Evaluating the Effectiveness of Faculty
Development Programs for Blended
Instruction
July 9th, 2014
Sloan-C Blended Confer...
Tech
Enhanced
Blended
Online
Traditional
Self-paced
MOOCs
Flex
Faculty development
programs and pedagogical
consultation
T...
About
UWM Online
What is
blended?
A Backwards
Design Approach
to Evaluation
Evaluation planning
Input
• Medium (F2F
or Online)
• Instructor
demographics
• Discipline
• Course level
Process
• Definin...
F2F is not the gold
standard
Focus on the
process…the
pedagogy
Inputs
Define a good
blended and
online course
Define
pedagogical
model
Design a faculty
development
program
Process
Step 1: Defining
effective
1. What is a “good” blended course? What
pedagogical model facilitates a “good”
blended course?
Good course
Higher retention
Better grades on assessment
• Quizzes and exams
• Projects and papers
• Overall
Satisfied stu...
Pedagogical model
Content
• Text
• Images
• Audio
• Video
Interactivity
• Discussions
• Groups
• Feedback
Assessment
• Wri...
Content
Interactivity
Assessment
Cognitive
Affective
Psychomotor
or Behavioral
Individual Group
Projects
Discussions
Writing
Quizzes
Step 2:
Facilitating
success
2. What elements and format should be
considered in designing and developing a faculty
development program?
What opportuni...
UWM’s
faculty
development
• Ten questions
• Designing learning modules
• Online vs. F2F - Integration
• Decision rubric for
content choices
• Learni...
Experience
F2F 1
3 hrs
Online 1
F2F 2
3 hrs
Online 2
F2F 3
3 hrs
Showcase
3 hrs
Post-
Program
Blended
Backwards design
Active learning
Practice-based
Participant
Self-
Reflection
Progressive
Participant
Evaluation
Facilitator
Self-
Reflection
Summative
Participant
Evaluat...
Step 3:
Documenting
success
3. How will you know when faculty are
providing quality online and blended
courses? What tools or services could be
provid...
Did it work?
CC Flickr katherine.a
Course evaluation
Course evaluation
Student Evaluation Data
Course evaluation
Course evaluation
Who is your audience?
What variables will be
examined?
How will the data be collected?
analyzed?
How (and where) will the ...
Audience
Input Process Output
Students Interactivity Students/Faculty
Demographics Communication Learning
Age Engagement Satisfacti...
Collecting
Analyzing
Dissemination
CC Flickr bengray
Human Resources
CC Flickr Vandy CFT
Timeline
CC Flickr zamboni.andrea
Challenges
CC Flickr EverExplore
Questions
Thank you!
Tanya Joosten, tjoosten@uwm.edu, @tjoosten
Dylan Barth, djbarth@uwm.edu, @dylanbarth
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Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

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Presented at Sloan-C Blended Conference, Denver, CO, 7.9.14.

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Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

  1. 1. Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction July 9th, 2014 Sloan-C Blended Conference Tanya Joosten, @tjoosten, and Dylan Barth, @dylanbarth University of Wisconsin – Milwaukee tjoosten@uwm.edu | djbarth@uwm.edu
  2. 2. Tech Enhanced Blended Online Traditional Self-paced MOOCs Flex Faculty development programs and pedagogical consultation Technology training and support Evaluation and research About us
  3. 3. About UWM Online
  4. 4. What is blended?
  5. 5. A Backwards Design Approach to Evaluation
  6. 6. Evaluation planning Input • Medium (F2F or Online) • Instructor demographics • Discipline • Course level Process • Defining good blended and online course • Defining pedagogical model • Designing faculty development program Output • Course level • Program and Institutional level
  7. 7. F2F is not the gold standard Focus on the process…the pedagogy Inputs
  8. 8. Define a good blended and online course Define pedagogical model Design a faculty development program Process
  9. 9. Step 1: Defining effective
  10. 10. 1. What is a “good” blended course? What pedagogical model facilitates a “good” blended course?
  11. 11. Good course Higher retention Better grades on assessment • Quizzes and exams • Projects and papers • Overall Satisfied students • Future enrollments Learning Engaging Enrollments
  12. 12. Pedagogical model Content • Text • Images • Audio • Video Interactivity • Discussions • Groups • Feedback Assessment • Written and oral examination • Discursive • Portfolio
  13. 13. Content
  14. 14. Interactivity
  15. 15. Assessment Cognitive Affective Psychomotor or Behavioral Individual Group Projects Discussions Writing Quizzes
  16. 16. Step 2: Facilitating success
  17. 17. 2. What elements and format should be considered in designing and developing a faculty development program? What opportunities and experiences should be available to help instructors learn effective practices in design, delivery, and teaching blended courses?
  18. 18. UWM’s faculty development
  19. 19. • Ten questions • Designing learning modules • Online vs. F2F - Integration • Decision rubric for content choices • Learning objects Content • Progressive/summative • Before, during, and after • Self evaluation • Peer evaluation • Student evaluation Course Evaluation • Rubrics • CATs • Templates • Traditional formats Assessment • Synchronous/asynchronous • Establishing voice • Discussion forums • Small groups Interactivity • Managing expectations • Time management • Technology support Helping Your Students • Staying organized • Managing workload • Avoiding course and a half Course Management Course Redesign Transitioning to online and blended teaching Pedagogy and more
  20. 20. Experience
  21. 21. F2F 1 3 hrs Online 1 F2F 2 3 hrs Online 2 F2F 3 3 hrs Showcase 3 hrs Post- Program Blended
  22. 22. Backwards design
  23. 23. Active learning
  24. 24. Practice-based
  25. 25. Participant Self- Reflection Progressive Participant Evaluation Facilitator Self- Reflection Summative Participant Evaluation Program evaluation
  26. 26. Step 3: Documenting success
  27. 27. 3. How will you know when faculty are providing quality online and blended courses? What tools or services could be provided for evaluating the effectiveness of online and blended courses? How will quality be communicated to others?
  28. 28. Did it work? CC Flickr katherine.a
  29. 29. Course evaluation
  30. 30. Course evaluation
  31. 31. Student Evaluation Data Course evaluation
  32. 32. Course evaluation
  33. 33. Who is your audience? What variables will be examined? How will the data be collected? analyzed? How (and where) will the data be presented? Who will be involved in the evaluation process? When will the evaluation be completed? Evaluation plan
  34. 34. Audience
  35. 35. Input Process Output Students Interactivity Students/Faculty Demographics Communication Learning Age Engagement Satisfaction Gender Social Presence Performance Ethnicity Content Student Status Assessment Course/Institutional Data Full time/Part time Retention Employment Status Drop/Withdrawal Rate Zip Code Grade Course/Instructor Evaluation Course Discipline Course Level Instructor Mode of Delivery Variables
  36. 36. Collecting
  37. 37. Analyzing
  38. 38. Dissemination CC Flickr bengray
  39. 39. Human Resources CC Flickr Vandy CFT
  40. 40. Timeline CC Flickr zamboni.andrea
  41. 41. Challenges CC Flickr EverExplore
  42. 42. Questions
  43. 43. Thank you! Tanya Joosten, tjoosten@uwm.edu, @tjoosten Dylan Barth, djbarth@uwm.edu, @dylanbarth

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