Carol McQuiggan, Penn State University-Harrisburg
         Linda Futch, University of Central Florida
                Larr...
  Rationale
  Initial categories
  Partnering
  Development process
  Current status
  Discussion




              ...
  Identify core competencies for online instructors
  Promote eLearning through a faculty self-
   assessment tool
     ...
    Gleaned from various web and print resources:
     ◦  Initial preparation
     ◦  Use of Internet in teaching
     ◦ ...
  University of Central Florida contacted January
   2007
  First virtual meeting in March 2007
  Collaboration tools:
...
    Grouped core competencies into 4 major
      categories
From                                To
      Organization    ...
  Reviewed current criteria points in each
   category
  Narrowed number of criteria points to as few as
   possible
  ...
  Located resources to fill in the knowledge gaps
   the survey could uncover
  Located research to support the online s...
    Possible delivery mechanisms evaluated:
     ◦  Questionmark
     ◦  Online form
     ◦  Java score-generator
     ◦ ...
The 13th Annual Sloan-C International Conference on Online Learning   10
The 13th Annual Sloan-C International
      Conference on Online Learning     11
The 13th Annual Sloan-C International
      Conference on Online Learning     12
    Rubric feedback from team
     ◦  Amount of time to take survey
     ◦  Clearness of questions
     ◦  Clearness of c...
    Rubric field tested
     ◦  Experienced online educators
     ◦  Educators with no online teaching experience




   ...
    Changes recommended from field test
     ◦  Make survey operational in multiple browsers
     ◦  Change colors for pr...
    More changes recommended from field test
     ◦  Need to know to scroll down for feedback or add
        feedback to ...
  Programmer to make recommended changes
  Pilot test with faculty groups
  Analyze feedback and make final changes
  ...
  Distribution of handouts
  In small groups of 4 or 5, review a category

  One person from each small group record
  ...
  Do you think an online tool like this will be
   helpful in your work?
  Do you find the categories/questions
   appro...
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A Faculty Online Readiness Tool

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Presentation from the 13th Annual Sloan-C International Conference on Online Learning, November 2007

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A Faculty Online Readiness Tool

  1. 1. Carol McQuiggan, Penn State University-Harrisburg Linda Futch, University of Central Florida Larry Ragan, Penn State University The 13th Annual Sloan-C International Conference on Online Learning
  2. 2.   Rationale   Initial categories   Partnering   Development process   Current status   Discussion The 13th Annual Sloan-C International Conference on Online Learning 2
  3. 3.   Identify core competencies for online instructors   Promote eLearning through a faculty self- assessment tool ◦  Determine their readiness for online teaching ◦  Link them to appropriate resources to fill in the identified gaps The 13th Annual Sloan-C International Conference on Online Learning 3
  4. 4.   Gleaned from various web and print resources: ◦  Initial preparation ◦  Use of Internet in teaching ◦  Communicating online ◦  Time management ◦  Organization ◦  Technical computer skills The 13th Annual Sloan-C International Conference on Online Learning 4
  5. 5.   University of Central Florida contacted January 2007   First virtual meeting in March 2007   Collaboration tools: ◦  Writely -> Google Docs + Phone ◦  Adobe Connect Pro ◦  Email The 13th Annual Sloan-C International Conference on Online Learning 5
  6. 6.   Grouped core competencies into 4 major categories From To Organization Organization & Time Time management Management Communicating online Communicating Online Initial preparation Teaching & Online Use of Internet in teaching Experience Technical computer skills Technical Skills The 13th Annual Sloan-C International Conference on Online Learning 6
  7. 7.   Reviewed current criteria points in each category   Narrowed number of criteria points to as few as possible   Identified criteria that might be better addressed in another category and moved it   Discussed categories and refined criteria points The 13th Annual Sloan-C International Conference on Online Learning 7
  8. 8.   Located resources to fill in the knowledge gaps the survey could uncover   Located research to support the online skills identified   Scripted general and individual feedback The 13th Annual Sloan-C International Conference on Online Learning 8
  9. 9.   Possible delivery mechanisms evaluated: ◦  Questionmark ◦  Online form ◦  Java score-generator ◦  Rubric tool developed by Dr. Kyle Peck   Selection criteria: ◦  Customizability – can add own resources to feedback ◦  Data collection options at local level ◦  Provide individualized feedback The 13th Annual Sloan-C International Conference on Online Learning 9
  10. 10. The 13th Annual Sloan-C International Conference on Online Learning 10
  11. 11. The 13th Annual Sloan-C International Conference on Online Learning 11
  12. 12. The 13th Annual Sloan-C International Conference on Online Learning 12
  13. 13.   Rubric feedback from team ◦  Amount of time to take survey ◦  Clearness of questions ◦  Clearness of choices ◦  Clear/helpful feedback ◦  Grammar, spelling, punctuation, accessible language ◦  Recommended changes The 13th Annual Sloan-C International Conference on Online Learning 13
  14. 14.   Rubric field tested ◦  Experienced online educators ◦  Educators with no online teaching experience The 13th Annual Sloan-C International Conference on Online Learning 14
  15. 15.   Changes recommended from field test ◦  Make survey operational in multiple browsers ◦  Change colors for printing and accessibility ◦  Add directions to begin survey ◦  Indicate expected amount of time survey will take ◦  Make question grouping obvious ◦  Additional choices needed for some items ◦  Incomplete survey cannot be submitted, but message received refers to question numbers and questions are not numbered The 13th Annual Sloan-C International Conference on Online Learning 15
  16. 16.   More changes recommended from field test ◦  Need to know to scroll down for feedback or add feedback to top ◦  Need some way to indicate those places where faculty skills are deficient ◦  Designate difference between generic feedback and specific feedback, possibly putting specific feedback first ◦  Printing instructions needed The 13th Annual Sloan-C International Conference on Online Learning 16
  17. 17.   Programmer to make recommended changes   Pilot test with faculty groups   Analyze feedback and make final changes   Complete Creative Commons license   Add to Sloan-C website The 13th Annual Sloan-C International Conference on Online Learning 17
  18. 18.   Distribution of handouts   In small groups of 4 or 5, review a category   One person from each small group record points of discussion on paper   Reconvene with sharing of major points The 13th Annual Sloan-C International Conference on Online Learning 18
  19. 19.   Do you think an online tool like this will be helpful in your work?   Do you find the categories/questions appropriate? ◦  What should be eliminated/changed? ◦  What is missing that should be added?   Other comments? The 13th Annual Sloan-C International Conference on Online Learning 19

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