience, but again there there's some compatibility, but sometimes there may be some conflict about just. 207 00:33:43.530 --> 00:33:48.750 Chris Quintana: Strict user experience design and bringing learning experience, so I think those are. 208 00:33:50.340 --> 00:33:57.720 Chris Quintana: Those are some some topics that we bring in and tammy says, you have design thinking mindsets and methods and we. 209 00:33:58.770 --> 00:34:04.170 Chris Quintana: You know that is definitely something we we started out with early in the Semester just different. 210 00:34:06.180 --> 00:34:10.860 Chris Quintana: I use the word process we're always a little careful about process I don't because I don't want. 211 00:34:11.340 --> 00:34:24.840 Chris Quintana: designed to seem like some linear path that one takes but rather here are the different ideas that we need to think about as we're designing and how do we navigate through this space of activities and design activities. 212 00:34:26.430 --> 00:34:37.050 Chris Quintana: As we design our learning experiences Henry good point here about task management skills, yes task management project management. 213 00:34:38.430 --> 00:34:46.680 Chris Quintana: Things like that we haven't done as much formerly, what do you think Rebecca as much as they may see some of that in the residency, but I think that's an area where we could add more. 214 00:34:48.480 --> 00:34:52.050 Rebecca Quintana: yeah I think that's an area we could add more I mean our particular. 215 00:34:53.190 --> 00:34:58.920 Rebecca Quintana: setup at academic innovation, as we have a groups of where we have a design management team. 216 00:34:59.340 --> 00:35:05.700 Rebecca Quintana: That kind of takes on more of the project management work, allowing the LSD is to focus a little bit more on the. 217 00:35:06.000 --> 00:35:19.140 Rebecca Quintana: Design aspect, but that is not the case, you know in in all work situations at all so definitely thinking about some of those other skills that need to be brought into this, I think, is a great great suggestion here. 218 00:35:19.710 --> 00:35:23.160 Chris Quintana: yeah I think this test when working with teams, where i've had to work. 219 00:35:23.190 --> 00:35:28.410 Chris Quintana: You know how to work on a team, how to work with other teams fan of those sort of data to hate. 220 00:35:30.210 --> 00:35:33.180 Chris Quintana: Aspects of being on a design team and being. 221 00:35:34.530 --> 00:35:45.660 Chris Quintana: Working with others, so, and then I said design thinking as a process iterative and user centered yes kind of again that that idea of iterative design that design is this iterative messy. 222 00:35:48.360 --> 00:35:51.060 Chris Quintana: or opportunistic non linear path and. 223 00:35:54.450 --> 00:36:08.940 Chris Quintana: As soon as she ation socio cultural elements, yes, bringing in how people learn and again trying to connect theoretical ideas about learning theory, but how do, how do we enact those ideas in practice. 224 00:36:09.420 --> 00:36:26.640 Chris Quintana: And then, a teaching scrum principles I have not thought about that, but kind of again in this idea of pragmatic design approaches you hear a lot about it, especially these days agile design is another term that we hear a lot of and. 225 00:36:29.520 --> 00:36:35.700 Chris Quintana: Trying to separate out what what is, what are the core things out of these different design ideas that we want to. 226 00:36:37.320 --> 00:36:45.750 Chris Quintana: Make sure our students, learn and says understanding how learning happens with different kinds of tasks demands concepts yeah. 227 00:36:46.410 --> 00:36:57.390 Chris Quintana: Understanding learner needs learner motivations, yes, all of all of that, and I like how you said it here at toolbox of techniques, because that's definitely how how we try and describe it to our students that. 228 00:36:58.020 --> 00:37:11.580 Chris Quintana: We can talk about all of these you know design personas and design scenarios and scenario based design, we talked about all these things but it's always important to let students know this is part of your toolbox. 229 00:37:11.940 --> 00:37:23.280 Chris Quintana: There I can't tell you exactly follow this exact process, and you will get to the end it's it's not that simple, but you have to develop these theoretical and practical. 230 00:37:24.630 --> 00:37:31.380 Chris Quintana: tools that you have in your toolbox and trying to help students see and understand when to use these different tools. 231 00:37:32.610 --> 00:37:39.090 Chris Quintana: Is it is, is part of what we want to do, and again yes scrum agile, all of these kind of design. 232 00:37:41.730 --> 00:37:48.150 Chris Quintana: Design methodologies and design perspectives and drawing out of those the key points that we want our students to learn. 233 00:37:48.810 --> 00:38:01.560 Chris Quintana: Evidence centered design or learning engineering so learning engineering another, so we were talking about what is learner learning experience design and now we have learning engineering as another another phrase that is starting to make its way. 234 00:38:02.910 --> 00:38:03.720 Chris Quintana: And so. 235 00:38:06.360 --> 00:38:13.680 Chris Quintana: Yes, that's that's something does the evidence Center design, I like that anything that connects with our discussions on the assessment and evaluation. 236 00:38:15.390 --> 00:38:26.700 Chris Quintana: And so, socio tammy says socio technical pedagogical usability ease of use from a technological perspective but not yeah so that's exactly what we try and get. 237 00:38:27.420 --> 00:38:40.230 Chris Quintana: That tight rope for a designer of learning technologies to walk that you, you want ease of use and the technology, but you don't want ease of completion in the pedagogical learning activities so that's. 238 00:38:41.760 --> 00:38:42.540 Chris Quintana: that's a. 239 00:38:43.980 --> 00:38:45.390 Chris Quintana: Something that's key. 240 00:38:46.530 --> 00:38:50.550 Chris Quintana: All great ideas, thank you, I think these are all wonderful ideas that. 241 00:38:52.920 --> 00:39:03.390 Chris Quintana: Some some good ideas are on so so that's The first challenge and opportunity that we're thinking about and now we'll move on to our second idea, the record will take. 242 00:39:04.770 --> 00:39:17.460 Rebecca Quintana: yeah so, so this is a way to sort of think about both the graduate certificate and the mooc mooc series together i'm thinking about students as as design partners are partners in design. 243 00:39:18.510 --> 00:39:24.840 Rebecca Quintana: In this kind of harkens back to some of some of our earlier work, you know design based research where. 244 00:39:25.560 --> 00:39:30.990 Rebecca Quintana: At least in my experience, and also Chris has experienced working very closely with teachers who are. 245 00:39:31.680 --> 00:39:41.280 Rebecca Quintana: implementing some of the learning technologies that are being developed really understanding their their needs, their context and sort of creating. 246 00:39:41.880 --> 00:39:51.360 Rebecca Quintana: an experience that will be well suited given you know, the way that they're articulating the needs of their students and their particular contextual factors. 247 00:39:52.230 --> 00:39:53.730 Rebecca Quintana: In their various classrooms. 248 00:39:54.180 --> 00:40:04.890 Rebecca Quintana: So it's kind of a tradition and participatory design, as well as another area that's kind of related but more recently i've been thinking about students as partners and design. 249 00:40:06.060 --> 00:40:12.780 Rebecca Quintana: This is something that we've done a little bit at ci in terms of actually. 250 00:40:13.380 --> 00:40:25.500 Rebecca Quintana: Asking students to be involved in the not only the design, but actually the teaching of some of the online learning experiences so One example is an act on climate mooc. 251 00:40:26.280 --> 00:40:35.430 Rebecca Quintana: That was created when I first joined the Center as a learning experience designer meeting every week with students and their and their. 252 00:40:35.880 --> 00:40:51.300 Rebecca Quintana: instructor and sort of helping them to shape the design of an online learning experience and some of them came on as experts in the course, some of them were interviewing experts, but each of them had a role to play in terms. 253 00:40:51.300 --> 00:41:10.710 Rebecca Quintana: of writing content thinking about the themes thinking about the structure and all of that, so that was a very fruitful experience a very rich experience we're writing about it currently our paper is under review So hopefully we'll be able to share that in the near future, but. 254 00:41:11.850 --> 00:41:29.160 Rebecca Quintana: we're inspired by that to think about you know how is it that our students who are you know learning to become a learning experience designer so they may not have some of the expert level knowledge that we talked about last week, and I mean last seminar here in a webinar. 255 00:41:30.180 --> 00:41:42.450 Rebecca Quintana: But they still have a lot to offer in terms of their their lived experience, maybe teaching experiences user experience design all of that, so how can we bring them in to the design process in a meaningful way. 256 00:41:43.470 --> 00:41:47.940 Rebecca Quintana: To to really help to to shape and develop the material. 257 00:41:48.810 --> 00:41:56.250 Rebecca Quintana: So we've you know we offer as much as we can authentic learning opportunities for graduate certificate students in our program to work. 258 00:41:56.580 --> 00:42:05.760 Rebecca Quintana: Alongside faculty who may be developing online courses, but not all of those situations will kind of open up to the students sort of the ability to really. 259 00:42:06.870 --> 00:42:12.270 Rebecca Quintana: contribute ideas in ways that that are going to be used and sort of acted upon. 260 00:42:12.300 --> 00:42:14.550 Rebecca Quintana: So some faculty may be more receptive. 261 00:42:14.760 --> 00:42:24.720 Rebecca Quintana: To that, but this is a little bit more unique because we have the ability to really bring the students in and say hey we're going to work together, your partners in design on this. 262 00:42:25.260 --> 00:42:44.850 Rebecca Quintana: And so we started to do this already with last year's cohort of students, even before we began our official kickoff design process we engage the students in what we call it a series of design intensive so every week, we would take a topic like. 263 00:42:45.900 --> 00:42:51.720 Rebecca Quintana: equity by design and we would really kind of think you know what does this mean for the series, how can we sort of. 264 00:42:52.890 --> 00:42:58.890 Rebecca Quintana: You know, implement these ideas, how can we really ensure that we're designing with equity in mind, from the beginning. 265 00:42:59.730 --> 00:43:06.360 Rebecca Quintana: and also with a deep dive as well as sort of part of the content, the learning within the series. 266 00:43:07.200 --> 00:43:15.780 Rebecca Quintana: And so it was very rich, we actually developed a number of personas their learner personas kind of did some learning outcomes drafting. 267 00:43:16.290 --> 00:43:23.520 Rebecca Quintana: sort of high level drafts many different kinds of visual representations sticky notes mural boards and all of that. 268 00:43:24.000 --> 00:43:32.070 Rebecca Quintana: To kind of lay out the space so work, we feel, in good shape, are ready to start, but the challenges that that was last year's cohort of students. 269 00:43:32.460 --> 00:43:44.490 Rebecca Quintana: And we have now a new cohort of students coming in, so we want to make sure that you know both our students from last year, and our new graduate certificate students coming in one who, who, I think, is here today she's in. 270 00:43:45.540 --> 00:43:53.640 Rebecca Quintana: You know, have the opportunity to sort of build on the work that the students before have done this is a kind of an interesting design challenge to me. 271 00:43:54.570 --> 00:44:00.960 Rebecca Quintana: To make sure that you know all who are involved, see themselves in the work and see sort of the impact that they have made. 272 00:44:01.710 --> 00:44:09.870 Rebecca Quintana: But at the same time, you know it's it's up to Chris and I to sort of guide that and shape that, and you know as as ideas come up and. 273 00:44:10.620 --> 00:44:22.110 Rebecca Quintana: You know, we go in different directions, how do we kind of bring that, all together, in a way that creates a coherent learning experience so um yeah so just just more research standpoint i'm. 274 00:44:22.350 --> 00:44:23.700 Rebecca Quintana: very interested in this idea. 275 00:44:24.330 --> 00:44:33.060 Rebecca Quintana: And you know, as I mentioned our students, even at the beginning of the year, moving toward the end of the year and the academic program are moving from. 276 00:44:33.660 --> 00:44:47.580 Rebecca Quintana: You know from novice to expert over time, so how can we kind of bring in students at where they are you know meeting them where they are at various phases of their professional development in their career trajectory. 277 00:44:49.110 --> 00:44:53.850 Rebecca Quintana: So I guess our next question is actually related to this topic. 278 00:44:55.830 --> 00:44:59.610 Rebecca Quintana: i'm curious to know what you all think of sort of. 279 00:45:00.030 --> 00:45:04.380 Rebecca Quintana: bring in students as designers as partners and designers in this. 280 00:45:05.820 --> 00:45:17.310 Rebecca Quintana: For this mooc series, have you have you taken this approach before what relevant experiences, do you have in this area, what advice might you have for us questions concerns. 281 00:45:19.080 --> 00:45:24.000 Rebecca Quintana: You know, in terms of actually being able to implement this yeah it's. 282 00:45:25.530 --> 00:45:45.480 Rebecca Quintana: A metaphor of a tightrope kind of again comes comes to mind, you know it's an aspiration it's it's ambitious it's worthwhile, but it's tricky it's tricky to get it right and yeah it's it's a lot of work, I think, to really make make it an effective and rewarding experience for everyone. 283 00:45:46.710 --> 00:45:46.980 Rebecca Quintana: yeah. 284 00:45:47.430 --> 00:45:48.990 Rebecca Quintana: let's wait a moment or two for. 285 00:45:49.110 --> 00:45:51.480 Rebecca Quintana: or any other thoughts that might come in on this topic. 286 00:46:00.720 --> 00:46:11.100 Rebecca Quintana: yeah again it's that sort of balance right of you know, guiding and like honoring the ideas of the students, but at the same time. 287 00:46:12.300 --> 00:46:15.540 Rebecca Quintana: You know, using it as a learning opportunity to to hopefully. 288 00:46:16.950 --> 00:46:27.720 Rebecca Quintana: You know, creative and out an outcome that is both representative of their ideas but also evidence evidence, based as as we mentioned earlier and efficiency is challenging with co design absolutely. 289 00:46:28.710 --> 00:46:39.930 Rebecca Quintana: yeah thanks the net net for that comment I do I do feel like this is a safe space for the students to take risks, maybe in more so than another other projects. 290 00:46:41.640 --> 00:46:44.580 Rebecca Quintana: Just because of sort of our openness to this idea. 291 00:46:48.210 --> 00:46:52.320 Rebecca Quintana: of creating a process, creating the process for the first part. 292 00:46:54.660 --> 00:46:56.760 Rebecca Quintana: feel free to say more about that and, and if you mean like. 293 00:46:56.790 --> 00:46:58.650 Annetta Dolowitz: yeah it's gonna be easier for me to sit. 294 00:46:59.460 --> 00:47:00.330 Annetta Dolowitz: So shy. 295 00:47:00.690 --> 00:47:04.650 Annetta Dolowitz: So um I teach a service learning and team based learning course. 296 00:47:04.710 --> 00:47:15.030 Annetta Dolowitz: And and i'm now because I am complicated or just make life miserable for myself i'm in game of finding it, because one of the things that we find in a flipped classroom is students don't. 297 00:47:15.990 --> 00:47:22.380 Annetta Dolowitz: engage necessarily in the work to make the activities in the classroom as productive as they could be and so. 298 00:47:23.010 --> 00:47:27.210 Annetta Dolowitz: One of the things that I have to say over and over and I tell the students, the minute they walk in this class. 299 00:47:27.570 --> 00:47:38.820 Annetta Dolowitz: This is not a class you've ever been in before it is about a process, and as long as you engage in the process you're not going to flunk if you don't engage in the process, you will get the grade for not engaging in the process. 300 00:47:39.210 --> 00:47:57.090 Annetta Dolowitz: And that it is a product after you meet with real life people and I bring in CEOs executive directors chief financial officers I bring people in the field in and I give them feedback and they it because it's service learning we work with an actual partner business. 301 00:47:57.090 --> 00:47:57.540 Annetta Dolowitz: partner. 302 00:47:57.600 --> 00:48:07.920 Annetta Dolowitz: In the Community, and it is after they get the guidance of all right here's what we want you to focus on until the end of the Semester, then it becomes product based. 303 00:48:08.130 --> 00:48:09.600 Annetta Dolowitz: Now we care about what the. 304 00:48:09.600 --> 00:48:16.740 Annetta Dolowitz: Product looks like and they're green or undergraduate it's really Okay, because, again, I really emphasize and. 305 00:48:17.400 --> 00:48:26.790 Annetta Dolowitz: You have to think about this in theory grading a process is difficult, you know you've got to be comfortable to allow them to fail you've got to be comfortable allowing them. 306 00:48:27.060 --> 00:48:36.930 Annetta Dolowitz: to recognize their mistakes and what it means to be iterative because they don't get iterative either they're like we're doing it again we're doing it again we're doing it again, yes, you are, and each time. 307 00:48:37.200 --> 00:48:38.760 Annetta Dolowitz: you're getting somewhere you just. 308 00:48:38.760 --> 00:48:52.350 Annetta Dolowitz: don't realize it like we realize it because i'll bring judges back coaches back to give them feedback at mentors that are like whoa that was not where you were where we're at three weeks ago, or four weeks ago and then back at the end of the Semester. 309 00:48:52.560 --> 00:48:57.930 Annetta Dolowitz: To the judges are in coaches can be impressed by the movement. 310 00:48:59.100 --> 00:49:05.580 Annetta Dolowitz: So that's that's what I mean by you've really got to think about processes okay man she's telling me to shut up i'm shutting up. 311 00:49:06.720 --> 00:49:15.000 Rebecca Quintana: And I was extremely helpful and Anna and and a lot of what you said resonated particularly giving them like consequential opportunities to present like to. 312 00:49:16.290 --> 00:49:24.060 Rebecca Quintana: People who may have expertise, or who may be sort of invested in different ways in the project so Matthew we have four minutes to the end of the webinar is that right. 313 00:49:25.620 --> 00:49:33.720 Rebecca Quintana: Three minutes yep okay so we're going to wrap up, but I think we can briefly just sort of. 314 00:49:34.320 --> 00:49:46.560 Rebecca Quintana: Talk about this idea of what we want to do both in the mooc space, which has its own challenges and the online, which is part of the mix face in terms of bringing us to life so Chris do you want to say just a word or two. 315 00:49:46.560 --> 00:49:47.160 Chris Quintana: Here yeah. 316 00:49:47.940 --> 00:49:55.770 Chris Quintana: yeah just real quick to wrap up as we are thinking about the online version, so one of the challenges where we're trying to think about is. 317 00:49:56.730 --> 00:50:08.940 Chris Quintana: we've talked about the residency that our students go through our residential program can we create this same sort of residency idea or some aspect of experiential learning. 318 00:50:09.510 --> 00:50:19.050 Chris Quintana: In the online space as we, as we move to the mooc space and again, some of our advisory board members in industry have have kind of. 319 00:50:19.500 --> 00:50:28.170 Chris Quintana: pushed us in this direction, also to think about well, they may be able to host some of the students as as residents, but do it in an online manner and so. 320 00:50:28.860 --> 00:50:38.550 Chris Quintana: that's one of the that's one of the issues that we're grappling with right now, because we don't want to lose that experiential idea, but we want to see it can we do it well. 321 00:50:39.030 --> 00:50:49.200 Chris Quintana: In an online setting at scale and then the second piece is how do we start to incorporate new technologies into the online experience to support instruction to support learning. 322 00:50:49.560 --> 00:51:05.490 Chris Quintana: One example is xr extended reality which encompasses virtual reality augmented reality and mixed reality and we are exploring some ideas here, and when I say virtual reality, what I mean come to mind is wearing the headset and the gloves and that could be one of the. 323 00:51:06.750 --> 00:51:15.660 Chris Quintana: The modalities, but it can also be three 360 degree videos on a laptop or other sorts of semi immersive. 324 00:51:16.020 --> 00:51:27.540 Chris Quintana: One to one experiences that you could do on the laptop or on your mobile phone so it's looking at this area of immersive learning so that we can play with some ideas about. 325 00:51:27.900 --> 00:51:41.370 Chris Quintana: Maybe for an online student to to see or attend the design meeting through some sort of X our modality, or some mock job interviews you'd want us to start giving students and practice about. 326 00:51:41.760 --> 00:51:45.570 Chris Quintana: In terms of doing that an LSD job interview and using. 327 00:51:46.230 --> 00:52:02.100 Chris Quintana: These xr modalities for that, so this is just an idea of Rebecca mentioned we're part of this coursera future of work series, and one of the things with the future of work series is exploring how we can integrate xr types of tools into an online. 328 00:52:03.420 --> 00:52:09.630 Chris Quintana: Experience and doing so, so that we don't do it, so that every student who wants to do the. 329 00:52:10.170 --> 00:52:20.250 Chris Quintana: immersive learning needs the headset so that's kind of one of the challenges for how to do this online and how to do this at scale to give students, a more immersive experience. 330 00:52:20.850 --> 00:52:29.700 Chris Quintana: I think we will just jump to the to our concluding slide since we're at the end we don't have time to hear what you think on that one, although feel free to email us or. 331 00:52:30.360 --> 00:52:40.920 Chris Quintana: You know, send us a DM on Twitter that'd be great, but just to wrap up here our residential certificate, we will be welcoming our fourth cohort this fall. 332 00:52:41.160 --> 00:52:49.290 Chris Quintana: And so we are excited that the two to get started they're excited that we're still we're still going well after four years of. 333 00:52:49.920 --> 00:53:00.510 Chris Quintana: What was kind of an experiment when we started this out, but our residential experience will be continuing our fourth group and we are aiming to launch the online LSD mooc series. 334 00:53:01.080 --> 00:53:10.590 Chris Quintana: Summer 2023 is the target date we were going to do our best to hit our target date is gonna be a lot of work but we're looking forward to that and finally. 335 00:53:11.100 --> 00:53:19.890 Chris Quintana: look forward to continuing the conversation email Twitter or at a CT we will be there in October, so we hope to see some of you there and. 336 00:53:21.210 --> 00:53:34.320 Chris Quintana: we'll just wrap up there, thank you so much for coming thanks for your questions and participation, and we look forward to continuing the conversation with all of you, and thanks to Matthew for hosting so thanks everyone. 337 00:53:35.610 --> 00:53:42.810 Matthew Schmidt: Well, thank you, Chris Thank you Rebecca really appreciate the insights that you've given us and there's so many exciting things that are happening. 338 00:53:43.110 --> 00:53:44.220 Matthew Schmidt: around these programs that. 339 00:53:44.220 --> 00:53:53.790 Matthew Schmidt: you're developing, particularly given that you're developing an open mooc which is just fantastic, and I will definitely keep my eye on it my eye on it. 340 00:53:54.960 --> 00:54:07.320 Matthew Schmidt: Again, thank you for coming, and we will be creating an archive of this will reach out to you for some additional materials will be sending you the link to that once it's present i'm going to go ahead and stop the recording now.
Suggested CitationQuintana, R. M. & Quintana, C. (2022). LXD Webinar Series - Two Certificates in LXD at the University of Michigan. Design and Development Chronicles. https://edtechbooks.org/dd_chronicles/lxd_certificates_umich
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