Supporting Faculty in the Virtual Classroom Melanie Bartlett Asst. Director – Virtual Learning David Rausch, PhD Director ...
Supporting The Faculty-Technology Relationship <ul><li>Advantages </li></ul><ul><ul><li>Enabling Learners </li></ul></ul><...
Instructor/Student Expectations <ul><li>Set clear expectations for turnaround time </li></ul><ul><li>Establish types of fe...
Learner Centered Instructors <ul><li>Learner Centered Faculty Support </li></ul><ul><ul><li>Reconceptualized documentation...
Faculty Support Philosophy <ul><li>Communicating our model </li></ul><ul><li>Keeping in touch </li></ul><ul><li>Maintainin...
Faculty as Students in the Virtual Classroom
Technology Readiness Assessment Technology Primer 3 hours synchronous  instruction Macomb Online Instructor Training Certi...
Macomb Online Instructor Training Certification (MOITC)
Technology Readiness Assessment Technology Primer 3 hours synchronous  instruction Macomb Online Instructor Training Certi...
Virtual Basics
Technology Readiness Assessment Technology Primer 3 hours live or virtual instruction Macomb Online Instructor Training Co...
Assessment of Instructor Readiness
 
 
What happens when faculty do not complete an exercise successfully?
 
 
 
 
Training Formats Synchronous,  Asynchronous
Synchronous F2F
Synchronous Virtual
Asynchronous Tutorials Discussion Forums
Faculty Support
Technical Support for Faculty <ul><li>Support team </li></ul><ul><ul><li>Asynchronous support </li></ul></ul><ul><ul><li>S...
Other Services
Course Design Support for Faculty <ul><li>Provide Course Review course(s) </li></ul><ul><ul><li>Asynchronous support </li>...
Asynchronous Support
Open Lab
Adobe Connect Pro
WebEx
Questions?
References <ul><li>Kubala, 1998 </li></ul><ul><li>Collison et al., 2000 </li></ul><ul><li>Eklund & Eklund, 1996 </li></ul>...
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Supporting Faculty in the Virtual Classroom

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Presented at the ITC e-Learning 2009 Conference

Melanie Bartlett
Asst. Director – Virtual Learning

David Rausch, PhD
Director – Center for Teaching and Learning

Macomb Community College

As colleges recognize the opportunities and advantages technology brings to the face-to-face and virtual classroom, the distinction between those who provide instructional design, IT, and academic development support blurs. Quality faculty support requires an understanding of adult learning and a focused approach to reducing unnessary faculty effort. Simple tools such as learning object repositories provide an array of resources that can make things easier for faculty and college's support teams. The presenters will discuss techniques for successfully supporting faculty in the virtual classroom including certification training, the use of open labs, workshop formats, and virtual meeting/training tools.

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  • I want to thank everyone who gave up some of their Sunday afternoon. Our purpose today is to share some of the ideas successes and missteps we have encountered in our quest to provide high quality responsive faculty support for the virtual classroom. Macomb Community College is located in Eastern Metro Detroit with at least 26,000 students. David Rausch—As the Director for the Center for Teaching and Learning my responsibilities include our virtual learning area, our instructional technology area and our assessment and academic success areas. Melanie Bartlett-As the Assistant Director of Virtual Learning I focus my energies in the creation, development and delivery of training and learning content to assist faculty in using the virtual classroom.
  • Supporting Faculty in the Virtual Classroom

    1. 1. Supporting Faculty in the Virtual Classroom Melanie Bartlett Asst. Director – Virtual Learning David Rausch, PhD Director – Center for Teaching and Learning
    2. 2. Supporting The Faculty-Technology Relationship <ul><li>Advantages </li></ul><ul><ul><li>Enabling Learners </li></ul></ul><ul><ul><li>Increasing Immediacy </li></ul></ul><ul><li>Challenges </li></ul><ul><ul><li>Enabling Learners </li></ul></ul><ul><ul><li>Increasing Immediacy </li></ul></ul>
    3. 3. Instructor/Student Expectations <ul><li>Set clear expectations for turnaround time </li></ul><ul><li>Establish types of feedback (acknowledgement, content, automated) </li></ul><ul><li>Distinguish variety and level of support and developmental interaction </li></ul><ul><li>Manage perceptions of legitimate feedback </li></ul>
    4. 4. Learner Centered Instructors <ul><li>Learner Centered Faculty Support </li></ul><ul><ul><li>Reconceptualized documentation </li></ul></ul><ul><ul><li>Peer to Peer mentoring / modeling </li></ul></ul><ul><ul><li>Focus on technologies inside and outside the face-to-face classroom </li></ul></ul><ul><ul><li>Learning support is active, collaborative and social </li></ul></ul><ul><ul><li>Support recognizes individual pace and capabilities </li></ul></ul>
    5. 5. Faculty Support Philosophy <ul><li>Communicating our model </li></ul><ul><li>Keeping in touch </li></ul><ul><li>Maintaining quality standards </li></ul><ul><li>Support gaps harm faculty </li></ul>
    6. 6. Faculty as Students in the Virtual Classroom
    7. 7. Technology Readiness Assessment Technology Primer 3 hours synchronous instruction Macomb Online Instructor Training Certification (MOITC) Eight week online course Pass Yes No
    8. 8. Macomb Online Instructor Training Certification (MOITC)
    9. 9. Technology Readiness Assessment Technology Primer 3 hours synchronous instruction Macomb Online Instructor Training Certification (MOITC) Eight week online course or Virtual Basics - Three hours synchronous instruction or asynchronous tutorial -Three online modules Pass Yes No
    10. 10. Virtual Basics
    11. 11. Technology Readiness Assessment Technology Primer 3 hours live or virtual instruction Macomb Online Instructor Training Course (MOITC) Eight week online course or Virtual Basics - Three hours synchronous instruction or asynchronous tutorial -Three online modules Pass Yes No Certified Assessments and Assignments Learning Object Repositories Gradebook Synchronous Discussion Forums Communication -Two and one/half hours synchronous instruction -One online module
    12. 12. Assessment of Instructor Readiness
    13. 15. What happens when faculty do not complete an exercise successfully?
    14. 20. Training Formats Synchronous, Asynchronous
    15. 21. Synchronous F2F
    16. 22. Synchronous Virtual
    17. 23. Asynchronous Tutorials Discussion Forums
    18. 24. Faculty Support
    19. 25. Technical Support for Faculty <ul><li>Support team </li></ul><ul><ul><li>Asynchronous support </li></ul></ul><ul><ul><li>Synchronous sessions </li></ul></ul>
    20. 26. Other Services
    21. 27. Course Design Support for Faculty <ul><li>Provide Course Review course(s) </li></ul><ul><ul><li>Asynchronous support </li></ul></ul><ul><ul><li>Synchronous sessions </li></ul></ul>
    22. 28. Asynchronous Support
    23. 29. Open Lab
    24. 30. Adobe Connect Pro
    25. 31. WebEx
    26. 32. Questions?
    27. 33. References <ul><li>Kubala, 1998 </li></ul><ul><li>Collison et al., 2000 </li></ul><ul><li>Eklund & Eklund, 1996 </li></ul><ul><li>Newman et al., 1999; Shapley, 2000 </li></ul><ul><li>Haggerty et al., 2001 </li></ul><ul><li>Kassop, 2003 </li></ul><ul><li>Rovai, 2004 </li></ul><ul><li>(Hiltz & Wellman, 1997; Markel, 2001; Sullivan, 2002). </li></ul><ul><li>Adam Finkelstein, adam.finkelstein@mcgill.edu </li></ul><ul><li>Brendan Guenther brendan@msu.edu </li></ul><ul><li>Brandon Blinkenberg bran@msu.edu </li></ul>
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