Your SlideShare is downloading. ×
Not quite damascus   a seasoned instructor's virtual journey
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Not quite damascus a seasoned instructor's virtual journey

856
views

Published on


0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
856
On Slideshare
0
From Embeds
0
Number of Embeds
1
Actions
Shares
0
Downloads
1
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide

Transcript

  • 1. NOT QUITE DAMASCUSA Seasoned Instructor’s Virtual Journey COHERE 2012 Panteli Tritchew October 18, 2012
  • 2. JOURNEY TODAY’S AGENDA GENESIS RESISTANCE INDIVIDUAL FACULTY LEVEL—WHY START NOW? DEPARTMENT LEVEL ISSUES ARISING FACULTY LEVEL ISSUES ARISING INSTITUTION LEVEL ISSUES ARISING EXODUS Panteli Tritchew, Applied Communications, School of Business 2
  • 3. GOALS FOR THE NEXT 40 MINUTES“He who asks a question is a fool for five minutes; he who does not ask a question remains a fool forever.” Chinese proverb Panteli Tritchew, Applied Communications, School of Business 3
  • 4. CMNS 1140Introduction to Professional CommunicationStudents will learn how to analyze context andaudience, determine purpose, message content, visualdesign and media in order to create written workplacemessages that can be received, understood, used andretrieved with speed and accuracy. Kwantlen Calendar • Technical Writing, Governance, Policy and Procedures, Stakeholder Communications • Kwantlen Polytechnic University (1993- • BCIT (1991-1993) • SAIT (1988-1991) • University of Waterloo, MA English, 1981 Panteli Tritchew, Applied Communications, School of Business 4
  • 5. GENESISStarted teaching (as TA) in September, 1979 No online teaching Yes, that’s 33 Until years! May , 2012 Panteli Tritchew, Applied Communications, School of Business 5
  • 6. WHY DID I RESIST ONLINE TEACHING ?CLARIFICATION institutional incentive or pressure Institutional Level • No • No divisional (School of Business)“No incentive incentive or pressure “no FACULTY Level ” does not meansupport.” Department • No departmental or peer incentive or Level pressure • Comfort level with f2f teaching material Faculty Level Resistance • Fear of losing connection with students • Workload and technology concerns Panteli Tritchew, Applied Communications, School of Business 6
  • 7. RESISTANCE Static Friction The coefficient of static friction is forces Static frictional It is that threshold from the interlocking typically larger than of motion which is of the irregularities of characterized of the coefficient by two surfaces will kinetic friction. of the coefficient increase to prevent static friction. any relative motion TRANSLATION limit up until some It’s easier to keep where motion occurs. something in motion than to start it moving while it’s at rest.Georgia State University Physics Panteli Tritchew, Applied Communications, School of Business 7
  • 8. Individual Faculty Level Panteli Tritchew, Applied Communications, School of Business 8
  • 9. Institution Faculty or School DepartmentPanteli Tritchew, Applied Communications, School of Business 9
  • 10. So why start now? WIFE Panteli Tritchew, Applied Communications, School of Business 10
  • 11. BREAKOUT ONE1. Why do faculty engage in online teaching? Catalysts?1. Prompts? Intrinsic vs extrinsic motivators? Why do faculty engage in online teaching? Catalysts? Prompts? Intrinsic vs extrinsic motivators?What are some questions that arose for us during BreakoutOne? Panteli Tritchew, Applied Communications, School of Business 11
  • 12. Department Level Panteli Tritchew, Applied Communications, School of Business 12
  • 13. FIRST STEPS ON MY JOURNEY• Confirm personal leave (75%) with School of Business and 25% workload (two sections) for 2011/2012 academic year• Contact department chair to request (first- time) online teaching assignment• Confirm online assignment with chair• Contact colleagues with an SOS• Go “on alert” for Moodle training sessions Panteli Tritchew, Applied Communications, School of Business 13
  • 14. GREAT DEPARTMENT SUPPORT• Applied Communications Department Chair, Bob Basil, goes to bat with School of Business• Department colleagues who teach/have taught online give me “guest access” to their Moodle courses• Pamela Ip, Applied Communications colleague provides one-on-one mentoring session, plus stand-by support Panteli Tritchew, Applied Communications, School of Business 14
  • 15. QUESTIONS ARISING—DEPARTMENTLEVEL How should official course outlines accommodate or recognize online sections of a particular course? Shouldn’t their be some different outcomes? Should a department aim for a percentage of its course offerings (i.e., of the same course) to be online? Is there a Golden Mean? Should there be a specific departmental strategy for online education? Panteli Tritchew, Applied Communications, School of Business 15
  • 16. BREAKOUT TWO Department support was superb, but is it enough to overcome resistance? Support ≠ incentive, or does it? What questions arise when we consider the role of a department in promoting effective online/blended learning? Panteli Tritchew, Applied Communications, School of Business 16
  • 17. FACULTY(School of Business) Level Panteli Tritchew, Applied Communications, School of Business 17
  • 18. KWANTLENSSCHOOL OF BUSINESS• Second largest business school in Western Canada• Over 150 business faculty• 3,500 full-time students, and 9,000 total students annually• 16 available programs/credentials Kwantlen School of Business Panteli Tritchew, Applied Communications, School of Business 18
  • 19. KWANTLENS SCHOOL OF BUSINESSCURRENT POLICY ON ONLINE EDUCATIONCURRENT PRACTICE ON ONLINE EDUCATION At least the same number of face-to-face sections offered as online sections for any particular course. Panteli Tritchew, Applied Communications, School of Business 19
  • 20. QUESTIONS ARISING– FACULTYLEVEL What are the roles of the faculties in promoting/supporting online/blended learning? What is the role of the dean? Is it adequate to leave the promotion/support at the individual faculty member or departmental level? Panteli Tritchew, Applied Communications, School of Business 20
  • 21. BREAKOUT THREEWhat questions arise for us when weconsider the role of faculties in promotingeffective online/blended learning? Panteli Tritchew, Applied Communications, School of Business 21
  • 22. INSTITUTIONAL Level Panteli Tritchew, Applied Communications, School of Business 22
  • 23. COLLECTIVE AGREEMENT - ARTICLE 12.09 DISTRIBUTED LEARNING e) The employer will provide the necessary technological and Human Resource Services for employees assigned to develop and deliver the program and courses. f) The employer will provide the necessary and appropriate training in the use of relevant educational technology for employees assigned to deliver distributed learning programs and courses. g) Employees delivering distributed learning programs/courses shall not be required to provide technical support to students taking distributed learning courses. Kwantlen Polytechnic Collective Agreement with Kwantlen Faculty Association Panteli Tritchew, Applied Communications, School of Business 23
  • 24. ARTICLE 12.09 DISTRIBUTED LEARNINGh) Employees shallnot be required to deliver distributed learning programs/courses from their home. Employees delivering or developing distributed learning courses shall be provided with office space and the appropriate technology to support them in their work.i) Where an employee has been assigned an online course andagrees to the employer’s request to teach all or part of thatcourse from home, the employer shall provide the appropriatetechnology and pay for the reasonable and approved costs ofdelivering those courses from home.j) No regular employee will be laid off as a direct result of the introduction of distributed learning. Panteli Tritchew, Applied Communications, School of Business 24
  • 25. BREAKOUT FOURCollective agreement is silent on the issuesof faculty qualifications and faculty courseevaluations pertaining to online/blendedlearning.What questions arise for us when weconsider the impact of the collectiveagreement in terms of effectiveonline/blended learning? Panteli Tritchew, Applied Communications, School of Business 25
  • 26. INSTITUTIONAL Level TAKE TWO! Panteli Tritchew, Applied Communications, School of Business 26
  • 27. SUPERB INSTITUTIONAL SUPPORTTECHNICAL SUPPORT• Moodle site automatically generated by Learning Technology based on course timetable• Faculty can request Moodle site on development area any time throughout the year prior to going “live”.• Technical support for instructors and students is provided by Information and Educational Technology (IET) Service Desk.Kwantlen Moodle for Faculty webpage Panteli Tritchew, Applied Communications, School of Business 27
  • 28. SUPERB INSTITUTIONAL SUPPORTTRAINING• Faculty are added to Moodle Learning Community, a site with training tips, tutorials, demos, and a discussion forum .• Moodle Training workshops are scheduled through the Centre for Academic Growth.• Customized Moodle training for departments.• Drop-in sessions and customized workshops.• One-on-one support through IET Service Desk.Kwantlen Moodle for Faculty webpage Panteli Tritchew, Applied Communications, School of Business 28
  • 29. SUPERB INSTITUTIONAL SUPPORT TRAINING • Moodle administration and training isHELP provided by Kwantlens Learning Technology team. • Special thanks to Meg Goodine, Manager Learning Technology for her relentless patience with my questions last semester! Panteli Tritchew, Applied Communications, School of Business 29
  • 30. BREAKOUT FIVEWhat questions arise for us when weconsider the role of Information andEducational Technology and Education andLearner Support units in terms of not onlysupporting, but also promotingonline/blended learning. Panteli Tritchew, Applied Communications, School of Business 30
  • 31. INSTITUTIONAL Level TAKE THREE! Panteli Tritchew, Applied Communications, School of Business 31
  • 32. ROLE OF SENATE • 58 pages • “Outcomes” appears 28 times KWANTLEN • “Online” appearsCOURSE OUTLINE once, under Calendar MANUAL Description. A publication of the • “This course may beSenate Subcommittee offered online.”on Course Curriculum Kwantlen Course Outline Manual Panteli Tritchew, Applied Communications, School of Business 32
  • 33. BREAKOUT SIXWhat questions arise when we consider therole of Senate in terms of supporting andpromoting online/blended learning? Panteli Tritchew, Applied Communications, School of Business 33
  • 34. INSTITUTIONAL Level TAKE FOUR! Panteli Tritchew, Applied Communications, School of Business 34
  • 35. KWANTLEN’S MISSION AND MANDATE 1.5 pages, 12 paragraphs • Access, Scholarship, Community, Mentorship, Stewardship • “Learning” = 5 matches • “Online” = no match • “Technology” = no match Kwantlen Mission and Mandate Panteli Tritchew, Applied Communications, School of Business 35
  • 36. KWANTLEN VISION STATEMENT20 Commitments#20 TechnologyKwantlen commits to theinnovative, creative, and considered use oftechnology to enhance .teaching, learning, and the day-to-dayenvironment of students, faculty, and staff.Kwantlen Vision Statement Panteli Tritchew, Applied Communications, School of Business 36
  • 37. KWANTLEN STRATEGIC PLANNINGSeptember 1, 2012: new presidentDr. Alan Davis, President and Vice-ChancellorAnnual Goals for September 2012 to June 20132. Academic Plan: with the Provost, ensure that theprocess for the Academic Plan is well underway toaddress the goals of the Strategic Plan and includes:c. A strategy for the development of Teachingand Learning, including the use of technologyDr. Alan Davis Blog, posted September 15, 2012 Panteli Tritchew, Applied Communications, School of Business 37
  • 38. BREAKOUT SIXWhat questions arise when we consider therole of Senior Administration in terms ofsupporting and promoting online/blendedlearning?Alignment with mission, mandate, vision andstrategy? Panteli Tritchew, Applied Communications, School of Business 38
  • 39. EXODUS Final Thoughts on My Virtual Journey• Some technology frustrations, but manageable• Rethinking and re-conceptualizing the course will improve future classes• Felt tremendously supported by departmental colleagues, IET and Learning Technology• Good to get the classroom adrenaline going again• Overall, enjoyed the challenge and the learning curve Panteli Tritchew, Applied Communications, School of Business 39
  • 40. EXODUS Final Thoughts on My Virtual Journey NOT QUITE A PAULINE CONVERSION No feeling of making a School of Business or Institutional level contribution to a “bigger picture” Panteli Tritchew, Applied Communications, School of Business 40
  • 41. WILL I DO IT AGAIN? Panteli Tritchew, Applied Communications, School of Business 41
  • 42. YUP! Panteli Tritchew, Applied Communications, School of Business 42

×