Exploring Design Layers in Learning Environments

Strategic Planning Sessions

August 30, 2016 - Brad Griffith

In my position, I conduct strategic planning sessions with academic departments across campus with a goal of incorporating blended learning practices into their respective areas.  The outcome of this session is the production of a Blended Learning Playbook in which I list possible areas for the department to explore for future development.  The purpose of this playbook is to clearly state the needs of specific departments/programs as I have assessed them and then to outline the strategies available to address those needs.

 

The strategy used during the development of this playbook helps faculty members become aware of how blended learning opportunities can be incorporated into new and existing programs.  First, a department expresses interest in exploring blended learning opportunities.  My department strategically holds meetings away from campus to encourage free interaction outside of the usual workplace.  Initially, the concept of blended learning must be redefined for everyone pleasant.  Following, we discuss the various types of courses available, followed by a discussion of how informal learning is underutilized on campus.  Between raising the subject of formal instruction with these new course types and encouraging discussions of what students are accomplishing and experiencing outside of the classroom, the discussion steers in an innovative direction and provides me with topics to research for further development.

 

The system of this learning environment is first represented in a face to face brainstorming session in our department's collaboration space.  Once adjourned, the learning environment lives on in a strategy document that is circulated for review and feedback.  Following, I work personally with departments to incorporate the strategies they choose.

 

The experience in this session should be one of empowerment, innovation, and flexibility.  There is an opportunity for participants to learn something new that might deviate from a former conception, which may be uncomfortable or challenging.  There is also room for debate among faculty about program priorities and identity.  Above all, participants should feel supported by my office as they explore these initiatives, while not feeling pressured to move a direction that's not in their strategic plan.