• Encourage faculty to think in terms of context, synthesis, reinforcement and structuring learning. Make it easy for them to come to you with this kind of information. Let faculty know that you don’t need a multimedia idea because the idea will come out of the discussion of what they want their students to learn.
• Use common vocabulary. Dumb down the technology. Faculty do not need to know how streaming media works. At the same time, have faculty dumb down their highly esoteric vocabulary.
• Train with an eye about technology. Show them how to log-on, how to get to a course, and take them through the highlights of a course that have multimedia elements. Show faculty, within the context of their discipline, pieces of hybrid modules. Talk about what is possible while teaching the how-tos.
• Stress context over development. Where possible, buy or get the rights to multimedia instead of building it. You don’t need big portfolios, and you don’t need to do all the work.
• Create paper-based tutorials for simple things (logging on and looking at content) and online tutorials for complex things (creating an exam and grading assignments). Never underestimate the power or screen shots. Hand them out whenever you can. Demystify the introduction to online tutorials. If you shopped online, you can use COMET.
• Listen for verbs. Review, discuss, demonstrate, synthesize. When you hear faculty using these kinds of verbs, break down what’s being said and offer an online tool solution.