Slattery ed tech_28may2015

Teaching Online: Challenges for Teachers and Opportunities for Professional

Development

Dr. Darina M. SlatteryDr. Ann Ledwith

Mr. Robert Dalton

28th May 2015EdTech 2015 Conference

University of Limerick

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EdTech 2015 28th May 2015© Darina M. Slattery 2015

Presentation Overview

• Typical Challenges Faced by Online Teachers• Initial Rationale for Developing DUO• DUO Development Team• DUO Development Considerations• DUO Target Learning Outcomes• DUO Storyboard Output• Participants To-Date• Participant Feedback• Our Recommendations for CPD of Online Teachers• Current and Future Developments

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Typical Challenges Faced by Online Teachers

• Aligning outcomes with online assessments• Adapting teaching materials• Choosing tools• Using tools (up-skilling)• Assuming different roles• Moderating online discussions• Sustaining student engagement and class cohesion• Managing time and workload

(Arinto, 2013; Bolliger and Wasilik, 2009; Garrison and Anderson, 2003; Salmon, 2004)

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Initial Rationale for Developing DUO

• Certificate in Generic and Transferable Research Skills:

Aimed at PhD students.

To commence May 2014.

Three months to train online teachers delivering modules on:• Digital Research Management• Research Planning and Publication• Academic Writing• Communication/ Networking/ Presentation• Research Ethics• Research Integrity

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DUO Development Team

• Head of Continuing and Professional Development (CPD)

• Faculty Members Instructional Design Technology-Enhanced Learning

• Centre for Teaching and Learning

• Educational Technologies Manager

• Educational Technologist

• Information Technology Department

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DUO Development Considerations

• Needs of online teachers

• Implementation timeframe

• Other CPD initiatives for online teachers, e.g. Carpe Diem Workshop (Salmon and Wright, 2014) Carroll University’s Bootcamp (Johnson et al., 2012)

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DUO Target Learning Outcomes

Equip online teachers with the knowledge and skills they need to:

• Design suitable learning outcomes

• Align online assessments and activities with learning outcomes

• Choose appropriate online tools and resources

• Moderate online discussions

• Storyboard courses for online delivery

• Develop suitable online activities for teaching and learning

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DUO Storyboard Output (1/2)

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DUO Storyboard Output (2/2)

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Participants To-Date

• UL and NUIG online teachers from various disciplines, including:

Aviation Business Civil engineering Design and manufacturing technology Law Medicine Physical and sports sciences Research services and bibliometrics Writing

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Participant Feedback (1/2)

“I loved the size of the group - it meant that it was a very active learning experience and there was plenty of scope and opportunity for collaboration, discussion, advice and questions”.

“I liked that we all had a clear purpose and that we had time to work on our personal projects/ modules”.

“I liked that the facilitators… were present for the whole thing and gave such targeted, expert feedback”.

“The workshop was very relevant for teaching my part of the module. I learnt a lot about teaching in the online environment and a lot of things I hadn't thought about before”.

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Participant Feedback (2/2)

“I thought the structure worked well, the background in the theory of instructional design was needed but we never went into information overload”.

“Letting the discussions around technology and our past experiences develop during the theory content helped to keep it active and engaged”.

“I really enjoyed the time and space to storyboard and work on my e-tivities in the space of the workshop, the instant feedback and discussion both from the facilitator and the participants was invaluable…”.

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Our Recommendations for CPD of Online Teachers

• Involve all relevant parties in the process

• Need buy-in from all participants

• Discuss pedagogical theory

• Describe and demo tools

• Provide adequate time for storyboarding

• Provide follow-up sessions/ support

• Offer recognition for participation?

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Current and Future Developments

• Roll-out of DUO to other interested parties

• Four week e-moderating course: Under development

• Online induction course for new online students: Under development

• Research on best practice in online teaching: On-going

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For Further Details…

Please contact:

Dr. Darina M. SlatteryTechnical Communication and Instructional DesignSchool of Culture and CommunicationUniversity of LimerickTel: (061) 213551Email: [email protected]: http://www.staff.ul.ie/slatteryd

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References

• Arinto, P. B. (2013) A Framework for Developing Competencies in Open and Distance Learning, The International Review of Research in Open and Distance Learning, 14(1), 167-185.

• Bolliger, D. and Wasilik, O. (2009) Factors Influencing Faculty Satisfaction with Online Teaching and Learning in Higher Education, Distance Education, 30(1), 103-116.

• Garrison, D. R. and Anderson, T. (2003), E-learning in the 21st Century, London: RoutledgeFalmer.

• Johnson, T., Wisniewski, M. A., Kuhlemeyer, G., Isaacs, G., and Kryzkowski, J. (2012) Technology Adoption in Higher Education: Overcoming Anxiety Through Faculty Bootcamp, Journal of Asynchronous Learning Networks, 16(2), 63-72.

• Salmon, G. (2004), E-Moderating, 2nd edn., London: Taylor & Francis.• Salmon, G. and Wright, P. (2014) Transforming Future Teaching

through a ‘Carpe Diem’ Learning Design, Educational Sciences, 4, 52-63.