Maintaining Pedagogical Integrity of a Computer Mediated Course Delivery in Social Foundations
Shelley Stewart, Ph.D., University of South Florida USA
Deirdre Cobb-Roberts, Ph.D., University of South Florida USA
Barbara J. Shircliffe, Ph.D., University of South Florida USA
Transforming a face to face course to a computer mediated format in social foundations (interdisciplinary field in education), while maintaining pedagogical integrity, involves strategic collaboration between instructional technologists and content area experts. This type of planned partnership requires open dialogue and a mutual respect for prior knowledge, expertise and experiences within a multi-disciplinarity context. A.D.D.I.E. [Analysis, Design, Development, Implementation, Evaluation] (Branson, R. K., Rayner, G. T., Cox, J. L., Furman, J. P., King, F. J., & Hannum, W. H., 1975; Clark, 1995) proved a critical means to document the opportunities and challenges that exist among individuals of various disciplinary perspectives, pursuing the same goal of transforming a traditionally delivered classroom course into one that is entirely online. Examining the negotiation of pedagogical techniques and technology choices to maintain integrity may enlighten other collaborative efforts. For this purpose, the course transformation process through which experienced social foundations instructors partnered with an instructional designer to conceptualize, develop, produce, implement and evaluate the conversion of a face-to-face graduate course in Historical Foundations of American Education, to a computer-mediated format is described.
course conversion, transformation, collaboration, history of education, social foundations, pedagogy, computed mediated education, multi-disciplinarity