From inception to delivery, Dr. Lodge McCammon has created many programs and resources throughout his 15+ years of working with educators and training specialists. These are just a few examples of his work, showcasing a variety of topics and applications.
How do we get learners to pay attention to the content? This question is more important than ever, given that so much information is being delivered online. A solution? According to research, humor increases social engagement and improves retention of information. I have been working with instructors and business leaders to wrap their content in comedy and get everyone laughing 🤣
In the fall of 2020 I was asked to design an evaluation strategy for the team. The goal is to understand how participants who completed our courses are using the knowledge and skills, post-training. I submitted a document to leadership that included an overview of the evaluation plan and an example to demonstrate how the resulting data can be used to drive decisions.
I created a professional development program called “eLSID Engage!”, with the aim being to further enhance the growing Wake Tech Community of Practice. To pilot this new professional development program, I partnered with the instructors featured in the Faculty Innovation Series I created to deliver one-hour, live sessions. These sessions leveraged synchronous and asynchronous strategies, allowing time for hands-on experience and group dialogue. (Watch an overview of the eLSID Engage! Series.) The pilot ran for two weeks and feedback from the pilot evaluation was overwhelmingly positive. As a result, this professional development program will be expanded, offering more topics and more frequent sessions.
The Wake Tech Faculty Innovation Series is a video series intended to build a unique and powerful community of practice at Wake Tech Community College, where instructors are inspired to share, discuss, and implement innovative teaching strategies. I created this program in response to leadership’s interest in improving faculty outreach, based on research I conducted on change management in education. The videos I created have been widely viewed and resulted in some faculty signing up for related courses. I was able to build on this work to create "eLSID Engage!", which is a professional development program that connects instructors with those featured in the Faculty Innovation Series.
The Quick Design Series is a micro-learning experience I created that provides faculty with design principle overviews and how-to tutorials. Topics are focused on using Blackboard, Microsoft Teams, and other college-supported products. Though each video is a stand-alone product, they have also been integrated into the EPIC30 course at Wake Tech, to enhance the learning experience. EPIC30 participants have stated that these videos are one of the most helpful aspects of the course.
I created a report on my evaluation of the "EPIC30 Online Teaching Certification Course", a core training offered by the Wake Tech Instructional Design Team. After co-teaching and evaluating this course, I compiled a list of recommendations for course enhancements and presented these to leadership. They adopted several changes based on the feedback I provided, in preparation for the Fall 2020 course offering.
In the summer of 2020, because of the pandemic, senior leadership asked departments to quickly transition to a HyFlex teaching and learning model of instruction. There was noticeable reluctance and confusion around this directive, so I created a 1-page brief that 1) summarized the available research on the HyFlex model, 2) provided a short video that explains what a HyFlex course looks like, and 3) made a recommendation for next steps. This brief was shared with leadership was used to inform and guide our efforts.
The majority of courses at Wake Tech have moved online due to the pandemic. As a result, senior leadership has asked for strategies that can improve the student experience in our online courses. In response, I designed a pilot where we add a 2-question optional, anonymous survey at the end of each week in an instructor's course. A variety of instructors across content areas have integrated these student surveys and have been using the resulting data to design course enhancements that are improving learner performance.
In response to the pandemic, Wake Tech launched a project called the Student Experience Pilot (SEP) in the summer of 2020. The purpose of the project was to identify services that instructional designers could offer Wake Tech faculty to improve student success. During the SEP meetings, faculty expressed a need for offering students interactive lessons. I designed a service where faculty send us a YouTube video and we add interactive components using Edpuzzle. I also created a short Edpuzzle tutorial for instructors who preferred to create the interactive content themselves. According to feedback from faculty who have used this service, the interactive videos have helped improve student performance.
I was asked to create a short video advertisement that presents both the vision and vibe of the eLearning Support and Instructional Design (eLSID) team. This product is used on the eLSID website, shared on social media, and played during presentations so that the team is pushing a consistent message to our customers. This video was part of a successful rebranding campaign aimed at increasing the number of faculty who reach out for design and support services.
A web show about trends and issues in the education industry. Each episode explores a current article from the popular press, providing both a summary of the article and a bit of commentary. I created these videos as stand-alone products to compliment my consulting work and promote my services, but have also used them to spark discussion during in-person and virtual learning experiences.
Initially created as part of a grant provided by SAS, this free training for teachers, professors, and pre-service teachers focuses on efficient instruction, with an aim to minimize time spent on lecture delivery and maximize time spent on challenging students. I created a report at the conclusion of the grant, outlining what I built and the key outcomes. Hundreds of teachers have participated in this program over the years, though I have transitioned it to a self-directed training. I have gathered feedback from teachers, asking them to create a video in response to the prompt “Why I flipped my classroom”.