Designing Self-Paced Training Modules as the Foundation of Online Faculty Certification
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During this session on November 21, 2013 at the 19th Annual Sloan Consortium International Conference on Online Learning, learn about Northern Illinois University's innovative faculty development ...

During this session on November 21, 2013 at the 19th Annual Sloan Consortium International Conference on Online Learning, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online teaching training via self-paced modules as an initial phase of comprehensive online faculty certification. An overview of the program will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts.

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  • NIU currently offers less than 100 course sections online per semester. In spring 2012, 35 online courses were offered from 6 colleges. At this rate, meeting Strategic Planning and Vision 2020 goals for NIU to offer more online courses and online degree programs will require training more faculty members quickly on online teaching so that academic departments schedule more course sections online.
  • Blackboard use is the learning management system that NIU faculty can use to build and teach online courses.
  • Many academic units, such as Nursing and Technology, have considerable student demand for online courses often rely on adjunct faculty to teach online courses but those adjunct faculty members are generally not on campus to be able to attend training programs and they find it difficult even to commit to training programs on fixed schedules offered online.
  • Initial online orientation via Bb Collaborate, archived and distributed as mp4 for mobileSelf-paced presentations viewable online in Blackboard or as mp4 for mobileSelf-Test quiz at end of each topic to check for understandingOptional discussion board for ongoing discussionJournal Reflections at modules 3 & 6 to consider takeawaysCulminating assessment Design document for an online course (completed in segments throughout modules or at end)
  • Certificate of Completion – View presentations, review readings, complete design activities and brief journal reflection for each presentationInformation Only / No Certificate of Completion - View presentations and complete brief journal reflection for each presentation
  • We envision the “Preparing to Teach Online” self-paced learning experience to comprise the first phase of an eventual certification process for NIU faculty wishing to teach online. NIU faculty would become certified online instructors after completing not online the self-paced online modules (Phase I) but also attending a number of hands-on workshops to become proficient with the technology tools available and meet with Faculty Development staff for one-on-one consultations. In order for an implementation of Phase II, additional staff and resources would be needed.

Designing Self-Paced Training Modules as the Foundation of Online Faculty Certification Presentation Transcript

  • 1. Designing Self-Paced Training Modules as the Foundation of Online Faculty Certification Jason Rhode, PhD @jrhode
  • 2. Description During this session, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online teaching training via self-paced modules as an initial phase of comprehensive online faculty certification. An overview of the program will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts.
  • 3. About NIU 3
  • 4. Northern Illinois University
  • 5. About NIU » Main campus in » 39 academic DeKalb, IL located 65 departments; 57 miles West of Chicago undergraduate majors; 80 graduate programs » Total enrollment: 21,234 (Fall ‘13) » 95% of undergrads and 79% of grad students » 1,185 instructional are from Illinois faculty » Student to faculty ratio: » 685 international students from 116 18:1 countries
  • 6. Current Status of Online Teaching at NIU 6
  • 7. Online Courses Offered • NIU currently offers less than 150 course sections online per semester • In fall 2013, 114 online courses offered from 6 colleges
  • 8. Blackboard Usage at NIU As of Fall 2013: • 95% of students • 92% of instructional Faculty/Staff/TAs • 67% of course sections • 4.25 course sections/student on Blackboard
  • 9. Support for Online Teaching • Workshops, consultations, online tutorials, and resources offered at no charge by Faculty Development and Instructional Design Center • Learning management system support and technical support offered at no charge by Information Technology Services • Media production and technical support services offered for a fee by Media Services • Custom course development offered for a fee by eLearning Services
  • 10. Previous Support Offered by Faculty Development and Instructional Design Center 10
  • 11. Online Teaching 101 • 6-week online learning experience for NIU faculty offered during summer past 3 years • 2 f2f sessions, remainder all online, 1 module completed each week face-to-face wrap-up session
  • 12. Teaching Engaging Online Courses • Interactive 1-day workshop presented by Center staff providing systematic overview of pedagogical and pragmatic considerations in creating a quality online teaching and learning experience
  • 13. Challenges • Faculty find it difficult to attend training programs of extended duration during the semester • Many units, such as Nursing and Technology, have considerable student demand for online courses but rely on adjuncts who often can’t attend on campus or online programs with fixed schedules
  • 14. Online Workshops & Archives Over 60 archived online workshops offered by the Center to date available on topics related to online teaching and technology integration
  • 15. Looking Ahead 15
  • 16. By 2020 “We must pursue the working group recommendations to add up to 42 additional online degree programs and certificates – prioritized according to student demand. To put that in proper perspective, we currently offer eight online degree programs.” President John Peters, State of the University Address, 2011
  • 17. Self-Paced Modules on Online Teaching 17
  • 18. Benefits to Self-Paced Model • Those who can’t attend in-person or commit to specific timeframe can gain introductory information • Faculty who want to get started quickly can accelerate their learning • Accommodates those with differing teaching and technology expertise so that they can begin with the self-paced training and then receive follow-up assistance for coursespecific needs
  • 19. “Preparing to Teach Online” • Self-paced training modules on online teaching • First of 3-step approach to potential online teaching certification process for NIU faculty Self-Paced Online Learning Experience Face-to-Face Workshops One-on-One Consultations
  • 20. Topics Core Modules 1) Overview and Introduction 2) Models of Delivery 3) Design 4) Communication 5) Technology Tools 6) Assessment Electives (must complete 3) • Advanced Content (eBooks, OER, digital content) • Presentation Tools • Working with Development Team • Web Conferencing • • • • Mobile Media Groups Blogs, Wikis, Journals
  • 21. Module Characteristics • Estimated 2 weeks per modules for 6 core topics and 1 week each for electives (2-3 hours per core Self-paced topic, 1-2 hours for electives) • Similar introductory concepts covered as offered by other online certification programs (Sloan-C, Comparable Illinois Online Network, etc.) • Goal to complete 6 required modules, 3 electives, and design document during 16-week semester Structured
  • 22. Typical Module Structure Introduction Text Presentation 15-20 mins Supplemental Resources* Activity* Design Doc Self-Test Quiz Activities Completed in Sequence for Each Module * = Review of Supplemental Resources and Activity not required to progress through modules, but are required if seeking certificate of completion
  • 23. Technical Characteristics • Modules structured as a selfpaced online course in Blackboard • Presentations viewable online as well as via mobile devices • Course accessible and mobile-friendly so faculty can choose to experience on a mobile device via NIU Mobile App
  • 24. Components via Bb Collaborate, archived and distributed as mp4 for mobile Online Orientation 2-3 online readings and other supplemental resources reflections at modules 3 & 6 to consider takeaways Journal Reflections Self-Paced Presentations Online Readings and Resources Culminating Assessment viewable online in Blackboard or as mp4 on mobile Self-Tests quiz at end of each topic to check for understanding design document for an online course (completed in segments throughout modules or at end)
  • 25. Sequence Complete 6 core modules in order • • • • • • Introduction Models of Delivery Design Communication Technology Tools Assessment Select any 3 elective modules • Working with Development Team • Advanced Content • Mobile Learning • Media • Presentation Tools • Groups • Blogs/Wikis/Journals • Web Conferencing
  • 26. Options for Completion Certificate of Completion • View presentations, review readings, complete design activities and self-test for each module Information Only / No Certificate of Completion • View presentations and complete self-test for each module
  • 27. Scheduling • New cohorts to begin each semester (faculty complete online sign-up) • Non-NIU cohorts will also be scheduled (participants pay fee), will run in tandem but separate from NIU faculty cohorts • While modules are self-paced, faculty wishing to receive certificate of completion must finish required activities for completion by end of semester
  • 28. Design and Development 28
  • 29. Project Timeline Milestones 2/12-6/12 Design 6/12-3/13 Development Scope modules Build modules Script presentations Create presentations Design activities Build activities Present project plan and get feedback Internal proofing of drafts by Center staff 3/13-5/13 5/13-7/13 8/13-2/14 Review Launch Evaluate Internal review Publicize by Center staff availability & selected NIU faculty Faculty signup External review First pilot by selected cohort begins outside summer ‘13 experts Begin Revise, based development on feedback of electives Conduct evaluation of faculty participants Compile summary and revise based on feedback Review elective modules
  • 30. Design • Course to be designed following Blackboard’s Exemplary Course Rubric for possible consideration as Blackboard Exemplary Course
  • 31. Demo 31 31
  • 32. Accessed in Blackboard
  • 33. Sample Module Presentation j.mp/pto-module
  • 34. Course Welcome and Tour j.mp/pto-welcome
  • 35. Accessed via Mobile Device
  • 36. Pilot Online Kick-Off j.mp/pto-kickoff
  • 37. Reviewer Feedback 37 37
  • 38. Sample Reviewer Feedback “This is the epitome of self-paced learning that will keep the learner engaged, at least that’s how I felt while I was going through it.” - External reviewer, Spring 2013
  • 39. Sample Participant Feedback “Overall, this is an excellent self-paced training course. The structure of the course is concise and consistent. The course provides great presentations and supplemental materials on designing a quality online course” - Pilot course participant, Summer 2013
  • 40. Outcomes 40
  • 41. Anticipated Results • More faculty members will be trained quickly on online teaching than the current approach to train them through fixed training programs or spending funds to get them trained outside. • Self-paced learning modules will help faculty understand the time, effort and planning necessary to develop and deliver courses online compared to face-to-face delivery, and be better prepared.
  • 42. Anticipated Results • Academic departments will be able to recruit more faculty members to teach online. • Academic support units such as Faculty Development and Instructional Design Center with limited resources will be able to use their resources more efficiently by focusing on course-specific online teaching needs of faculty.
  • 43. Online Certification Process Phase I Self-Paced Online Learning Experience Phase II Face-to-Face Workshops One-on-One Consultations
  • 44. Questions? Jason Rhode, Ph.D. Director of Distributed Learning Northern Illinois University jrhode@niu.edu @jrhode Slides available at: jasonrhode.com/aln13