One central premise of most support offices for online learning is the faculty DIY aspect, that is, the “do-it-yourself” potential of faculty. This idea has been persistent for a very long time even though there have been examples that might lead one to abandon this concept.

Yes, But…

The stories abound. One faculty member had wrapped a scarf around her CPU, so it wouldn’t get too cold. Others have somehow lost their courses that they created on the learning management system. Still others have created a half-dozen versions of a course while trying to achieve some end, and lost their actual live course that they were teaching. The types of complaints that flow into the helpdesk sometimes involve “realities” that just are not possible in the particular online spaces. (These are often results of confusing mental models.)

The DIYArgument

The DIY hope exists because of necessity. Support staff are few, and the work itself could be endless if instructional designers totally built all content and did all the necessary work for accessibility, etc.

It also exists because the designers of various e-learning technologies have made authoring tools easier and easier to use.

Also, faculty and administrators who are used to having others do things for them lapse into a dangerous passivity and presumption. There can be a major fear hurdle.

Ideally, DIY develops a kind of in-house, in-department capacity. Here, the subject matter expert (SME) and the e-learning expertise unite for an unbeatable, powerhouse combination.

Some Frontrunners

There are some faculty on campus who are early adopters. They cobble systems together to create various digital learning objects. They provide thoughtful suggestions for the improvement of software, policies and services. They exhibit little fear of technologies. They approach their work with grit and humor. They’re willing to collaborate. They’re willing to listen. They want to support their colleagues and peers, too.

My hats off to them…and here’s to hoping that others come forward, too.