Faculty Development & Instructional Design Report SUNY Learning Network Alexandra M. Pickett Associate Director SUNY Learning Network

Faculty Development SLN Online All Faculty Conference http://sln.suny.edu/conference Participants 444 – spring 2000 – spring 2003 86 – fall 2003 - spring 2004 76 – fall 2004 - spring 2005 79 – fall 2005 - spring 2006 38 – fall 2006 The Process 1. Reflect 2. Conceptualize 3. Develop 4. Pilot, Evaluate, Revise & Re-teach

SLN Online All Faculty Conference http://sln.suny.edu/conference

Participants

444 – spring 2000 – spring 2003

86 – fall 2003 - spring 2004

76 – fall 2004 - spring 2005

79 – fall 2005 - spring 2006

38 – fall 2006

Faculty Development SLN Online All Faculty Conference http://sln.suny.edu/conference Courses for Observation – Models & best practices 66 – fall 2003 - spring 2004 48 – fall 2004 - spring 2005 66 – fall 2005 - spring 2006 33 – fall 2006 The Process 1. Reflect 2. Conceptualize 3. Develop 4. Pilot, Evaluate, Revise & Re-teach

SLN Online All Faculty Conference http://sln.suny.edu/conference

Courses for Observation – Models & best practices

66 – fall 2003 - spring 2004

48 – fall 2004 - spring 2005

66 – fall 2005 - spring 2006

33 – fall 2006

Faculty Development F2F workshops: 8 Locations: Syracuse, Watertown, Poughkeepsie, Rochester, Saratoga Springs/Wilton, Herkimer, Suffolk, and Manhattan Rogue: Clinton, Plattsburg, Jefferson, Fredonia, Broome, Binghamton, Sanborn and Rockland. The Process 1. Reflect 2. Conceptualize 3. Develop 4. Pilot, Evaluate, Revise & Re-teach

F2F workshops:

8 Locations: Syracuse, Watertown, Poughkeepsie, Rochester, Saratoga Springs/Wilton, Herkimer, Suffolk, and Manhattan

Rogue: Clinton, Plattsburg, Jefferson, Fredonia, Broome, Binghamton, Sanborn and Rockland.

Faculty Development F2F workshops: New Faculty 4 workshops for new faculty: 1. Essentials of Online Course Development & Pedagogy 2. Instructional Design Roundtable 3. Effective Online Course Management 2003/04 – 80 experienced roundtable faculty 2004/05 – 72 2005/06 – 4. Evaluate, Revise, and Improve your Online Course The Process 1. Reflect 2. Conceptualize 3. Develop 4. Pilot, Evaluate, Revise & Re-teach

F2F workshops:

New Faculty

4 workshops for new faculty: 1. Essentials of Online Course Development & Pedagogy 2. Instructional Design Roundtable 3. Effective Online Course Management 2003/04 – 80 experienced roundtable faculty 2004/05 – 72 2005/06 – 4. Evaluate, Revise, and Improve your Online Course

Faculty Development F2F workshops: Returning Faculty ID Design Institute Spring 2003 : Teaching Presence Fall 2003 : Assessment Spring 2004 : Pedagogy : new SLN tools Fall 2004 : Using the medium effectively Spring 2005 : Class community Fall 2005 : Maximizing student participation, engaging students & facilitating interaction Spring 2006 : Effective feedback in your SLN course Fall 2006 : Advanced Multimedia Design & Management for your Online Course The Process 1. Reflect 2. Conceptualize 3. Develop 4. Pilot, Evaluate, Revise & Re-teach

F2F workshops:

Returning Faculty ID Design Institute

Spring 2003 : Teaching Presence

Fall 2003 : Assessment

Spring 2004 : Pedagogy : new SLN tools

Fall 2004 : Using the medium effectively

Spring 2005 : Class community

Fall 2005 : Maximizing student participation, engaging students & facilitating interaction

Spring 2006 : Effective feedback in your SLN course

Fall 2006 : Advanced Multimedia Design & Management for your Online Course

Faculty Development F2F Workshops: SP03 45 training days/ 53 sessions 165 New, 36 Observers; 139 Repeat, 5 Observers FA03 44 training days/ 74 sessions 164 New, 46 Observers; 202 Repeat, 4 Observers SP04 40 training days/ 70 sessions 151 New, 20 Observers; 301 Repeat, 13 Observers The Process 1. Reflect 2. Conceptualize 3. Develop 4. Pilot, Evaluate, Revise & Re-teach

F2F Workshops:

SP03 45 training days/ 53 sessions 165 New, 36 Observers; 139 Repeat, 5 Observers

FA03 44 training days/ 74 sessions

164 New, 46 Observers; 202 Repeat, 4 Observers

SP04 40 training days/ 70 sessions 151 New, 20 Observers; 301 Repeat, 13 Observers

Faculty Development F2F Workshops: FA04 47 training days/ 75 sessions 117 New, 32 Observers; 86 Repeat, 5 Observers CourseSpace: 7 days/14 sessions 41 participants, 32 observers SP05 53 training days/ 70 sessions 107 New, 35 Observers; 107 Repeat, 7 Observers CourseSpace: 9 days/18 sessions 49 participants, 8 observers The Process 1. Reflect 2. Conceptualize 3. Develop 4. Pilot, Evaluate, Revise & Re-teach

F2F Workshops:

FA04 47 training days/ 75 sessions 117 New, 32 Observers; 86 Repeat, 5 Observers CourseSpace: 7 days/14 sessions 41 participants, 32 observers

SP05 53 training days/ 70 sessions 107 New, 35 Observers; 107 Repeat, 7 Observers CourseSpace: 9 days/18 sessions 49 participants, 8 observers

Faculty Development F2F Workshops: FA05 51 training days/ 70 sessions 146 New, 21 Observers; 20 SLN200 online new, RF webinar: 101 Repeat, 2 Observers, CourseSpace 3 days/ 6 sessions 53 participants, 21 observers SP06 52 Training days/68 sessions 103 New, 28 Observers 12 SLN200 online new,4 Observers RF webinar: Repeat, Observers Coursespace 5 days/10 sessions 61 participants, 8 observers The Process 1. Reflect 2. Conceptualize 3. Develop 4. Pilot, Evaluate, Revise & Re-teach

F2F Workshops:

FA05 51 training days/ 70 sessions 146 New, 21 Observers; 20 SLN200 online new, RF webinar: 101 Repeat, 2 Observers, CourseSpace 3 days/ 6 sessions 53 participants, 21 observers

SP06 52 Training days/68 sessions 103 New, 28 Observers 12 SLN200 online new,4 Observers RF webinar: Repeat, Observers Coursespace 5 days/10 sessions 61 participants, 8 observers

Faculty Development Alternative training option pilots: SLN200: Fall 2005 Pilot: full online training for new SLN faculty 19 new faculty from Suffolk and ESC, observers: 0 Spring 2006 extended pilot: Sync/async. web hybrid for new SLN faculty 12 new faculty from Oswego, Suffolk, Herkimer, Maritime, Sullivan, Albany, ESC. 2 observers: Jefferson and Brockport (and Moscow State University). Fall 2006: Sync/async. web hybrid for new SLN faculty 12 new faculty from Herkimer, Maritime, ESC, Jamestown, Oneonta, Niagara. 2 observers: Potsdam (and Moscow State University). The Process 1. Reflect 2. Conceptualize 3. Develop 4. Pilot, Evaluate, Revise & Re-teach

Alternative training option pilots:

SLN200: Fall 2005 Pilot: full online training for new SLN faculty

19 new faculty from Suffolk and ESC, observers: 0

Spring 2006 extended pilot: Sync/async. web hybrid for new SLN faculty

12 new faculty from Oswego, Suffolk, Herkimer, Maritime, Sullivan, Albany, ESC.

2 observers: Jefferson and Brockport (and Moscow State University).

Fall 2006: Sync/async. web hybrid for new SLN faculty

12 new faculty from Herkimer, Maritime, ESC, Jamestown, Oneonta, Niagara.

2 observers: Potsdam (and Moscow State University).

Faculty Development Alternative training option pilots: Workshop #5: Fall 2005: 76 repeat instructors Spring 2006: 120 repeat instructors Fall 2006: June 28 th , 2006 Workshop #4: for fall 2005 –December 20th, 2005 for spring 2006 – April 10 th, 2006 The Process 1. Reflect 2. Conceptualize 3. Develop 4. Pilot, Evaluate, Revise & Re-teach

Alternative training option pilots:

Workshop #5:

Fall 2005: 76 repeat instructors

Spring 2006: 120 repeat instructors

Fall 2006: June 28 th , 2006

Workshop #4:

for fall 2005 –December 20th, 2005

for spring 2006 – April 10 th, 2006

ID Support SLN Campus MID program: MID Development & Training MID Training Materials Ongoing MID Support & MID mentoring Best Practices Development Process Instructional Design & Support Team Community Development : job descriptions, performance programs, workload, information sharing, networking, models and best practices shared Feedback loop, QA/testing, input, communications MIDcentral website - http://sln.suny.edu/midcentral Comprehensive Approach 4 SLN master MIDs (one vacancy) 55 campus-based MIDs

SLN Campus MID program: MID Development & Training

MID Training Materials

Ongoing MID Support & MID mentoring

Best Practices Development Process

Instructional Design & Support Team

Community Development : job descriptions, performance programs, workload, information sharing, networking, models and best practices shared

Feedback loop, QA/testing, input, communications

MIDcentral website - http://sln.suny.edu/midcentral

SLN ID Team 3 SLN MIDs provide direct ID support for 15 SLN campuses & mentor additional 11 campuses. ID team members: participate in design, evaluation, and redesign of SLN trainings, materials, processes, initiatives Lead Trainers for workshop #4 and RF Institute Lead Trainers for webinar for RF – new MID mentors Training back-ups Campus MID back-ups TLT course facilitators: Best Practices in Online Teaching and Learning: Lessons learned from SLN - fa02, fa02, sp03, sp04 SLN Master MIDs: Roles 2 SLN Senior MIDs (one vacancy) 2 SLN Lead MIDs

3 SLN MIDs provide direct ID support for 15 SLN campuses & mentor additional 11 campuses.

ID team members: participate in design, evaluation, and redesign of SLN trainings, materials, processes, initiatives

Lead Trainers for workshop #4 and RF Institute

Lead Trainers for webinar for RF – new

MID mentors

Training back-ups

Campus MID back-ups

TLT course facilitators: Best Practices in Online Teaching and Learning: Lessons learned from SLN - fa02, fa02, sp03, sp04

SLN ID Team Campus MID coordinator - implement SLN MID training program and facilitate activities Campus AC coordinator and MID Multimedia MID -MERLOT -CoolTools SLN website -Multimedia R&D LE Faculty MID -Resource Center website -Instructional design “helpdesk” SLN Master MIDs: Roles 2 SLN Senior MIDs (one vacancy) 2 SLN Lead MIDs

Campus MID coordinator - implement SLN MID training program and facilitate activities

Campus AC coordinator and MID

Multimedia MID

-MERLOT

-CoolTools SLN website

-Multimedia R&D

LE Faculty MID

-Resource Center website

-Instructional design “helpdesk”

SLN ID Team 2006 CIT sessions MID Roundtable 5th annual MID Continuous Improvement Meeting SLN MID Show and Tell: Tools and Strategies for Teaching Online that Work! - SLN: CoolTools presentation Metacognitive/Synthesis Journaling in Online Courses A Series of Unfortunate Online Events and How to Avoid Them MID Summit - 8th Annual MID Summit – February 2006 1999 - 1 day/13 attendees 2003 - 2 days/45 + attendees 2004 - 2 days/ attendance 60, 30 campuses - MIDs, AC, and staff 2005 - 2 days/attendance 90, 32 campuses - MIDs, ACs and staff 2006 – 2 days/attendance 72, 24 campuses – MIDs, ACs and staff MID Meeting at TLT Directors’ Meeting November 2003 – attendance 35 MIDs from 22 campuses, total attendance/89 December 2004 – attendance 30 MIDs 27 campuses, total attendance/125 December 2005 – attendance 23 MIDs 16 campuses, total attendance/136 SLN Master MIDs: Events

2006 CIT sessions

MID Roundtable 5th annual MID Continuous Improvement Meeting

SLN MID Show and Tell: Tools and Strategies for Teaching Online that Work! - SLN: CoolTools presentation

Metacognitive/Synthesis Journaling in Online Courses

A Series of Unfortunate Online Events and How to Avoid Them

MID Summit - 8th Annual MID Summit – February 2006

1999 - 1 day/13 attendees

2003 - 2 days/45 + attendees

2004 - 2 days/ attendance 60, 30 campuses - MIDs, AC, and staff

2005 - 2 days/attendance 90, 32 campuses - MIDs, ACs and staff

2006 – 2 days/attendance 72, 24 campuses – MIDs, ACs and staff

MID Meeting at TLT Directors’ Meeting

November 2003 – attendance 35 MIDs from 22 campuses, total attendance/89

December 2004 – attendance 30 MIDs 27 campuses, total attendance/125

December 2005 – attendance 23 MIDs 16 campuses, total attendance/136

ID Support Total 55 campus MIDs from 30 different campuses 10 trained in 2004/05 6 trained in 2005/06 MID specs 36 full campus-based MIDs and 3 SLN MIDs ( one vacancy) 11 are technical or ID support for full MIDs, “mini-MIDs” 15 campuses have more than one MID 26 MIDs are also SLN ACs 13 SLN campus-based MIDs are also CS MIDs (16 total CS MIDs from 11 CS campuses.) SLN Campus MID program: MID & Campus MID activities

Total 55 campus MIDs from 30 different campuses

10 trained in 2004/05

6 trained in 2005/06

MID specs

36 full campus-based MIDs and 3 SLN MIDs ( one vacancy)

11 are technical or ID support for full MIDs, “mini-MIDs”

15 campuses have more than one MID

26 MIDs are also SLN ACs

13 SLN campus-based MIDs are also CS MIDs

(16 total CS MIDs from 11 CS campuses.)

Resources SLN Websites for Faculty and MIDs SLN Practice Templates SLN Print Materials - SLN course developer’s handbook and workshop materials SLN research reports SLN dissemination of best practices collected from MIDs and Faculty Bi-weekly MID meetings MID Summit, & MID f2f meetings at TLT and CIT. SLN Faculty/MID Resources

SLN Websites for Faculty and MIDs

SLN Practice Templates

SLN Print Materials - SLN course developer’s handbook and workshop materials

SLN research reports

SLN dissemination of best practices collected from MIDs and Faculty

Bi-weekly MID meetings

MID Summit, & MID f2f meetings at TLT and CIT.

Faculty Development SLN NetTutor pilot – Fall 2005 CAT testing and documentation SLN gradebook beta testing SLN200 – online training option for select new fall 2006 faculty SLN webinar for training #4 - for new faculty in SLN200 from spring 2006 SLN training #5: Advanced Multimedia Design & Management for your Online Course – webinar & online documentation for returning experienced fall 2006 faculty SLN Instructional Design: Additional Activities

SLN NetTutor pilot – Fall 2005

CAT testing and documentation

SLN gradebook beta testing

SLN200 – online training option for select new fall 2006 faculty

SLN webinar for training #4 - for new faculty in SLN200 from spring 2006

SLN training #5: Advanced Multimedia Design & Management for your Online Course – webinar & online documentation for returning experienced fall 2006 faculty

Faculty Development Recent Surveys: Spring 2003 -Student Satisfaction : 6,295 respondents -Faculty Satisfaction : 366 respondents Spring 2004 - Student Satisfaction : 8,158 respondents -Faculty Satisfaction : 368 respondents Summer 2004 - Student Satisfaction : 2,317 respondents SLN Instructional Design: Additional Activities

Recent Surveys:

Spring 2003

-Student Satisfaction : 6,295 respondents

-Faculty Satisfaction : 366 respondents

Spring 2004 - Student Satisfaction : 8,158 respondents -Faculty Satisfaction : 368 respondents

Summer 2004 - Student Satisfaction : 2,317 respondents

Faculty Development Recent Surveys: Fall 2004 - Student Satisfaction : 1,082 respondents (random sample) -Faculty Satisfaction : 518 respondents Spring 2005 - Student Satisfaction : 2,036 respondents (random pool) 7,686 (non random pool) -Faculty Satisfaction : 130 respondents (random pool) 200 (non random pool) Fall 2005 - Student Satisfaction : 4,716 respondents -Faculty Satisfaction : 386 respondents Spring 2006 - Student Satisfaction : 9,595 respondents -Faculty Satisfaction : 738 respondents SLN Instructional Design: Additional Activities

Recent Surveys:

Fall 2004 - Student Satisfaction : 1,082 respondents (random sample) -Faculty Satisfaction : 518 respondents

Spring 2005 - Student Satisfaction : 2,036 respondents (random pool) 7,686 (non random pool) -Faculty Satisfaction : 130 respondents (random pool) 200 (non random pool)

Fall 2005 - Student Satisfaction : 4,716 respondents -Faculty Satisfaction : 386 respondents

Spring 2006 - Student Satisfaction : 9,595 respondents -Faculty Satisfaction : 738 respondents

Faculty Development Faculty & Student Satisfaction, Teaching Presence, and Class Community Recent SLN Papers: http://tlt.suny.edu/tlt_library_research.shtml A Study of Teaching Presence and Student Sense of Learning Community in Fully Online and Web-Enhanced College Courses, The Internet and Higher Education, Volume 9, Issue 3, 2006. (Forthcoming 2006) Developing Learning Community in Online Asynchronous College Courses: The Role of Teaching Presence . Journal of Asynchronous Learning Networks: 9(4). (December 2005) Increasing access to Higher Education: A study of the diffusion of online teaching among 913 college faculty. International Review of Research in Open and Distance Learning (July - 2005). ISSN: 1492-3831. (2005) http://www.irrodl.org/content/v6.2/shea.html SLN Instructional Design: Research

Faculty & Student Satisfaction, Teaching Presence, and Class Community

Recent SLN Papers: http://tlt.suny.edu/tlt_library_research.shtml

A Study of Teaching Presence and Student Sense of Learning Community in Fully Online and Web-Enhanced College Courses, The Internet and Higher Education, Volume 9, Issue 3, 2006. (Forthcoming 2006)

Developing Learning Community in Online Asynchronous College Courses: The Role of Teaching Presence . Journal of Asynchronous Learning Networks: 9(4). (December 2005)

Increasing access to Higher Education: A study of the diffusion of online teaching among 913 college faculty. International Review of Research in Open and Distance Learning (July - 2005). ISSN: 1492-3831. (2005) http://www.irrodl.org/content/v6.2/shea.html

Faculty Development Faculty & Student Satisfaction, Teaching Presence, and Class Community Recent SLN Papers: http://tlt.suny.edu/tlt_library_research.shtml Presence and Establishment of Community in Online Learning Communities, Elements of Quality Online Education: Engaging Communities: Wisdom from the Sloan Consortium, Needham, MA: SCOLE (ISBN 0-9766714-1-7). (2005) Enhancing Student Satisfaction Through Faculty Development: The Importance of Teaching Presence, Elements of Quality Online Education: Into the Mainsteam, Needham, MA: SCOLE (ISBN 0-9677741-6-0). (2004) Student Satisfaction and Reported Learning in the SUNY Learning Network. In Duffy, T. and Kirkley, J. Learner Centered Theory and Practice in Distance Education. Mahwah, NJ: Lawrence Erlbaum. (2004) SLN Instructional Design: Research

Faculty & Student Satisfaction, Teaching Presence, and Class Community

Recent SLN Papers: http://tlt.suny.edu/tlt_library_research.shtml

Presence and Establishment of Community in Online Learning Communities, Elements of Quality Online Education: Engaging Communities: Wisdom from the Sloan Consortium, Needham, MA: SCOLE (ISBN 0-9766714-1-7). (2005)

Enhancing Student Satisfaction Through Faculty Development: The Importance of Teaching Presence, Elements of Quality Online Education: Into the Mainsteam, Needham, MA: SCOLE (ISBN 0-9677741-6-0). (2004)

Student Satisfaction and Reported Learning in the SUNY Learning Network. In Duffy, T. and Kirkley, J. Learner Centered Theory and Practice in Distance Education. Mahwah, NJ: Lawrence Erlbaum. (2004)

Faculty Development Faculty 94% = Faculty Satisfied or Very Satisfied. 92% = Would recommend online teaching to a colleague. 98% = Would teach online again. Students 90% = Students Satisfied or Very Satisfied. 90% = “Students learned a great deal in my course.” SLN Instructional Design: Survey Results – Fall 2004

Faculty

94% = Faculty Satisfied or Very Satisfied.

92% = Would recommend online teaching to a colleague.

98% = Would teach online again.

Students

90% = Students Satisfied or Very Satisfied.

90% = “Students learned a great deal in my course.”

? ? Any questions

Thank You! Alexandra M. Pickett [email_address] http://SLN.suny.edu http://SLN.suny.edu/developer