Finding the Good Fit: Faculty Members, Instruction, Evidence, and Technology Patricia A. McGee, PhD [email_address] Associate Professor/2003 NLII Fellow Instructional Technology Department of Educational Psychology University of Texas at San Antonio Veronica M. Diaz, PhD [email_address] Instructional Technology Manager Maricopa Center for Learning and Instruction Maricopa Community Colleges Adjunct Professor, Northern Arizona University
Presentation materials available at http://elearning-design.pbwiki.com/
Seminar Overview Web 2.0: Diffusion, Instructional Development and Support Understanding Faculty Members and Learners and Web 2.0
Content, Pedagogy, Assessment, and Tools
Part I Web 2.0: Diffusion, Instructional Development and Support
Web 2.0 (Twitter) and the World Simulation http://www.youtube.com/watch?v=JgbfMY-6giY
Model of Diffusion and Other Considerations
Sources: http://www.jeffro2pt0.com/images/web1_0-vs-web2_0.png and ttp://jensthraenhart.com/cblog/uploads/web20.jpg
Technology Adoption Lifecycle
Web 2.0 Tools and Distributed Learning Models
Delivery Models Sloan-C, 2007 The Models Proportion of Content Delivered Online Type of Course Typical Description 0% Traditional Course with no online technology used — content is delivered in writing or orally. 1 to 29% Web Enhanced Course which uses web-based technology to facilitate what is essentially a face-to-face course. Uses a course management system (CMS) or web pages to post the syllabus and assignments, for example. 30 to 79% Blended/Hybrid Distributed Engagement Course that blends online and face-to-face delivery. Substantial proportion of the content is delivered online, typically uses online discussions, and typically has some face-to-face meetings. 80% + Online A course where most or all of the content is delivered online. Typically have no face-to-face meetings.
Buffet Model Allows the learner to complete instructional sequences at their own pace Various learning environments On-campus and distributed environments Example: Foothill College, Math My Way
Allows students to progress through material in the way and speed that is most appropriate for them
Blended/Hybrid (Replacement) Blended learning courses combine online and classroom learning activities and resources in an optimal way to improve student learning outcomes and to address important institutional issues Example: Estrella Mountain Community College, Learning College
Classroom attendance (“seat time”) is reduced
100% Online Example: Rio Salado College Online
All course activities, resources, interactions, and communications occur online, typically through an institutional learning/course management system
Models and Web 2.0
What models are you most active in?
INSTRUCTIONAL DEVELOPMENT MODELS AND SUPPORT
Akker, 1998; Goodlad, 1994; Romiszowski,1981
Program and Course Levels Program Level Course Level
Object (Module or Unit) and Individual Levels Object Level Individual Level
Granular, at course level
Delivery models, instructional development models, and support
Diffusion of Innovation ?
Experimentational Transitions Standardization of support Integration into curriculum Data collection throughout Communication with campus community Strong connection to curriculum and disciplines
Robust support for the faculty and students
Support Models & Innovation Relationship to development models
Relationship to innovation and diffusion
WEB 2.0 AND INSTITUTIONAL ISSUES/CONSIDERATIONS
Quality Assurance and Web 2.0
Peer Course Review Feedback Course Instructional Designers Institutions Faculty Course Developers National Standards & Research Literature Rubric Faculty Reviewers Training Quality Matters Course Peer Review Process Course Meets Quality Expectations Course Revision
QM Certified Peer Reviewers Peer Reviewers receive full-day training to learn How to interpret the standards (with examples and annotations) How to evaluate a course (hands-on with sample course)
Reviews are conducted by teams of three peer reviewers
More about Quality Matters Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online and hybrid courses and online components A faculty-driven, collaborative peer review process Committed to continuous quality improvement Based in national standards of best practice, the research literature and instructional design principles
Designed to promote student learning and success
The Rubric is the Core of Quality Matters 40 specific elements across 8 broad areas (general standards) of course quality
Detailed annotations and examples of good practice for all 40 standards
Quality Matters & Alignment
Essential Standards that Relate to Alignment A statement introduces the student to the course and learning Navigational instructions Learning activities foster interaction: Clear standards are set for instructor response and availability Assessment strategies provide feedback Grading policy is transparent and easy to understand Implemented tools and media support learning objectives and integrate with texts and lesson assignments
The course acknowledges the importance of ADA compliance
Other QM Uses College quality assurance review processes Guidelines for online/hybrid course development Faculty development/training programs Checklist for improvement of existing online courses
An element in regional and professional accreditation
Intellectual Property & Web 2.0 How broad or inclusive? What tools or learning environments should be addressed? How is maintenance of instructional products and systems addressed? Employees or units involved in the production process, work time/course of employment issues, resources expended, or units involved?
Innovation within or outside established, controlled university-owned systems?
Faculty perceptions of copyright and fair use
Three Questions Describe existing instructional delivery and development models for integrating technology into instruction. What are your teaching and learning goals for Web 2.0 tools?
What are the support issues that will need to be addressed to achieve your Web 2.0 goals?