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Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
Approaches to Online Faculty Development, from Community College to Research University
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Approaches to Online Faculty Development, from Community College to Research University

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Faculty development is often a key component of a higher education-positioned instructional designer’s profession. This presentation offers an instructional designer’s comparison of the needs of …

Faculty development is often a key component of a higher education-positioned instructional designer’s profession. This presentation offers an instructional designer’s comparison of the needs of online faculty situated in two types of SUNY institutions, a community college and a tier-one research university.

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  • 1. COTE Fellow Chat
  • 2. Community of Practice 1 2 Learn More: http://commons.suny.edu/c ote/ Join: http://commons.suny.edu/co te/join-community-of- practice/ 3 Submit a Proposal: http://bit.ly/COTEproposal
  • 3. Anne Reed, Expert Instructional Designer Instructional Designer University at Buffalo Open SUNY Fellow Role: Expert Instructional Designer Topic: Approaches to Online Faculty Development from University Center to Community College Theme: Online Faculty Development COTE NOTE: http://bit.ly/COTENOTEfacdev
  • 4. Approaches to Faculty Development, from Community College to Research University Anne Reed Instructional Designer University at Buffalo, Graduate School of Education
  • 5. design & deliver training 2 CONTEXT 3 COMPARE 5 DISCUSS ID DUTIES develop course materials conduct course reviews trouble-shoot tech issues serve as LMS expert suggest multimedia strategies design courses 6 CITED 4 ANALYSIS 1 INTRO
  • 6. --The institutions’ history of online education practices --Levels of institutional support --Expectations on the faculty members INFLUENCES 2 CONTEXT 3 COMPARE 4 ANALYSIS 5 DISCUSS 1 INTRO 6
  • 7. --The institutions’ history of online education practices --Levels of institutional support --Expectations on the faculty members INFLUENCES 2 CONTEXT 3 COMPARE 4 ANALYSIS 5 DISCUSS 1 INTRO 7
  • 8. 8
  • 9. CONTEXT 1 INTRO 2 CONTEXT 3 COMPARE 4 ANALYZE 5 DISCUSS 9
  • 10. 1 INTRO 2 CONTEXT 3 COMPARE 4 ANALYZE 5 DISCUSS First three online courses were created in 1999. They were developed with the ID support of the SUNY Learning Network (SLN). E-learning department has existed since 2000. A Coordinator of Distance Learning was hired in 2002 FT. 10
  • 11. 1 INTRO 2 CONTEXT 3 COMPARE 4 ANALYZE 5 DISCUSS First online course Offered in ‘93/’94. John Ellison: “My first Distance Education course was Academic and Research Libraries in the School of Information and Library Studies the spring of either 1993 or 1994, as I can best recall. I went to the first class session…. and announced the option of taking the course either over the Internet or in the classroom. For the next three weeks I came back to the classroom to meet those students who selected the "classroom option" 11
  • 12. 12
  • 13. 620 Graduate School of Education (250) UB Graduate School of Education (250) Online courses per academic year -Counseling, School, and Educational Psychology (CSEP) -Educational Leadership and Policy (ELP) -Learning and Instruction (LAI) -Library and Information Studies (LIS). 13
  • 14. nccc 210 620 UB Graduate School of Education (250) Online courses per academic year 14
  • 15. -UB 15
  • 16. -UB 16
  • 17. -UB -NCCC
  • 18. 1 2 CONTEXT 4 ANALYZE 5 DISCUSS 3 COMPARE 18
  • 19. e-learning blog weekly newsletters 16 ongoing support formal peer review process SLN workshop series asynchronous training course faculty coffee chats informal course reviews one-on-one trainings special topics workshops
  • 20. Invest inYourself this Fall! Connect with your colleagues GSE Professional Development Fall 2013 Offerings For complete descriptions and to register please visit http://gse.buffalo.edu/online/pd ● Oct. 3 Coffee Chat– Using Synchronous Components in Your Online Course. Featured Faculty Speaker: Professor Kathleen Conroy (CSEP) ● Nov. 4 Coffee Chat– Differentiated Instruction in Online Education. Featured Faculty Speaker: Professor Ming Ming Chiu (LAI) Participate on campus Faculty Workshops offered throughout the semester: • Sept. 19- Resources for Online Faculty • Oct. 25- Faculty Motivation • Nov. 20- Revise and Refresh your Online Course Participate online ● Sept. 18 to Oct. 16- 4 Week Online Course via UBlearns: Designing an Exemplary Course ● Attend faculty workshops remotely via Blackboard Collaborate For more information or to schedule a meeting with an Instructional Designer please contact Anne Reed (645-1357/ annereed@buffalo.edu)
  • 21. 1 INTRO 2 CONTEXT 3 COMPARE 5 DISCUSS 4 ANALYZE personalization, on-going support, and community 22
  • 22. 1 INTRO 2 CONTEXT 3 COMPARE 5 DISCUSS 4 ANALYZE personalization, on-going support, and community responsiveness, continuity, and community 23 Source: Gallant (2000)
  • 23. 1 INTRO 2 CONTEXT 3 COMPARE 5 DISCUSS 4 ANALYZE responsiveness, continuity, and community 24 --includes personalization, individualized trainings, creating opportunities for reflection, and forming a relationships of trust
  • 24. 1 INTRO 2 CONTEXT 3 COMPARE 5 DISCUSS 4 ANALYZE responsiveness, continuity, and community 25 --includes incremental and cumulative training, opportunities for continual improvement, and ongoing support
  • 25. 1 INTRO 2 CONTEXT 3 COMPARE 5 DISCUSS 4 ANALYZE responsiveness, continuity, and community 26 --includes collegial idea sharing, promotes a culture that values and supports online education
  • 26. continuity 27
  • 27. How can we better prepare faculty to teach online? 28
  • 28. 1 INTRO 3 COMPARE 4 ANALYZE DISCUSS 5 QUESTIONS Go ahead don‘t hesitate 6 CITED 29
  • 29. 1 INTRO 3 COMPARE 4 ANALYZE 5 DISCUSS CITED 6 Bower, B. (2001, Summer). Distance Education: Facing the Faculty Challenge. Online Journal of Distance Learning Administration, IV(II). Retrieved from http://www.westga.edu/~distance/ojdla/summer42/bower42.html Clay, M. (1999, Fall). Development of Training and Support Programs for Distance Education Instructors. Online Journal of Distance Learning Administration, II(III). Retrieved from http://www.westga.edu/~distance/ojdla/fall23/clay23.pdf Gallant, G. (2000, Winter). Professional development for Web-based teaching: Overcoming innocence and resistance. In E. J. Burge (Ed.), New directions for adult and continuing education (pp. 69-78). San Francisco: Jossey-Bass. Batts, D., Mallett, W., McFadden, C., & Pagliari, L. (2010). Training for faculty who teach online. Community College Enterprise, 16(2), 21+. Retrieved from Academic OneFile Lackey, K. (2011, Winter). Faculty Development: An Analysis of Current and Effective Training Strategies for Preparing Faculty to Teach Online. Online Journal of Distance Learning Administration, XIV(V). Retrieved from http://www.westga.edu/~distance/ojdla/winter144/lackey144.html Lewis, T. (2007). The Preparation of Faculty to Teach Online: A Qualitative Approach (Doctoral Dissertation, Virginia Polytechnic Institute and State University). Retrieved from http://scholar.lib.vt.edu/theses/available/etd-04102007-150601/ Lorenzetti, J.P. (2002). Giving Online Faculty Full Circle Support. Distance Education Report, 6(5), 6-7 Piña, A.A. (2008). Factors influencing the institutionalization of distance education in higher education . Quarterly Review of Distance Education, 9(4), 427–438. Retrieved from Academic Search Elite database. 27
  • 30. Thank You! Join the SUNY Learning Commons http:///commons.suny.edu for access to the COTE Community group to continue the conversation! View a Recording of today’s Fellow Chat: http://bit.ly/COTEfellowchatRECORDING View the COTE NOTE: http://bit.ly/COTENOTEfacdev Become an Open SUNY Fellow: http://bit.ly/joinCOTE Submit a Proposal: http://bit.ly/COTEproposal
  • 31. Next Fellow Chat Open SUNY Fellow: Jim Greenberg, Distinguished Teaching Professor, SUNY Oneonta Open SUNY Fellow Role: Innovator or Researcher Topic: A Virtual Infrastructure for Data intensive Analysis (VIDIA) Date: Wednesday, July 16, 2014 12:00 PM

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