We design experiences that solve high-impact learning problems. With the support of University of Colorado Boulder leadership, we collaborate with the campus community to develop scalable and sustainable innovations that realize the university’s strategic goals.
Some of our work is project-based. We design and deploy prototype solutions to wicked teaching and learning problems, assess their success, and transition them to our clients’ environments. When not working on projects, we provide consultations and trainings, design artifacts, and evaluate technologies.
What can CU-Boulder do to increase access to our digital technologies? In Fall 2014 the ATDT initiated a pilot closed caption service to increase support for the captioning of campus materials. We are currently collaborating within OIT to transition this project from a pilot to a robust and sustainable enterprise service.
Technology-based teaching observation protocols allow to objectively capture observable teaching practices and student behaviors in a classroom environment. This fall, we are piloting the observation protocol with a small group of faculty to assess viability and possible applications of this technology.
As part of a National Science Foundation grant, we are investigating how screencasts (short, narrated videos that solve chemistry problems) are used by teachers and students to support their learning; and how we could make them more usable. LearnChemE screencasts have been downloaded more than 6.5 million times.
Our goal is to improve the student learning experience in PSYC 1001 and positively affect student retention. We are starting with a discovery phase to better understand the overall experience of instructors and students. Then this data will inform the development and deployment of a redesigned PSYC 1001 experience.
In a collaboration between the Department of French and Italian and OIT, the Academic Technology Design Team will work with Giorgio Corda and one distance student to pilot the use of Kubi in the face-to-face ITAL 1020.005 class for the spring 2016 semester.
Interactive video lessons allow you to customize the student viewing experience, build out formative assessment, and track student activity and engagement with video content. The lesson you create lays over the video content and does not require any advanced video editing skills or tools. The ATDT is reviewing and piloting tools for creating interactive video lessons to determine a good match for our campus’ online and blended classrooms.
In January 2015, the ATDT was tasked with reenvisioning CU-Boulder’s student orientation. Over the next six months, we partnered with campus leadership and more than 20 contributing units to build the New Student Welcome Experience, a robust and personalized online orientation environment for CU’s largest incoming class.
Partially funded by a CU-System Diversity and Excellence Grant, Diverse Learners Awareness Week was a project co-sponsored by OIT and Disability Services, and included partnerships with the CU-Boulder Chancellor’s Accessibility Committee and the Colorado Learning and Teaching with Technology (COLTT) Conference. The initiative is now part of OIT’s Strategic Plan and will be an annual event that builds community and aligns with the Diversity and Inclusion Summit.
Introduction to Engineering was envisioned as an on-campus MOOC (Massive Online Course), that integrated residential campus resources with MOOC teaching techniques in order to achieve learning objectives, scale future offerings, and provide students with a flexible and individualized experience.
In the Fall of 2014, we launched an online international student orientation environment in Desire2Learn in collaboration with ISSS. The Pre-Arrival Orientation is a learner-centered, user-driven space where students can explore CU-Boulder from anywhere in the world.
Members of the BioFrontiers Institute approached the ATDT to develop a massive open online course (MOOC) that would increase general interest in and understanding of the human microbiome (i.e., the collection of microbes in and on your body) and further public involvement in scientific endeavors.
How can students be successful in a large statistics course with a mix of on-campus and distance students, graduates and undergraduates, and students from different programs? In Fall 2014, the ATDT redesigned EMEN 5005 to make it an engaging learning experience and to better tailor it to the needs of its diverse population.
The ATDT partnered with Colorado Law School on the redesign of a legal writing diagnostic focused on retention and helping students become more successful in their academic and professional careers. The project explored cost-effective, technology-driven approaches to improve students’ writing mechanics.
In Spring of 2015, we piloted technological and curricular aspects of implementing calibrated peer assessment on campus. After an exhaustive technology search and thorough in-course pilots, we determined that there are no workable technology solutions available at this time, but we remain vigilant for new technologies that may meet this compelling learning need.
Comic Books and Graphic Novels is one of the first and most successful MOOCs at CU Boulder. This MOOC focused on fostering creative expression, building community, and experimenting with innovative assessments. It brought together 70,000+ participants, who posted rave course reviews all over the internet.
Why is water at the heart of so much conflict in the American West? For this MOOC, we interwove the perspective of water experts from all over the US with our team from CU-Boulder. Participants were led through a final project to track their water footprint.
When not working on projects, we provide consultations on the following topics:
We provide support to faculty and staff in creating learning experiences, tools, and resources for a wide variety of learners. We provide consultations on universal design principles and best practices in learning and instructional design.
We consult with faculty on using multimedia design best practices when developing content for their courses. We help faculty leverage multimedia in their courses and strengthen their instructional message.
We consult with faculty on integrating design thinking principles and educational technology best practices into their curricula. We conduct an inquiry into the learning goals and methods and identify areas where changes to instruction, assessments, or course plans might yield better learning outcomes. We suggest changes and assist faculty in planning for, and assessing, those changes.
We consult with faculty and teaching staff on how to best implement their courses using CU’s teaching technologies. This includes Desire2Learn, Turnitin.com, Kaltura, Google Apps, and Qualtrics.
We also provide trainings and workshops on the following:
We provide trainings for departments and campus organizations on universal design principles and best practices in learning and instructional design. Participants will understand Universal Design as a theoretical framework, where they can go for additional resources, and how to begin employing some easy, practical ideas to make their work accessibility-friendly for a maximum diversity of people.
We provide in-class presentations on multimedia and visual design principles and best practices to support students in course projects. Examples of presentations include: storyboarding, introduction to graphic design, film language, and so on.
We offer trainings each semester providing opportunities for instructors to explore D2L in more depth. We also provide ad-hoc trainings for smaller department groups on request. We often partner with the FTEP program to offer trainings on classroom technologies, assessments and web grading.