Creating Curriculum Within the Context of an Enterprise
7.4 Final Remarks
7.4.1 Challenges and Issues
Throughout this chapter, many of Learning Design Solutions ’ achievements and strengths were identifi ed, but the enterprise also faces challenges. As Timmons ( 1989 , p. 1) points out building “something from practically nothing” and “sensing an opportu- nity where others see chaos, contradiction and confusion” does not come without barriers and setbacks.
The experiential learning framework does come with fl aws. This learning theory has been criticized for being overly complex and ambiguous, and for offering frag- mented theoretical and philosophical foundations (Malinen, 2000 ). However, expe- riential learning provides a working framework and guidelines for action.
One of the major issues faced by Learning Design Solutions is ensuring continu- ity of membership. Since the organization is part of the university, members come from the many talented students who attend Iowa State University. High turnover is inherent, though, with most members staying with the organization for a maximum of 2 or 3 years. One way to overcome the challenge of turnover is to utilize a quasi- apprenticeship model whereby senior members continually recruit and train new members.
The continuous professional development of Learning Design Solutions ’ members puts extreme pressure on the organization. Even though members are talented and skilled in instructional design, programming, graphic design, and/or teaching and learning, many lack consulting and organizational skills. They then need to develop these skills as quickly as possible while working on multiple projects. Working in small teams and getting involved in activities within the organization, including project management, customer relations, advertising, and dissemination, helps alle- viate this problem.
Finally, a major challenge to all Learning Design Solutions members is balanc- ing one’s own academic programs and career demands with the needs of a fast- paced environment where everything is real—authentic projects, actual clients, enforceable contracts. Emphasizing the organization’s founding principles of equal- ity, interdependence, learning, and service helps keep every member motivated and committed to the highest quality work.
7.4.2 Future Developments and Directions
The ultimate goal is to turn Learning Design Solutions into a leading research and development organization as well as a service center. In the future, more investiga- tive activities will lead to discoveries of online learning environments that take into account experiential learning principles, to more robust methodologies for analysis and evaluation and, most importantly, to new knowledge about supporting novice instructional designers’ development into “edupreneurs.” The enterprise-based Learning Design Solutions offers its members opportunities to work with real
clients while refi ning relevant skills that equip them to set up and manage their own enterprises after graduation.
Another important future direction is the continuous pursuit of organizational improvement through refl ective practice and development of new products, ser- vices, and processes. Authentic refl ection that aims honestly at analysing situations, issues, and challenges, testing existing views, perspectives, and beliefs, and promot- ing development and change is critical to the future direction of the organization.
Learning Design Solutions is currently conducting research that aims at: (1) understanding motivators, barriers, and critical success factors to becoming an entrepreneur in instructional design within real-world contexts; (2) examining the complexities of the decisions made, issues, processes, and best practices involved in transitioning from being a graduate student to actually starting up an enterprise; and (3) proposing strategies to integrate entrepreneurship into teacher education. This line of investigation follows Nabi, Holden, and Walmsley’s ( 2006 ) recommendation of research “on the stories, circumstances, contexts and complexities of graduates on their journey from student to business start-up” (p. 373).
Acknowledgments The author would like to thank Learning Design Solutions co-founders
Farrah Dina Yusop, Evrim Baran, Jacob Larsen, Vanessa Preast and Kajal Madeka for their invalu- able contributions to this enterprise-based curricular model. Special thanks to Wei Wang for her dedication and contributions to Learning Design Solutions.
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© Springer Science+Business Media New York 2014
Abstract Interteaching is an innovative approach to teaching developed by Thomas Boyce and Philip Hineline (The Behaviour Analyst 25:215–226, 2002) that recon- ceptualises the standard university model of lectures and tutorials. This relatively new, evidence-based model uses guided, independent learning and reciprocal peer tutoring to enhance student engagement and learning. This new model shifts the focus from lectures to tutorials: lectures, rather than coming fi rst, follow tutorials and focus on material identifi ed by students as diffi cult. This chapter describes the implementation of interteaching in a second year psychology course, exploring the impact for both students and staff. We examine the effect of interteaching on stu- dents’ academic performance, engagement, perceptions of learning, and evaluations of the course. The impact for staff includes changes to workload and roles as well as perceptions of innovation as an opportunity for renewal. In addition, the chapter describes the way in which the model has been adapted with the integration of Web 2.0 learning technologies to enhance fl exibility and access for students via podules, short podcasts of core content. Recommendations for implementation of the model are outlined.
Keywords Interteaching • Student engagement • Lectures • Reciprocal learning • Podcasts