It Takes Two: Fostering Collaborative Faculty-Instructional Designer Relationships for Student-Centered Learning
Introduction Relationships matter for successful collaborative work. Yet, when it comes to online/ blended/hybrid course design, development often begins with a focus on course content, assuming that the collaborative relationship between faculty and instructional designers is secondary to the design process (Tate, 2017). If we care about student success, we must turn our attention to the ways in which effective collaborative relationships among design partners contribute to the course feel — that is, the online learning environment as perceived by students. In our recent OLC presentation, we proposed an interactive strategy for developing collaborative relationships between faculty and instructional designers based on curiosity, enthusiasm, and mutual respect. Faculty and instructional designers often find themselves at cross-purposes. The design process expects … It Takes Two: Fostering Collaborative Faculty-Instructional Designer Relationships for Student-Centered Learning
