Beyond the Bells and Whistles – Exemplary Courses and Best Practices
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Beyond the Bells and Whistles – Exemplary Courses and Best Practices

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  • VISION of the TFIPromote best practices in instruction (online and f2f as well as student support)Our vision is to develop a cadre of professors, administrators, and staff members who will be distinguished leaders in using technology at NSC to improve the overall student experience – from teaching to student services. PURPOSE – Project focusThe purpose of the Institute is to encourage technology leaders from faculty, staff, and administrators to use technology to enhance the student experience at NSC. This can be done through both instructional and community/student service projects that use technology to improve program delivery, both academic and administrative. Projects will address an identified challenge and incorporate technology to improve program delivery.Create and sustain an ongoing, annual program to challenge pioneering faculty, administrators, and staff to stretch the boundaries of instruction and technology use at Nevada State College. The program is intended to advance excellence in teaching, student and customer service while embracing NSC’s Core Values. May 22 – June 26, 20092010 Program: May 21 – June 25SummaryIn the summer of 2009, Nevada State College embarked on a new faculty and staff development program titled Technology Fellows Institute (TFI). The TFI is a yearlong commitment that starts with a six-week face-to-face seminar on pedagogy and best practices. The remainder of the commitment is devoted to completing an approved project, presenting the project to the college community, and mentoring colleagues. Fellows were selected based upon their competency using Blackboard, project approval and commitment to participating in the yearlong process. The 2009 cohort included four NSC faculty members and the Librarian. The TFI is the equivalent of a 3-credit master’s level course and faculty received a stipend for participating.
  • Applicants applied for one of 5 seats in the program2009 –4 teaching faculty and the librarian2010 – 3 teaching faculty and 2 staffAll fellows completed the 6 week seminar series as well as participated in other activities throughout the year. What is a fellow?Change agent / InnovatorMentorResource for colleaguesPioneer in creating new teaching and learning spaces in online or hybrid coursesLeader in shaping new attitudes and behaviors in serving students through technology
  • Lights! (June 2008)To learn best practices in instructional design for online courses during the seminar portion of the TFI, Fellows reviewed the 2008 Blackboard Exemplary Course Matrix and then informally reviewed the courses of the 2008 winners. During the TFI, we looked at national standards (ECP Matrix and Quality Matters), regional standards (CSU-Chico and Nevada Learning Network Course Checklist), as well as our own NSC Proposed Standards for Online Instruction. This process was an excellent way to show alignment of standards within the field of instructional design as well as to support the reasoning behind some of our suggested practices. We saw positive feedback from participants and they immediately applied these practices in their projects. 
  • Cameras! (February 2009)Team Tech Fellows took on the “official” role of a review team for two ECP courses. Based on the expertise area of the Fellows, we reviewed a biology course and an education course. We divided into two teams with each sub-team reviewing one course. A main contact for the ECP was the team leader for both teams. Team members reviewed the course on their own (the team lead reviewed both courses) and sent comments to the team leader. The team leader compiled all the comments into one document and then met with the each team to review all comments and agree on a rating for each criterion. Finally, before submitting the final version to ECP, Team Tech Fellows met to review and discuss both coursesAll Fellows agreed to participate as a reviewer in the Blackboard Exemplary Course Program (ECP). This will reinforce exemplary practices and provide Fellows access to course materials that are considered to be best in class.
  • . Action!Overall, using the ECP materials as a tool for faculty development has been a great experience for our 2009 Team Tech Fellows and Nevada State College in many ways:·         Highlighted “a-ha” moments showing faculty where they are already in alignment with best practices. In other words, confirming that they are already “doing something right;”·         We immediately saw a trend towards alignment with the ECP best practices in subsequent courses developed by the Fellows;·         Fostered a “grass-roots” movement in sharing best practices when engaging with colleagues;·         Encouraged other full-time faculty to contact Instructional Technology about improving their online courses;·         Created further excitement in promoting the 2010 TFI program;·         Encouraged participants to submit their project as a presentation to conference organizations;·         Given a faculty member the confidence to say she will submit a course to the ECP in 2011; and·         Finally, one Fellow created an online mentoring site for part-time faculty and a pedagogy-based development program for online instruction, both  incorporating principles learned from the ECP. She is also including a mini-ECP review component in her part-time faculty development program.
  • IncentivesTie ECP to faculty and professional developmentThink beyond the typical academic uses of Bbd and be sure to include staff and administrators. Many of the same principles apply to non-academic uses of Blackboard…Faculty mentoring programRewardsExtrinsic –$$Thank you letter from BbdOffer some type of recognition program in your school – newsletter, website, student newspaper, thank you note from Provost to put in file, etc.Intrinsic – it’s an honor to participateYou are a leader in best practicesWII-FM (what’s in it for me?) – discuss how they can use ECP experience & practices to improve their own work

Beyond the Bells and Whistles – Exemplary Courses and Best Practices Beyond the Bells and Whistles – Exemplary Courses and Best Practices Presentation Transcript

  • Beyond the Bells & Whistles: Exemplary Courses and Best Practices
  • The Blackboard Exemplary Course Program • ecp@blackboard.com www.blackboard.com/ecp • What it is • How it works • What it can do for you
  • Exemplary Course Program Directors • John Bourke, Griffith University • Maisie Caines, College of the North Atlantic • Deb Everhart, Blackboard & Georgetown University • David Graf, Nova Southeastern University • Dan Lake, Central NY Regional Information Center • Christie Smith, Lone Star College • Shirley Waterhouse, Embry-Riddle Aeronautical Univ. • Susan Zvacek, University of Kansas
  • The Rubric • Course Design – Goals and Objectives – Student Engagement – Content, Organization, and Clarity • Interaction & Collaboration – Based on Learning and Course Goals – Variety of Communication Tools Used • Assessment – Alignment with Objectives – Formative (feedback!) & Summative • Learner Support – Orientation and Training – Technical and Pedagogical
  • Technology Fellows Institute Team Tech Fellows & Blackboard’s Exemplary Course Program A Lesson in Best Practices Blackboard World 2010 Tonya Buchan and Sam McCool
  • Technology Fellows Institute Technology Fellows Institute Develop a cadre of professors, administrators and staff who will be distinguished leaders using technology to improve the overall student experience. • Holistic approach to enhancing: – Student services experience – Promoting teaching excellence • Six-week seminar series – Research best practices – Complete a project 6
  • Six-Week Seminar Technology Fellows Institute • May & June 2009 • Nevada State College began a new faculty and staff development program to advance online pedagogy and enhance student services. • Addressed best practices in instruction and student support. • Five Fellows completed outstanding projects that have led to the creation of a team of coaches and mentors who assist other faculty and staff in their use of Blackboard Vista. 7
  • Lights! Technology Fellows Institute Reviewing Best Practices National 2008 ECP Matrix and ECP recipient courses Quality Matters Regional California State University – Chico Nevada Learning Network Course Checklist Local Nevada State College Proposed Standards for Online Instruction Demonstrated alignment of instructional design standards 8
  • Camera! Technology Fellows Institute Evaluating Best Practices • Two review teams with same team lead – Biology – Education • Whole team reviewed 2009 ECP rubric • Each member reviewed their respective courses & took notes based on the rubric • Submitted notes to team lead • Team lead compiled notes and met with respective team • Team discussed notes and criteria to come to consensus on rating for each criterion • Team lead drafted final ECP report, sent to team for approval before submission to Blackboard. 9
  • Action! Technology Fellows Institute Implementation of Best Practices 1. Highlighted “a-ha” moments showing faculty where they are already in alignment with best practices. 2. Could see immediate implementation of practices learned from ECP. 3. Fostered a grass roots movement in sharing best practices . 4. Encouraged other faculty to try new things. 5. Created further excitement about the 2010 Program. 6. Encourages participants to submit own project to conference organizations. 7. Commitment to submit course to ECP in 2011 8. Online PTI mentoring site. 10
  • Fostering Best Practices Technology Fellows Institute • Offer Incentive – Tie ECP to faculty and professional development – Rewards • Extrinsic • Intrinsic – Tie ECP to process improvement • Academic courses • Non-academic uses of Blackboard 11
  • PS2310 Psicología Cognoscitiva Angélica Quiroga Universidad de Monterrey (MEXICO)
  • VALUES AND ATTITUDES CONTENT Feeling Knowledge COMPETENCY-BASED PROFESSIONAL DEVELOPMENT (CBPD) ABILITIES AND SKILLS Thinking METHODS AND ACTIVITIES Performance
  • Assessment Research and Intervention Evaluation Psychology Relationship undergraduate Consultation competences
  • PROFESSIONAL COMPETENCIES COGNITIVE PSICOLOGÍA SOCIAL CONSTRUCTIVIST APPROACH COGNOSCITIVA AUTHENTIC INSTRUCTION COOPERATIVE LEARNING INTERVENTION PROYECT Technological support Communication Assignmen Teaching Rubrics tools t tray materials
  • Advanced organizers Learning strategies Reading and critically reflecting Sharing thoughts Learning products Units 1-2, Report. Rehearsal: summarizing. Units 3-5, Essay. Elaboration: questioning, arguing. Monitoring: paraphrasing. Units 6-7, Concept map. Organization: mapping. Unit 8, Comparison table. Monitoring: rereading checking consistencies. Unit 9, Personal reflection. Comprehension: self- questioning. Applying knowledge
  • Sharing points of view Design of: • Product contents • Logo and slogan identifying Product Achievement socialization Self-evaluation and co-evaluation
  • Michael Pregitzer & Bill Ventura, Ph. D. – Regent University
  • Please provide feedback for this session by emailing BbWorldFeedback@blackboard.com. The title of this session is: Beyond the Bells and Whistles: Exemplary Courses and Best Practices ----------------------------------- Blackboard Exemplary Course Program ecp@blackboard.com www.blackboard.com/ecp