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2010 Effective Online Faculty Development






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2010 Effective Online Faculty Development Presentation Transcript

  • 1. Effective Online Faculty Development
  • 2.
    • But first, tell us something about you . . .
    • Institutional size, public/private, for profit/non-profit?
    • Depth of investment in distance learning?
    • Location of DL initiative?
    • Faculty profile — who is your audience?
    • Distinctive training needs
    • LMS of choice
  • 3. BGSU DL Development Timeline
    • 1999-2000 — Campus Task Force commissioned to explore possibilities for online delivery of BGSU course work and programs
    • 2000-01 — Building infrastructure and staffing, naming of associate dean for distance education, LMS move from WEBCT ™ to Blackboard ™ , initial program identification & delivery
    • 2002-04 — Developing inventory, approval policies, business plan; HLC-NCA report authored, visit from team, accreditation for all degree programs granted
    • 2005-present — Continuous development and refinement of incentives policy, faculty training programs, expansion & diversity of online & blended programs, transition from Continuing Ed to Academic Affairs .
  • 4. Crucial Junctures in Development
    • Establishing DL operation base that is academically-driven (not primarily tech-driven)
    • Seeking low hanging fruit (BGSU examples: Advanced Technology Education; Liberal Studies)
    • Niche program forecasting, assessment of market, and development & staffing costs
    • Course inventory building – general education, key upper-division, graduate
    • Cultivating collaborative relationships between college(s) and program developers (admin., faculty, staff, IT)
    Effective Online Faculty Development 3
  • 5. Key Questions for Faculty Development Planning @ BGSU
    • Target Audience(s): faculty & student
    • Delivery Mode(s) for instruction
    • Technology &/vs. Pedagogy
    • Implementing Quality Matters™ standards
    • Incentives for participation in development/instruction
    Effective Online Faculty Development
  • 6. Primary Goals of Online Faculty Development @ BGSU (1)
    • Model the instructor’s role in an online classroom by simulating an immersive student experience during the training
    • Differentiate course development goals:
        • Replication — Goal: identical as possible to F2F classroom
        • Commensuration — Goal: equivalency
        • Maximization — Goal: exploitation of new medium
    • Distinguish LMS “training” from true pedagogical instruction
    • Promote and demo multiple forms of assessment and evaluation uniquely available in online media
    Effective Online Faculty Development a
  • 7.
    • Catalogue and demonstrate the diverse learner style and suggest appropriate adaptive strategies to monitor and facilitate students’ online learning
    • Identify and apply effective strategies for facilitating and assessing online interaction and transactional discourse between peers and between students/faculty
    • Develop repertoire of appropriate classroom strategies to promote active learning (using basic LMS, other stand alone online tools, QM design principles, etc.)
    • Address effective time management skills and workload expectations related to teaching effectively online
    Defining Goals of Online Faculty Development @ BGSU (2) Effective Online Faculty Development
  • 8. BGSU Incentives Policy in a Nutshell
    • Incentives apply to program-based development not single courses
    • Faculty receive up to $2000 per course developed
    • Faculty receive $1000 bonus per course taught, each time it is taught
    • Prior to 2009, colleges & departments also received a bonus of $500 and $750 respectively per course.
    • Dept. chairs received reimbursement for any temporary hire needed to replace faculty member on DL assignment.
    • Training program and “certification” now mandatory.
    Effective Online Faculty Development 3
  • 9. CODA: BGSU Faculty Development
    • Since 2005, Bowling Green State University has offered faculty development course work for online pedagogy and strategic use of Web 2.0 tech tools in a fully-online format.
    • More than 400 part- and full-time faculty have completed the course designed to be both comprehensive and compact.
    Effective Online Faculty Development
  • 10. Effects
    • Over the past three years, BGSU has collaborated with staff among several two-year and private colleges in Ohio to continue to refine, extend, promote, and share faculty development opportunities that enrich faculty experience and grow expertise in the region.
    • This has had the desired effect of growing partnerships and articulation agreements that advantage distance learners in this region as well as developing a cooperative of well-trained faculty who can respond to staffing needs throughout the state.
    Effective Online Faculty Development
  • 11. Ongoing Challenges
    • Maintaining currency: platforms, tools, rising expectations, staff development
    • Training vs. retraining: overcoming faculty reluctance to refresh knowledge
    • “ Quality” battles: addressing the campus climate
    • Budget shrinkage for incentives and basic operating expenses and staffing
    Effective Online Faculty Development For more info: http://cobl.bgsu.edu http://online.bgsu.edu
  • 12. T I E Technology Instructional Enhancements Outreach Credit Programs Outreach School University of Wyoming
  • 13.
      • Identify, explore and evaluate new technologies and
      • their application to
      • teaching and learning.
  • 14. Process
      • Encourage faculty innovation
      • Support faculty in this innovation
      • Develop “Best Practice” models
      • Evaluate innovations
  • 15. Projects
      • Web Conferencing
      • Streaming Video
      • Podcasting
      • Advanced technologies
    Outreach faculty were invited by instructional designers to participate in one of the development program projects
  • 16. Incentives
    • Monetary, material, and support incentives
    • Varying monetary stipends, depending on level of participation
    • “ Tech toy” of voice recorder or Flip Video
  • 17. Commitments
    • from faculty
    • Participate in training
    • Assess outcomes
    • Present on experience
    • Revise class design
    • Use it !
    • from UW Outreach
    • Monetary stipend
    • “ Tech toy”
    • Software & hardware
    • Training
    • Instructional design
    • Technical support
  • 18. What motivated you to participate in this TIE Development Program?
    • Monetary stipend
    • “ Tech Toy”
    • Provision of hardware and software
    • Instructional training, design, and support from OCP instructional designer
    • Interest to expand teaching skills
    • Desire to use this technology for specific teaching and learning activities in this class
  • 19. Faculty Motivations Most important
  • 20.  
  • 21. Conclusions
    • Technology adoption extends beyond TIE
    • e - volution Tech Forum success
    • Evidence for continuing Elluminate
    • Greater understanding of faculty motivations
    • Demonstrated “what we do.” (internal marketing)
    • Institutionalizes the exception as the standard
  • 22. Thanks for your time!
      • Dr. Christi Boggs, [email_address]
    Outreach Credit Programs 307-766-4300 http://www.uwyo.edu/TIE