Lead a Team to Support Online Learning Transformation (2020)
During the COVID-19 pandemic, I got promoted to Interim Manager for Learning Design and Development as part of the Remote Teaching Excellence to lead four instructional design contractors to support the university-wide efforts of converting the in-person classes to online delivery.
Remote Teaching Excellence: Challenge
As a medical school, most of the classes take place at the hospital, during the COVID-19 pandemic when the university closed it's campus on March 18th, 2020 and asked all faculty to deliver their content online, they immediately starting using Zoom to lead their classroom sessions virtually. This was a good temporary solution. For the summer and fall of 2020 when the decision was made to continue to deliver content online, we called for reinforcements. And so it starts: The Remote Teaching Excellence Project. I spent 3 weeks reviewing 30 resumes, completing over 20 interviews and hiring and onboarding four instructional designers (IDs). We worked with a project manager to lead the project and a business analyst to collaborate with the instructional designers in completing the needs analysis.
The medical school didn't have instructional designers involved in curriculum design previously, so this was new to the culture of the organization. Each of the four instructional designers got deployed to support different programs at the school: Two IDs for the Program in Medical Education, one for Program in Graduate Education and one for the Office for External Education.
My role was to make sure the instructional designers were providing value to each department they supported. We had regular weekly project meetings in addition to weekly just--instructional designer meetings and individual 1-1 meetings with the IDs as needed. I checked regularly with the departments to make sure the instructional designers were supporting their needs and discuss with the instructional designers successes and desired improvements. I coordinated the following:
Creation of a Canvas Site "How to Teach Online" to provide resources for faculty on topics like: How is online teaching different, how to build community, synchronous vs asynchronous delivery and its benefits, VILT with Zoom, how to design asynchronous learning materials and how to manage assessments online. These 6 components were distributed among different subject matter experts. I created the site style guide and a quality control checklist to help make the content standard despite the different SMEs.
Lead the creation of course examples in Canvas. I worked with the instructional designers to crate a few Canvas course examples to help HMS faculty see what was possible and for coordinators to easily re-purpose Canvas components for their courses.
This project is ongoing.
Lead Resident and Fellows Training Implementation (2019)
As a Training Specialist for the Teaching and Learning Technologies group at Harvard Medical School IT, I was tasked with the deployment of an online course for over 3,000+ resident and fellows at seven affiliate hospitals (BIDMC, BCH, BWH, CHA, MAH, MGH, and SRH.) Thankfully, I already knew most of the hospital LMS administrators and instructional designers from my previous work with Partners Health care and so I was able to succeed in this project. Keep reading to learn about the details of this adventure.
We had a new accreditation requirement to complete before the upcoming Liaison Committee on Medical Education (LCME) accreditation auditor's visit. We had never done this before because all training had been led in-person in previous years. This time due to the scope and time constraints, they had to deliver the training online, but they had never done this before.
My role was to collect the videos from the Media Services Department who had already been working with the subject matter expert on the video production. I had to plan and lead the collaboration with hospital contacts to make sure the content was deployed in their learning management system. I had meetings to get buy-in and compromise from the hospital liaisons. I kept in touch for status updates. Moreover, I also followed up to receive reports on course completion.
I didn't have any eLearning authoring tool, do an instructional design colleague at Mass General Hospital put the videos and knowledge checks in Lectora and published the SCORM file for deployment on the hospital's LMS.
We were not able to reach our deadline of November 1st, 2018. But, thankfully, we were given flexibility and by February of 2019 a few weeks before the LCME auditors came to campus, we reached 100% training compliance. I sent a "Thank You Letter" to my hospital contacts. This would not have been possible without their help.