Matrix on Virtual Teaching:Matrix on Virtual Teaching: a Competency-based Model a Competency-based Model

for Faculty Developmentfor Faculty Development

Mary Rose Grant, Ph.D. Mary Rose Grant, Ph.D. Saint Louis UniversitySaint Louis UniversityMERLOT ConferenceMERLOT Conference20082008

Seminar objectivesSeminar objectives

• Discuss “best practices” for web-mediated and Discuss “best practices” for web-mediated and online adult learning. online adult learning.

• Discuss competency development for online Discuss competency development for online teaching.teaching.

• Demonstrate cross cutting nature of Demonstrate cross cutting nature of competencies with “ best practices”.competencies with “ best practices”.

• Present Competency-based model.Present Competency-based model.• Explore ways to implement model.Explore ways to implement model.

7 PRINCIPLES of Good Practice7 PRINCIPLES of Good Practice

1.1. Encourages staff-student contactEncourages staff-student contact2.2. Encourages cooperation among studentsEncourages cooperation among students3.3. Encourages active learningEncourages active learning4.4. Provides prompt feedbackProvides prompt feedback5.5. Encourages time on taskEncourages time on task6.6. Communicates high expectationsCommunicates high expectations7.7. Respects diverse talents and ways of learningRespects diverse talents and ways of learning

1.“encouraging staff-student contact” 1.“encouraging staff-student contact”

• IntroductionsIntroductions• E-mailE-mail• AnnouncementsAnnouncements• Virtual office hoursVirtual office hours• Open bulletin board (Chat)Open bulletin board (Chat)• Discussion forumsDiscussion forums• Personalize feedbackPersonalize feedback

2.“encouraging cooperation 2.“encouraging cooperation among students” among students”

• Discussion forumsDiscussion forums• Team ProjectsTeam Projects• Peer reviewsPeer reviews• Learning community (share resources)Learning community (share resources)• Study GroupsStudy Groups• OthersOthers

3.“encouraging active learning”3.“encouraging active learning”

• Internet exploration e.g. Web questsInternet exploration e.g. Web quests• Inquiry/discoveryInquiry/discovery• Case studiesCase studies• Problem solvingProblem solving• WritingWriting• JournalingJournaling• OthersOthers

4.“providing prompt feedback” 4.“providing prompt feedback”

• Automatic grading of tests, quizzes, discussion Automatic grading of tests, quizzes, discussion forumsforums

• 24/7 responses24/7 responses• Peer reviewPeer review• Q & A after each course moduleQ & A after each course module• Virtual Grade bookVirtual Grade book• Rubrics Rubrics • Online interactive self-scored testsOnline interactive self-scored tests

5.“time on task” 5.“time on task”

• DeadlinesDeadlines• TimelinesTimelines• Focused discussionsFocused discussions• Expanded learningExpanded learning• Re-tests/re-writesRe-tests/re-writes• OthersOthers

6.“communicates high expectations”6.“communicates high expectations”

• SyllabusSyllabus• ChallengesChallenges• Encourages improvementEncourages improvement• Praises & recognizes excellencePraises & recognizes excellence• Model desired behaviorModel desired behavior• Best effort gets the best gradeBest effort gets the best grade• OthersOthers

7.“respecting diverse talents, 7.“respecting diverse talents, ways of learning” ways of learning”

• Teach to different learning styles( vary formats, PPT, images, Teach to different learning styles( vary formats, PPT, images, video, audio)video, audio)

• Assess for different learning styles (vary tests, papers, Assess for different learning styles (vary tests, papers, projects)projects)

• Encourage self-directed pathsEncourage self-directed paths• Recognize and accept diverse backgrounds and experiences Recognize and accept diverse backgrounds and experiences

( peer review exposes points of view)( peer review exposes points of view)• Provide an even playing field (open discussion)Provide an even playing field (open discussion)• Respond to students as individualsRespond to students as individuals• Use the students own words in responsesUse the students own words in responses

8.Other Best Practices: 8.Other Best Practices: onlineonline

• Practice good pedagogyPractice good pedagogy• Don’t overuse technology Don’t overuse technology • Over communicateOver communicate• Make applications to real world Make applications to real world • Use Webquest, Blogs, Web resourcesUse Webquest, Blogs, Web resources• Use library e-ReserveUse library e-Reserve• Maintain personal & social presenceMaintain personal & social presence• Reinforce reading and good writing skillsReinforce reading and good writing skills• Praise student’s workPraise student’s work• Keep high standardsKeep high standards

Three Themes Emerged…Three Themes Emerged…

In relation to the “Best Practices”:In relation to the “Best Practices”:1.1. Course designCourse design

Encompasses: Practices 2,5 and 8Encompasses: Practices 2,5 and 8

2.2. Instructor EffectivenessInstructor EffectivenessEncompasses: Practices 1,6 and 7Encompasses: Practices 1,6 and 7

3.3. Course ManagementCourse ManagementEncompasses: Practices 3 and 4Encompasses: Practices 3 and 4

CompetenciesCompetencies

• Understand online formatUnderstand online format• Understand online pedagogyUnderstand online pedagogy• Develop Course ContentDevelop Course Content• Understand Instructional DesignUnderstand Instructional Design• Demonstrate Course ManagementDemonstrate Course Management• Practice use of TechnologyPractice use of Technology• Develop Quality AssurancesDevelop Quality Assurances

Competencies and Best Practices for Online Teaching:

Matrix Demonstrating Cross-Cutting Nature of Both

B E S T P R A C T I C E S

Emerging Themes Course Design Instruction Effectiveness Course Management

C

O

M

P

E

T

E

N

C

I

E

S

Best Practice Coop.

2

Time Task

5

Comm.

1

Expect.

6

Respect diversity

7

Active Learning

3

Feedback

4

Understand Online Format X X XKnow OnlinePedagogy X X X X X X XDevelopCourseContent

X X XUnderstandInstructional Design

X X XDetermine Course Management

X X X XPractice Use of Technology:Functionality, and Usability

X X

Develop Quality Assurances

X X X X X

Competency-Based ModelCompetency-Based Model

• Identify “best practices” for online teachingIdentify “best practices” for online teaching• Present competencies needed to teach onlinePresent competencies needed to teach online• Demonstrate how competencies cut cross Demonstrate how competencies cut cross

“best practices”“best practices”• Provide examples for implementationProvide examples for implementation• Master competencies with practiceMaster competencies with practice• Evaluate practice through peer reviewEvaluate practice through peer review

Format for ModelFormat for Model

• Online DeliveryOnline Delivery• Independent Mastery ApproachIndependent Mastery Approach• Open enrollmentOpen enrollment• Peer ReviewPeer Review• Formal Completion ProcessFormal Completion Process

Competency #1:Competency #1:Understand Online FormatUnderstand Online Format

• Determine time and effort requiredDetermine time and effort required• Understand the medium (CMS)Understand the medium (CMS)– UseUse– SupportSupport

• Believe in the outcomeBelieve in the outcome• Discover teaching and social presenceDiscover teaching and social presence

Competency #2:Competency #2:Know Online Pedagogy Know Online Pedagogy

• Connectivity (engagement)Connectivity (engagement)– Student to student…dialogueStudent to student…dialogue– Student to content…active and applicableStudent to content…active and applicable– Student to instructor… feedback and communicationStudent to instructor… feedback and communication

• InteractivityInteractivity– Learning communityLearning community– GroupsGroups– FeedbackFeedback– Peer ReviewPeer Review– JournalsJournals

Competency #2:Competency #2:

Know Online Pedagogy Know Online Pedagogy

• Student to student:Student to student:– Facilitate discussions (do not overly engage)Facilitate discussions (do not overly engage)– Motivate participationMotivate participation– Encourage participation (groups)Encourage participation (groups)– RespectRespect– Encourage peer feedbackEncourage peer feedback

Competency #2:Competency #2:Know Online Pedagogy Know Online Pedagogy

• Student to Content:Student to Content:– Additional resourcesAdditional resources– Creative teaching techniquesCreative teaching techniques– Application strategiesApplication strategies– Independent online activitiesIndependent online activities

CCompetency #2:ompetency #2:Know Online Pedagogy Know Online Pedagogy Connectivity (engagement)Connectivity (engagement)

• Student to Instructor:Student to Instructor:– Facilitate discussionsFacilitate discussions– Encourage dialogueEncourage dialogue– E-mailE-mail– Parameters for feedbackParameters for feedback– Repeat everything, oftenRepeat everything, often– AnnouncementsAnnouncements– RespectRespect– Reflect student ideasReflect student ideas

Competency #2:Competency #2:Know Online Pedagogy Know Online Pedagogy

• Interactivity:Interactivity:– Learning CommunityLearning Community– GroupsGroups– FeedbackFeedback– Peer ReviewPeer Review– JournalingJournaling

Competency #3:Competency #3:Develop Course ContentDevelop Course Content

• Build a Course OutlineBuild a Course Outline– Course outcomesCourse outcomes– Course learning objectivesCourse learning objectives– Course activitiesCourse activities– Timelines and SchedulesTimelines and Schedules– AssessmentsAssessments

• Write a SyllabusWrite a Syllabus– Detailed instructionsDetailed instructions– RubricsRubrics– Grading, Attendance and Plagiarism policiesGrading, Attendance and Plagiarism policies– DeadlinesDeadlines

Competency #4:Competency #4:Know Instructional Design Know Instructional Design

• Developing ContentDeveloping Content– Presentation of contentPresentation of content• Chunking and modulesChunking and modules• Learning style sensitivityLearning style sensitivity• Use of HTML, Images and PowerPointUse of HTML, Images and PowerPoint• Audio and visualAudio and visual• Web questsWeb quests• Case studiesCase studies

Competency #4:Competency #4:Know Instructional Design Know Instructional Design

– Use of ResourcesUse of Resources• Copyright issuesCopyright issues• Glossary of termsGlossary of terms• Reading lists…relevant journalsReading lists…relevant journals• Pod castsPod casts• Web links…to library, writing center, other sourcesWeb links…to library, writing center, other sources

Competency #5:Competency #5:Understand Course ManagementUnderstand Course Management

• Support and CMS navigationSupport and CMS navigation• Student Profiles and recordsStudent Profiles and records• Welcome and ice breakersWelcome and ice breakers• Start and stop datesStart and stop dates• Pace and workload Pace and workload • Communicate time commitmentCommunicate time commitment• Communication: e-mail and chatCommunication: e-mail and chat• Directions, Assignment submission, gradesDirections, Assignment submission, grades

Competency #6:Competency #6:Practice Use of Technology Practice Use of Technology

• Functionality and UsabilityFunctionality and Usability– Use of appropriate technologyUse of appropriate technology– Navigation on the WWW as well as in CMSNavigation on the WWW as well as in CMS– Graphic elementsGraphic elements– Fonts and formatsFonts and formats– Color, layout and designColor, layout and design– Student support (who, where and when)Student support (who, where and when)

Competency #6:Competency #6:Practice Use of Technology Practice Use of Technology

– Media ElementsMedia Elements• VideoVideo• AudioAudio• SimulationsSimulations• GamesGames• graphicsgraphics

Competency #7:Competency #7:Develop Quality AssurancesDevelop Quality Assurances

• Standards of conduct (netiquette)Standards of conduct (netiquette)• RubricsRubrics• Evaluations (informal and formal)Evaluations (informal and formal)• Open course for previewOpen course for preview• Open course for reviewOpen course for review• Check course web links for accessCheck course web links for access

SummarySummaryCross-cutting CompetenciesCross-cutting Competencies

• Understanding Online Format- Competency #1Understanding Online Format- Competency #1– Practices:Practices:

• 1. Communication1. Communication• 5.Time on Task5.Time on Task• 6. Expectations6. Expectations

• Understanding Online Pedagogy –Competency #2Understanding Online Pedagogy –Competency #2– Practices:Practices:

• 1.Communication1.Communication• 2. Cooperation2. Cooperation• 3. Active Learning3. Active Learning• 4. Feedback4. Feedback• 5. Time on Task5. Time on Task• 6. Expectations6. Expectations• 7. Diversity7. Diversity

SummarySummaryCross-cutting CompetenciesCross-cutting Competencies

• Develop Course Content– Competency #3Develop Course Content– Competency #3– Practices:Practices:• 1. Communication1. Communication• 5. Time on Task5. Time on Task• 6. Expectations6. Expectations

• Know Instructional Design-Competency #4 Know Instructional Design-Competency #4 – Practices:Practices:• 2. Cooperation2. Cooperation• 3. Active Learning3. Active Learning• 7. Respect for diversity7. Respect for diversity

Summary Summary Cross-cutting CompetenciesCross-cutting Competencies

• Understand Course Management-Competency #5Understand Course Management-Competency #5– Practices:Practices:

• 1. Communication1. Communication• 4. Feedback4. Feedback• 5. Time on Task5. Time on Task• 6. Expectations6. Expectations

• Use of Technology- Competency #6Use of Technology- Competency #6– Practices:Practices:

• 1. Communication1. Communication• 7. Respect for Diversity7. Respect for Diversity

Summary Summary Cross-cutting CompetenciesCross-cutting Competencies

• Develop Quality Assurances- Competency #7Develop Quality Assurances- Competency #7– Practices:Practices:• 1. Communication1. Communication• 2. Cooperation2. Cooperation• 4. Feedback4. Feedback• 6. Expectations6. Expectations• 7. Respect for Diversity7. Respect for Diversity

References

• Grant, M.R. (2007). Engaging Part-time Faculty: Best Practices in Developing Part-time Faculty who Teach at a Distance. Association for Continuing Higher Education, ACHE, Conference Proceedings, Roanoke, Virginia.

• Grant, M.R., & Thornton, H. (2007). A Longitudinal Comparison between Online and Face to Face Courses in an Adult Continuing Education Program. The International Journal of Instructional Technology and Distance Learning. Article 01, December 07 http://itdl.org/Journal/Dec_07/article01.htm

• Grant, M.R., & Thornton, H. (2007). Best Practices in Undergraduate Adult-Centered Online Learning: Mechanism for Course Design and Delivery. MERLOT Journal of Online Teaching and Learning. Vol.3, No.4, December 2007http://jolt.merlot.org/vol3no4/grant.htm

Use? Use? Future Studies?Future Studies?

QUESTIONS QUESTIONS

QUESTIO

NS

?

?