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Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber Visit DTL2014.wikispaces.com for more info
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Evaluating the Effectiveness of Faculty Development Programs for Blended and Online
ProgramsAugust 12th, 2014
Distance Teaching and Learning Conference
Tanya Joosten, @tjoosten, Dylan Barth, @dylanbarth, Nicole Weber, @nwebsUniversity of Wisconsin – [email protected] | [email protected] | [email protected]
Overview
Introduction to UWM
(3) Breakout activities, questions to consider in planning to determine faculty development effectiveness
Sharing of UWM’s pedagogical model, faculty development, evaluation strategies, and evaluation tools as well as other institutions
Conclusions
University of Wisconsin –Milwaukee
Tanya Joosten, [email protected], @tjoosten
Dylan Barth, [email protected] , @dylanbarth
Nicole Weber, [email protected], @nwebs
Introductions
Tech
Enh
ance
d
Blen
ded
Onl
ine
TraditionalSelf-paced
MOOCsFlex
Faculty development programs and pedagogical consultation
Technology training and support
Evaluation and research
About us
About UWM Online
What is blended and online?
A Backwards Design Approach to Evaluation
Evaluation planning
Input
• Medium (F2F, Tech)
• Instructor demographics
• Discipline• Course level• Instructor
past experiences
• Social information
Process
• Defining good blended and online course
• Defining pedagogical model
• Designing faculty development program
Output
• Course level• Program
level• Institutional
level
F2F is not the gold standard
Focus on the process…the
pedagogy
Inputs
Define a good blended and online course
Define pedagogical
model
Design a faculty
development program
Process
What are we doing today?
Discuss: Steps to evaluating effectiveness
1.) Break into discussion groups using Adobe Connect. You will be able to use audio or text chat.
2.) Access the Google Docs to document your activities at:
DTL2014.wikispaces.com
3.) Discuss, share, and brainstorm responses to the following series of questions on the 3 steps to planning evaluation.
Don’t forget to identify the member of your group and document your group’s response in the Google Doc.
Step 1: Defining effective
1. What is a “good” blended or online course? What pedagogical model facilitates a “good” blended or online course?
Good course
Higher retention
Better grades on assessment• Quizzes and exams• Projects and papers• Overall
Satisfied students• Future enrollments
Learning
Engaging
Enrollments
Pedagogical model
Content• Text• Images• Audio• Video
Interactivity• Discussions• Groups• Feedback
Assessment• Written and oral examination• Discursive• Portfolio
Content
Interactivity
Assessment
Cognitive
AffectivePsychomotor or
Behavioral
Individual Group
Projects
Discussions
Writing
Quizzes
Step 2: Facilitating success
2. What elements and format should be considered in designing and developing a faculty development program?
What opportunities and experiences should be available to help instructors learn effective practices in design, delivery, and teaching blended and online courses?
UWM’s faculty development
• Ten questions • Designing learning modules• Online vs. F2F - Integration
• Decision rubric for content choices
• Learning objects
Content
• Progressive/summative• Before, during, and after• Self evaluation• Peer evaluation• Student evaluation
Course Evaluation
• Rubrics• CATs• Templates • Traditional formats
Assessment
• Synchronous/asynchronous• Establishing voice• Discussion forums• Small groups
Interactivity
• Managing expectations• Time management• Technology support
Helping Your Students
• Staying organized• Managing workload• Avoiding course and a half
Course Management
Course Redesign
Transitioning to online and
blended teaching
Pedagogy and more
Experience
F2F 13 hrs
Online 1F2F 23 hrs
Online 2 F2F 33 hrs
Showcase
3 hrs
Post-Program
Blended
Backwards design
Active learning
Practice-based
Participant Self-
Reflection
Progressive
Participant Evaluation
Facilitator Self-
Reflection
Summative
Participant Evaluation
Program evaluation
Step 3: Documenting success
3. How will you know when faculty are providing quality blended and online courses?
What tools or services could be provided for evaluating the effectiveness of blended and online courses?
How will quality be communicated to others?
Did it work?
CC Flickr katherine.a
Course evaluation
Course evaluation
Student Evaluation Data
Course evaluation
Course evaluation
Who is your audience?What variables will be
examined?How will the data be collected?
analyzed?How (and where) will the data
be presented?Who will be involved in the
evaluation process?When will the evaluation be
completed?
Evaluation plan
Audience
Input Process OutputStudents Interactivity Students/FacultyDemographics Communication Learning Age Engagement Satisfaction Gender Social Presence Performance Ethnicity Content Student Status Assessment
Course/Institutional Data
Full time/Part time RetentionEmployment Status Drop/Withdrawal RateZip Code Grade Course/Instructor
EvaluationCourse Discipline Course Level Instructor Mode of Delivery
Variables
Collecting
Analyzing
Dissemination
CC Flickr bengray
Human ResourcesCC Flickr Vandy CFT
Timeline
CC Flickr zamboni.andrea
ChallengesCC Flickr EverExplore
Questions
Thank you!
Tanya Joosten, [email protected], @tjoosten
Dylan Barth, [email protected], @dylanbarth
Nicole Weber, [email protected], @nwebs