A Blended Online Approach for Faculty Development in Online Teaching

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    A Blended Online Approach for Faculty Development in Online Teaching - Presentation Transcript

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