A Blended Online Approach for Faculty Development in Online Teaching

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Sloan-C 2009

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A Blended Online Approach for Faculty Development in Online Teaching

  1. 1. A Blended Online Approach for Faculty Development in Online Teaching Feng Wang, Ph.D. Director of Distance Education Sloan-C Conference 2009 Newburgh, New York
  2. 2. Mount Saint Mary College <ul><li>Liberal-arts college, with about 2,600 enrollments </li></ul><ul><li>Graduate programs in Education, Nursing, & Business </li></ul><ul><li>Mid-Hudson River Area, New York </li></ul><ul><li>150 online courses each year </li></ul><ul><li>First blended online program in 2010 </li></ul>
  3. 3. New Policy <ul><li>Required Training for Teaching Online Courses: </li></ul><ul><li>a two-hour Moodle training workshop </li></ul><ul><li>a two-hour Elluminate workshop </li></ul><ul><li>a four-week-long, non-credit, blended-online professional development course </li></ul>
  4. 4. Incentives <ul><li>Significantly higher pay scale for teaching online courses </li></ul><ul><li>$100 stipend </li></ul><ul><li>Multiple free materials, useful tips, and principles for online teaching </li></ul><ul><li>Consultation support from the Distance Ed. staff </li></ul>
  5. 5. Exemptions <ul><li>Instructors who provide convincing evidence of equivalent training </li></ul><ul><li>Temporary exemptions granted by the V.P. for Academic Affairs </li></ul>
  6. 6. The Professional Development Course: “Teaching and Learning Online” <ul><li>Intensive training over 4+ weeks </li></ul><ul><li>Blended online (f2f, synchronous online, & asynchronous online) </li></ul><ul><li>Highly practical—Aimed to help faculty (re)design and teach their online courses </li></ul><ul><li>Peer review & feedback </li></ul>
  7. 7. Course Prerequisites <ul><li>Introductory training to Moodle & Elluminate </li></ul><ul><li>Information Literacy </li></ul><ul><li>Willingness to change the course design & pedagogy </li></ul>
  8. 8. Course Textbooks <ul><li>Smith, R. M. (2008). Conquering the content: A step-by-step guide to online course design . San Francisco, CA: Jossey-Bass. </li></ul><ul><li>Finkelstein, J. (2006). Learning in real time: Synchronous teaching and learning online . San Francisco, CA: Jossey-Bass. </li></ul>
  9. 9. Course Requirements <ul><li>Synchronous Class Meetings </li></ul><ul><li>Readings </li></ul><ul><li>Discussion Forum Participation </li></ul><ul><li>Course Design & Dev. Project </li></ul><ul><li>Course Delivery </li></ul>
  10. 10. Grading Criteria <ul><li>I = Incomplete </li></ul><ul><li>S = Satisfactory </li></ul><ul><li>U = Unsatisfactory </li></ul><ul><li>Final grade unavailable until course delivery is evaluated </li></ul>
  11. 11. Topics of the Course <ul><li>Introduction to online learning </li></ul><ul><li>Instructional design & development </li></ul><ul><li>Interactions in online learning </li></ul><ul><li>Assessments </li></ul><ul><li>Course content development & maintenance </li></ul>
  12. 12. Learning Activities Assignments <ul><li>1. Introduction </li></ul><ul><li>Course overview </li></ul><ul><li>Introduction to online learning </li></ul><ul><li>Reading discussion </li></ul><ul><li>Autobiography </li></ul><ul><li>Draft syllabus </li></ul><ul><li>2. Instructional Design & Dev. </li></ul><ul><li>The process of systematic instructional design </li></ul><ul><li>Development of a course outline </li></ul><ul><li>Reading discussion </li></ul><ul><li>Course overview, goals, and outline </li></ul><ul><li>3. Interactions </li></ul><ul><li>Synchronous online learning </li></ul><ul><li>Design of discussion forums </li></ul><ul><li>Collaborative activities </li></ul><ul><li>Reading discussion </li></ul><ul><li>Discussion forum questions </li></ul><ul><li>Collaborative activities </li></ul><ul><li>One module of your course </li></ul><ul><li>4. Assessments </li></ul><ul><li>Assessment development </li></ul><ul><li>Final presentation preparation </li></ul><ul><li>Reading discussion </li></ul><ul><li>Assessments </li></ul><ul><li>Final presentation prep </li></ul><ul><li>5. Final Presentations & Content Dev. </li></ul><ul><li>Course content development and maintenance </li></ul><ul><li>Final presentations </li></ul><ul><li>Final reflection </li></ul><ul><li>Peer feedback on courses </li></ul><ul><li>Anonymous course evaluation </li></ul>
  13. 13. Effectiveness of the Training Course <ul><li>Significant improvement in course quality </li></ul><ul><li>Positive feedback on this training course in general </li></ul><ul><li>Sample Course (developed by a participant) </li></ul>
  14. 14. Issues and Challenges <ul><li>Workload complains </li></ul><ul><li>Compensation/Incentives </li></ul><ul><li>Resistance from the faculty </li></ul><ul><li>Adjuncts vs. full-time faculty </li></ul><ul><li>Technology & education readiness </li></ul>
  15. 15. Future Directions <ul><li>Training courses of different levels </li></ul><ul><li>More individual staff support </li></ul><ul><li>Professional learning community </li></ul><ul><li>Adaptations as new online courses are pre-developed </li></ul>
  16. 16. Questions

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