In “Massages in the Library: Running a Course Design Spa for Faculty” by Karla Fribley (source) she has a few quotes that help legitimize the idea that if we are going to create institutional and systemic change for online education, faculty need open and flexible time to collaborate with other teachers.
Perhaps if we can substantiate the need for this time for faculty, it will be eventually be easier to make this case for student learning.
Ask any faculty member about their biggest challenge today, and many of them will say, “There’s never enough time!” Studies have shown that faculty work longer hours than their predecessors, and feel stress from their workloads.
While librarians and other campus support staff are eager to sit down with faculty and talk about resources or offer help designing assignments, unfortunately many faculty feel pulled in so many directions that they don’t make time to seek help from campus support offices.
Quote 2 as it relates to consultants (think Instructional Designers):
Knowing that a lot of our departmental names are mysterious to users (“How does Instructional Technology differ from Media Services?”), we chose to ask faculty about the types of help they might like, rather than which departments they’d like to work with.
One wonderful part of this is that a faculty member often ends up getting help in areas they hadn’t anticipated.
Quote 4 concludes the article by summarizing the main reflections of faculty development planners and teachers (stakeholders, if you use that language):
The unstructured aspect of the day makes it easy for faculty to choose the help that interests them most, at the time that interests them. For the event planners, it provides an excellent opportunity to collaborate one-on-one with faculty on their courses.