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RIDLE - Rethinking Instructional Design for Learning Engagement

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RIDLE - Rethinking Instructional Design for Learning Engagement

The mission of the RIDLE program is to create an inclusive and collaborative environment in support of innovative teaching for engaged and equitable approaches to learning.

To continue campus commitment to enhance and enrich online teaching and learning, we are announcing 20 course grants. These RIDLE course grants will fund twenty courses that will be taught 100% online in the 2022 Fall or Winter quarter. The overarching goal of the RIDLE grants is to continue to support UCR faculty in developing high-quality online courses.

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RIDLE - Rethinking Instructional Design for Learning Engagement

The mission of the RIDLE program is to create an inclusive and collaborative environment in support of innovative teaching for engaged and equitable approaches to learning.

To continue campus commitment to enhance and enrich online teaching and learning, we are announcing 20 course grants. These RIDLE course grants will fund twenty courses that will be taught 100% online in the 2022 Fall or Winter quarter. The overarching goal of the RIDLE grants is to continue to support UCR faculty in developing high-quality online courses.

 

Goals of the RIDLE program:

  • Promote greater access for students by offering more online courses at UCR
  • Promote student success through pedagogical innovation and best practices in online course design
  • Maintain instructional quality by meeting national, evidence-based quality assurance standards
  • Maintain instructional equity through the embrace of equitable and inclusive teaching and accessibility
  • Establish an inclusive and diverse collaborative environment that encourages exploration
  • Guide deeper thinking about topics, issues, and problems related to online teaching and learning
  • Assist faculty in designing learning that shifts students from a passive to an active role in the classroom

 

Opportunity

During the early pandemic period UCR faculty were driven to create many online courses very quickly. Transitioning back to campus, bringing forward lessons learned, and preparing to engage students in online learning can be a riddle. RIDLE offers UCR faculty a community think tank for transitioning their face-to-face course to online or improving their existing online course, with a focus on student engagement.

Research tells us that higher levels of teaching presence is achieved when teachers engage students in shaping their learning. However, according to the Association of Chief Academic Officers report (2021), engaging students was the most frequently cited challenge, and a key priority for the future. About 70 percent of faculty said that engaging students was the most challenging aspect of the transition to remote teaching and learning. About three-fourths (74%) of faculty identified increasing student engagement in class as a priority for the fall 2021 term.

 

Methodology:

RIDLE sessions are facilitated using design thinking strategies (see appendix A) and the Community of Inquiry (COI) framework. The COI model describes how learning takes place for a group of individual learners through the educational experience that occurs at the intersection of social, cognitive, and teaching presence (see appendix B). RIDLE sessions are intentionally collaborative and include faculty, instructional designers, librarians, students, and others.

 

Benefits of Collaborative Design:

  • Break campus siloes by nurturing inclusion
  • Build community and inspire innovation
  • Include diverse viewpoints of learning pathways
  • Create a proof of concept and guide development of the learning experience
  • Create shared ownership of teaching and learning

 

Call for participation:

The call for participation will go out Fall quarter, September 2021. RIDLE consists of 20 online courses redesigns in support of online growth and student engagement at UCR. RILDE 2022 sessions are to be held February – May 2022, with continued course design until course launch in fall 2022 or winter 2023 (See appendix C).

  • Grant Applications Due: Friday, December 17, 2021, by 5pm
  • Grant Awardees Announced: Tuesday, January 4th, 2022
  • Apply online through this application form
  • RIDLE Kickoff is scheduled for mid-February (TBD)

 

Priorities for Selection:

There are two priority course groups for this grant call:

Priority #1: Undergraduate general education, gateway courses, or requirements for majors

Priority #2: Undergraduate courses with high re-take rates, lack of available seats, or large waitlists.

 

Each grant provides the following resources – total package - $4,000 per grant:

  • $3000 stipend to the instructor
  • $1000 to the instructor’s department

 

Cross-campus enrollment:

These grants are funded by the UC Office of the President through ILTI block grants. RIDLE awarded courses must be offered for cross-campus enrollment per the Innovative Learning Technology Initiative (ILTI). Each course will be listed in the UC system cross-campus enrollment website (https://crossenroll.universityofcalifornia.edu/). At a minimum, each course will need to be taught at least once in the Fall or Winter 2022 quarter.


Appendix B

Community of Inquiry Framework: The Educational Experience

Social Presence

(Setting the Climate)

  The ability to assert one's beliefs, feelings, and personality to establish relationships, trust, and open communication on and offline.

Cognitive Presence

(Supporting Discourse)

  The ability to construct meaning through a combination of individual experience and reflection then social negotiation and collaborative constructivism.

Teaching Presence

(Regulating Learning)

  The ability to construct meaning through a combination of individual experience and reflection, then social negotiation and collaborative constructivism

Appendix 3
 

 

The Call

Asking for 20 participants to participate in RIDLE community to design an online course using Col practices.

Apply by 5PM, Friday, December 17th, 2021

Apply Here

OCTOBER 2021

  

Launch

Session 1: RIDLE Kickoff session with Col guest speakers, Dr. Cleveland-Innes, Athabasca University.

FEBRUARY 2022

  

Social Presence

Session 2: March 4th Social Presence collaborative working session

Faculty and Instructional designer (ID) schedule social presence working meeting

Session 3: March 18th Social Presence community sharing.

MARCH

  

Cognitive Presence

Session 4: April 1st Cognitive Presence collaborative working session

Faculty and Instructional designer (ID) schedule social presence working meeting

Session 5: April 15th Cognitive Presence sharing session.

Course building w/ID

APRIL

 

Teaching Presence

Session 6: May 6th Teaching Presence collaborative working session

Faculty and Instructional designer (ID) schedule social presence working meeting

Session 7: May 20th Teaching Presence sharing session.

Course building w/ID

MAY

  

Celebration & Course Launch

Course building w/ID continues

November 4th: celebration of accomplishments

Course Launch: Fall(Sept) 2022 or Winter(Jan) 2023

JUNE-DECEMBER

 

 

 
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