Designing Virtual Edtech Faculty Development Workshops That Stick: 10 Guiding Principles — from by Tolulope (Tolu) Noah
These ten principles offer guidance on ways to design and facilitate effective and engaging virtual workshops that leave faculty feeling better equipped to implement new edtech tools.


I share here ten guiding principles that have shaped my design and facilitation of virtual synchronous edtech workshops. These guiding principles are based on lessons learned in both my previous role as a professional learning specialist at a major technology company and my current role as a faculty developer at a university. In the spirit of James M. Lang’s book Small Teaching, my hope is that the principles shared here may prompt reflection on the small yet impactful moves academic technology specialists, instructional designers, and educational developers can make to create virtual learning experiences whereby faculty leave feeling better equipped to implement the edtech tools they have learned.

Somewhat relevant/see:

Evidence-Based Learning Design 101 — by Dr. Philippa Hardman
A practical guide on how to bake the science of learning into the art of course design


As I reflect on the experience and what I’ve learned so far, I thought I’d share a response to the question I probably get asked most: what process do you use to go from an idea to a designed learning experience?

So, let’s do a rapid review of the four step process I and my bootcamp alumni use – aka the DOMS™? process – to go from zero to a designed learning experience.