A needs assessment and data collected through faculty support requests and course reviews allowed me to identify areas of growth that would be targeted in the training.

Once metrics had been defined and assessed, I developed a curriculum that mapped out learning outcomes that aligned with current pedagogy and the college's course development requirements. Since I also served as the SME and content developer, I spent time brushing up on current learning theory/strategies, and begun collecting articles and resources to begin writing the training pieces.

But what if faculty who got course qualified to teach an Online class wanted to start teaching in the Blended modality? That would be double the amount of training, right?

Not exactly. This training was broken into digestible micro-modules that could be shared amongst the three learning pathways. If the faculty completed a module and earned the badge in one pathway, they wouldn’t be required if they took another pathway down the line.

This also made the program more efficient to develop and ultimately more easily scalable.

By creating a design board, I was able to establish a consistent and cohesive look and feel throughout the project. Here I selected the color schemes, fonts, and forms. A visual language was established by assigning a distinct color to each of the pathways.

Using Adobe Illustrator, I designed the banners, badges, and certificates that reflected the visual design choice of the pathway they belonged to.

I then developed a custom UX/UI experience using HTML/CSS to create content page templates to complete the look of the training. These stylings were also applied across all learning materials (videos, job aids, e-learning modules, etc.) associated with the training.

Faculty members don’t have a lot of time for training. As an educator, I was always bothered when we were required to complete training, but were never given time to actually dive in and explore the strategies and tools.

For this reason, I developed checkpoints throughout the modules that required faculty to begin building elements of their course based on what they were learning. By the end of the training they would have a completed course to demo for stakeholders.

Each module contained short instructional videos that provided step-by-step directions for completing tasks within the LMS. These videos are also being used as job aids to support all college faculty, regardless of their involvement in the training.

Finally, I created a communications video using Adobe After Effects to introduce the concept of the training to its participants.

Throughout the training, faculty would engage in short, interactive scenario-based self-checks that aimed to reinforce learning while considering practical application for the theory they just learned.

In the ‘Web-Enhanced’ pathway which was a training designed for new faculty or those looking to become upskilled in edtech, a number of software simulations were created to allow them to comfortably learn the fundamentals of using the tools within our LMS.

Faculty are assigned an 'Instructional Design mentor' to reach out and contact for 1:1 support while developing their courses. Touchpoints are built into the training that notify participants of proccess requirements to keep the projects moving.

Once the course has been developed, it is reviewed by an SME and ID for content accuracy, usability, and quality assurance. Once all revisions are made, the faculty present their finished course to all stakeholders involved as a final step in the course development and qualification process.