Effective Professional Development: The Evolution SolutionPresentation Transcript
Effective Online Professional Development:The Evolution Solution 17th Annual Sloan-C International Conference on Online Learning 11-5-10 orlando,FL
About Us Celeste Stratton MS Johns Hopkins University/Educational Technologies Design & facilitate DE course development programs-15 yrs Coordinator of Instructional Design and Training
About Us Dionne Thorne MA University of Maryland Baltimore County, Instructional Systems Development Designs & facilitates DE course development programs-8 yrs Instructional Designer and QM Peer Reviewer
About Us Jean Ashby EdD Towson University, Instructional Technology Designs & facilitates DE course development programs- 10 yrs Revolutionized developmental education for online math courses.
About You Do you have a role in faculty professional development for online faculty?
Does your institution provide full-time and adjunct faculty professional development to improve online courses and teaching online?
Objectives After this presentation, you should be able to: Identify essential attributes of an online faculty development program. Recognize key characteristics contributing to evolving professional development strategies. Share projections for the future of faculty development.
CCBC Faculty Professional Development History of Online Course Development for faculty creating a new online course Virtual Academy: 9 consecutive full day sessions onsite Online Teaching Institute [OTI] onsite: 4 month blended, semi monthly onsite sessions Distance Learning Task Force: comprehensive 6 month research study of students, faculty and staff. New ID coordinator and ID positions created.
Instructional Design Research What are the challenges? Increased student enrollment Need for more adjunct faculty Physical space limitations Self-study: anonymous self-review survey of quality standards Interviews: leadership, faculty trainers Faculty focus groups: anonymous
Instructional Design Research Findings Wants vs. needs differ Faculty want flexibility Requests for more professional development Response Revise OTI: add adult learner, quality standards, disability support content, create a more flexible format. Teaching Online Course- separate 4 week online course for all faculty teaching existing online courses.
Research & Results CCBC surveys and focus group data summarize a need for: Institutional directives for professional development Top down support & collaboration Flexible offerings and online training opportunities Online teaching competence by persons who assess faculty Infrastructure for support of student success Standardization of courses toward common outcomes
Online Teaching Institute Quality Standards Course Outcomes Learning Obj. Assessment & Eval Learner Support and Compliance Adult Learner & Learner Engagement Learning Management System 4 months, blended with few onsite requirements
Essentials: Then and Now Basic needs: Assessment Process, Surveys , Focus Groups Faculty/participants Institutional directive [Goals/Objectives] Institutional Support Professional Development Plan Content- Instructional Problem Technology Resources: LMS or learning space Communication Tools
History – How faculty learn to teach online
Informal learning/ mentoring self-learning and sharing by faculty. Primary focus is technology.
Professional development provided onsite specific to individual courses. Focus on andragogy/pedagogy and resources.
Professional Development provided in a blended format over several weeks or months with a mentor and quality assurance tool with a measurable outcome.
School-wide coordinated team based course development includes a faculty professional development component serving student centered outcomes and accreditation criteria.
Factors which impact model shift Student retention Efficiency of resources and technology Facilitator flexibility Qualified achievement, artifacts, e-portfolio Varied course specific resources and learning objects Quality standards [instructional design] Accreditation criteria Continuous improvement plans
A new model Faculty professional development is targeted as teams build new courses in a collaborative team environment applying concurrent course design toward creation/revision of courses to meet outcomes. Results of constant evaluation
A similar model Concurrent Course Cylinder [Reference : University of Georgia] Project Plan Communication
A new model Team consists of: Project Leader/ Sr Instructional Designer, Course Developer, Subject Matter Expert [Faculty], Quality Assurance Representative, Coordinator or Dept. Chair. Professional development offered to all team members, some topics offered exclusive to role. Topics available on-demand. Topics: andragogy/pedagogy, quality assurance, LMS, learner engagement, course outcomes, learning objectives, assessment & evaluation, disability compliance.
Share your experience and suggestions. What do you think will be the next transition for faculty professional development? Your Turn & Our Future
Instructional Design Team Thank you for your attention & interest. Follow the presenters in Twitter: celestestratton ddthorne