A Blended Online Approach for Faculty Development in Online Teaching

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Sloan-C 2009

Text of A Blended Online Approach for Faculty Development in Online Teaching

  • 1. A Blended Online Approach for Faculty Development in Online Teaching Feng Wang, Ph.D. Director of Distance Education Sloan-C Conference 2009 Newburgh, New York

2. Mount Saint Mary College

  • Liberal-arts college, with about 2,600 enrollments
  • Graduate programs in Education, Nursing, & Business
  • Mid-Hudson River Area, New York
  • 150 online courses each year
  • First blended online program in 2010

3. New Policy

  • Required Training for Teaching Online Courses:
  • a two-hour Moodle training workshop
  • a two-hour Elluminate workshop
  • a four-week-long, non-credit, blended-online professional development course

4. Incentives

  • Significantly higher pay scale for teaching online courses
  • $100 stipend
  • Multiple free materials, useful tips, and principles for online teaching
  • Consultation support from the Distance Ed. staff

5. Exemptions

  • Instructors who provide convincing evidence of equivalent training
  • Temporary exemptions granted by the V.P. for Academic Affairs

6. The Professional Development Course: Teaching and Learning Online

  • Intensive training over 4+ weeks
  • Blended online (f2f, synchronous online, & asynchronous online)
  • Highly practicalAimed to help faculty (re)design and teach their online courses
  • Peer review & feedback

7. Course Prerequisites

  • Introductory training to Moodle & Elluminate
  • Information Literacy
  • Willingness to change the course design & pedagogy

8. Course Textbooks

  • Smith, R. M. (2008).Conquering the content: A step-by-step guide to online course design . San Francisco, CA: Jossey-Bass.
  • Finkelstein, J. (2006).Learning in real time: Synchronous teaching and learning online . San Francisco, CA: Jossey-Bass.

9. Course Requirements

  • Synchronous Class Meetings
  • Readings
  • Discussion Forum Participation
  • Course Design & Dev. Project
  • Course Delivery

10. Grading Criteria

  • I= Incomplete
  • S= Satisfactory
  • U = Unsatisfactory
  • Final grade unavailable until course delivery is evaluated

11. Topics of the Course

  • Introduction to online learning
  • Instructional design & development
  • Interactions in online learning
  • Assessments
  • Course content development & maintenance

12. Learning Activities Assignments

  • 1. Introduction
  • Course overview
  • Introduction to online learning
  • Reading discussion
  • Autobiography
  • Draft syllabus
  • 2. Instructional Design & Dev.
  • The process of systematic instructional design
  • Development of a course outline
  • Reading discussion
  • Course overview, goals, and outline
  • 3. Interactions
  • Synchronous online learning
  • Design of discussion forums
  • Collaborative activities
  • Reading discussion
  • Discussion forum questions
  • Collaborative activities
  • One module of your course
  • 4. Assessments
  • Assessment development
  • Final presentation preparation
  • Reading discussion
  • Assessments
  • Final presentation prep
  • 5. Final Presentations & Content Dev.
  • Course content development and maintenance
  • Final presentations
  • Final reflection
  • Peer feedback on courses
  • Anonymous course evaluation

13. Effectiveness of the Training Course

  • Significant improvement in course quality
  • Positive feedback on this training course in general
  • Sample Course(developed by a participant)

14. Issues and Challenges

  • Workload complains
  • Compensation/Incentives
  • Resistance from the faculty
  • Adjuncts vs. full-time faculty
  • Technology & education readiness

15. Future Directions

  • Training courses of different levels
  • More individual staff support
  • Professional learning community
  • Adaptations as new online courses are pre-developed

16. Questions