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Faculty development program redesign for Fall 2012 Retreat, Day 1 8.3.2012
Goals in program redesignConsiderations in overall redesign:1. Methods: Implement backward design in facultydevelopment program redesign2. Format: Provide program in manageable chunks withflexibility in offerings, easy to follow the path to completionthat provides specialization, and manage LTCworkload, scalable (every faculty on campus could take it)3. Develop coherency: Link together larger f2f programmeetings, f2f “specialized” workshops, onlinepresentations, workshop and support digitaldocumentation, incl. videos, mentoring, certification, etc.
Goal 1: Manageable chunks and flexibility of offerings1) The sessions integrate online and face-to-face activities.2) The face-to-face activities are not high risk. They are offered on arolling basis. If youmiss one, another one is available the next month.3) The face-to-face sessions are shorter in duration.4) The program is specialized for individual’s needs.5) The program includes required attendance at other “specialized”workshops building coherency and comprehensiveness in the program.
Continued…6) The program will incorporate LTC staff and certificate recipients building ina mentoring aspect and peer evaluation/feedback opportunities, including aformal peer evaluation before or during course delivery.7) The program provides pedagogical and now technical guidance.8) The program provides an opportunity for course development within D2Lduring itsduration.9) The program will include stimulating instructor participation in buildingcampusconnections through the virtual teaching commons, OBTUG, OPC, UWMCertificate inOnline and Blended, Lazirko Award and others.
Overview of program Voiceover D2L Basics Powerpoint Workshop Workshop Online: DiscussionMeeting 1 Course Demo Meeting 2 workshop Meeting 3 Develop Assessment: module in Quiz D2L site
Overview of program Syllabus w/Assessment Evaluation Delivery of Improving,Meeting 3 Plan of Course Course Next Steps Reflection
Goal 2: Implementing backwards design in redesignHow do we evaluate instructors’ courses?http://tinyurl.com/uwmpeerevaluationhandbookHow will their participation in the program (completionof instructional modules) lead to the evidence weevaluate?What do we do in the program to provide them with theinformation, training, and skills they need to produce thisevidence?
Desired results• Examined learning outcomes from 2006 – present• Included learning outcomes documented in peer evaluation handbook• Sent to LTC group for feedback• Next step
Retreat Day 1: Partners• Content: Amy and Nicole• Assessment: Matt and Gerry• Student expectations/support: Andy, Bara, and Lindsey• What do you want the instructors to be able to do after completing the instructional module?• Do these activities produce evidence that will lead to a positive evaluation when the LTC Evaluation Handbook is used?
10 Keys Considerations for “Instructional Module” development1.) Use student-centered, active learning pedagogy (less content delivery and ppt)2.) Use online and f2f mediums effectively Include assessment of online activities (quizzes, online discussions), particularly for content delivered online Include f2f time to develop course products (learning modules, assessment plans, syllabi, course redesign plan and timeline, etc.) Include integration of online and f2f activities (targeted debriefings in f2f based on quiz results and online discussions)3.) Develop consumable, accessible content (based on research), keeping LTCworkload in mind Keep content delivery (e.g. voice-over ppt) to less than 12 minutes integrate more OER4.) Incorporate the use of our emerging technology projects, including OER, socialmedia, etexts, ePortfolio, clickers, competencies, intelligent agents, gamification,mobile learning, etc. for more experiential learning opportunities
Continued…5.) Incorporate current research on blended and online pedagogical practices andidentify areas where we need research to support our practices6.) Build in opportunities for reflection on changes in pedagogy7.) Include technical training at several points throughout the program8.) Develop more opportunities for peer learning, peer review, and showcasing inorder to further build UWM community/support (i.e., certificaterecipient, OPC, OBTUG)9.) Identify materials and processes for the virtual teaching commons (showcasecourses, syllabi, learning modules, assessment plans, role changes, interviews)10.) Develop or utilize materials that meet accessibility standards (mobile, HTML5, 503B, broadband)