Survey says! Uncovering faculty support needs #DTL13


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Presented at the Distance Teaching and Learning Conference in Madison, WI, on August 8th, 2013.

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  • Supporting instructors who teach online, blended, technology-enhanced face-to-face courses in their use of technology is an integral aspect of the university’s mission to provide high quality courses and programming. To assist in this mission, the LTC provides support to instructors to create their high quality online, blended, and technology-enhanced courses.
  • Data driving our decisions…Their overall satisfaction with the support structure provided by the LTCIdentify the learning technologies faculty are using and the technologies they want to learn about in the near future. Explore faculty perceptions of support needs related to established and new learning technologies.The survey was distributed during the Spring 2012 semester to UWM instructors who were using the campus LMS.
  • Identify the learning technologies faculty are using and the technologies they want to learn about in the near future. How instructors use technologies in their coursesWhat technologies instructors might be interested in learning more about and using in their coursesOpenMOOCs, OERYouTube, Social MediaGoogleResources at our finger tips, in a instantEveryone has access to these techologies, to thee coursesStatus levelingDemocratizing
  • Explore faculty perceptions of support needs related to established and new learning technologies.How instructors like to receive support from the Learning Technology Center (LTC)How instructors like to receive training for new learning technologiesAnytime, AnywhereUbiquitousMobileAccessBandwidthPhones, tablets, laptopsPush – instant – info, support, etcAll instructional materias -- ACCESS
  • Environmental scan:MinnesotaWisconsinSwarthmoreIthacaEcarEli
  • The survey had both closed and open-ended questions allowing for statistical and narrative analyses of the reported data. Open-ended questions were used in a follow-up fashion to allow for respondents to give further detail on close-ended choices.Instructors from all UW-Milwaukee schools and colleges were represented in the survey responses
  • A majority of the responses were from females (63%) and from the 40-59 (53%) age range
  • There was a spread of responses from different ranksLecturers (25%)Associate Professors (20%)Academic Staff (15%), Assistant Professors (13%)Teaching Assistants (12%)Full Professors (10%)
  • Instructors require email, phone, and face-to-face support depending on their preference. Instructors showed a small interest in receiving web meeting, instant messaging, and texting support. As this may be indicative of a changing instructor pool the LTC will investigate options and ramifications of adopting these practices for instructor support.
  • Instructors like to experiment with new technologies, be able to meet with staff one-on-one, attend face-to-face workshops, and review online videos and paper manuals. With this in mind the LTC will continue to:provide opportunities for individual meetings (by phone, email, and in person) with instructors, offer face-to-face workshops, create online video tutorials, and how-to documentation that can live on the support blog and be printed off by instructors for hard copy.
  • open textbook authoring applications (e.g., iBooks, WordPress), m=2.99mobile devices (e.g. iPad, iPhone, Android) , m=2.96video sharing sites (YouTube, Vimeo), m=2.94eText applications, m=2.79Implications of findings: Supporting interest in accessible course materialsInstructors showed interest in a number of learning technologies:open textbook authoring applications (e.g., iBooks, Wordpress)eText applicationsmobile devices (e.g. iPad, iPhone, Android)video sharing sites (YouTube, Vimeo)The LTC received grant funding to explore the use of mobile technologies on student learning.An eText pilot study took place during the Fall Semester of 2012 and the LTC is piloting GinkoTree for open textbook authoring and the collection and distribution of open educational resources.
  • QuestionVery interestedSomewhat interestedNeutralSomewhat uninterestedVery uninterestedResponsesMeanOpen textbook authoring (e.g., iBooks, Wordpress)11.43%30.79%26.67%9.52%21.59%3152.99
  • Mobile devices (e.g. iPad, iPhone, Android)16.36%29.63%20.06%9.88%24.07%3242.96QuestionVery interestedSomewhat interestedNeutralSomewhat uninterestedVery uninterestedResponsesMeanAssignment GraderMobile Learning PilotEvernote Whitepaper
  • Video sharing (YouTube, Vimeo)13.35%30.86%25.22%9.20%21.36%3372.94
  • eTexts16.10%33.13%24.77%7.74%18.27%3232.79
  • Survey says! Uncovering faculty support needs #DTL13

    1. 1. Survey says! Uncovering faculty support needs and instructional technology preferences. Tanya Joosten and Amy Mangrich University of Wisconsin Milwaukee |
    2. 2. Get it
    3. 3. About us
    4. 4. TechEnhanced Blended Online Traditional Self-paced MOOCs Flex Faculty development programs and pedagogical consultation Technology training and support Evaluation and research The LTC provides faculty development and pedagogical consultation, technology training and support, and evaluation and research of an array of course delivery modes, including tech enhanced, blended, and online. Delivery modes What we do?
    5. 5. Digital Content AssessmentInteractivity Learning experiences
    6. 6. Delivery modes TechEnhanced Blended Online Traditional Self-paced MOOCs Flex Content • Text • Images • Audio • Video Interactivity • Discussions • Groups • Feedback Assessment • Written and oral examination • Discursive • Portfolio Pedagogical considerations For each delivery mode, there are pedagogical considerations to be made with regard to content delivery, interactivity, and assessment. The UWMLTC faculty development program and pedagogical consultations with our team guide instructors in making decisions about these considerations.
    7. 7. Content • Text • Images • Audio • Video Text with images Voiceover PowerPoint Video capture, edit, and distribution Synchronous lecture Lecture capture Open textbook authoring Open education resources D2L Content, iSpring, Pinnacle, MediaSpace, D2L Online Rooms, BB Collaborate, Camtasia Relay, Delicious/Diigo, Pinterest, YouTube, Vimeo, Flickr, and many open resources
    8. 8. Interactivity • Discussions • Groups • Feedback Asynchronous Discussion Video Chat Text-based Chat Document Collaboration Blogs and Microblogs Student Response Systems Social Media D2L Discussions, D2L Groups, D2L Online Rooms, BB Collaborate, TurningPoint Clickers, Twitter, Blogger, Facebook, Google Docs, Google Hangouts
    9. 9. Assessment • Written examination • Oral examination • Discursive Blueprints Exam Development Item Writing and Development Criterion- referenced testing Discursive Reflection Production D2L Quizzing, D2L ePortfolio, D2L Dropbox, D2L Rubrics, D2L Competencies, Learn@UW Import Tool Respondus, iPad Assignment Grader, SPSS, Winsteps
    10. 10. Purpose
    11. 11. Survey development
    12. 12. Survey methods
    13. 13. 386 instructors completed the survey
    14. 14. Gender of respondents 63% 37% Females Males
    15. 15. Classification respondents 43% 40% 12% 5% Tenure track Teaching academic staff Teaching assistants Other
    16. 16. Receiving support 10% 12% 18% 59% 68% 89% 0% 20% 40% 60% 80% 100% text messaging instant messaging web meetings face-to-face meetings telephone email Agree/Strongly Agree/Strongly
    17. 17. Please identify any other means in which you would like to receive support for a learning technology. • “Email” • “I’m a telephone person as I am off campus—when I use LTC it because I need point-in-time “walk through” of setting up new technology…” • “My preference is to seek out help when needed. My needs have always been met” • “I like the workshops you offer the faculty—they are very helpful” • “Online text- or screen-shot based guides” • “Help sheets written specifically for UWM instructors (rather than those generated by the company that makes the software)” • “This was my first time teaching online, and would have liked to have live online, or at least delayed video access, to the in-person introductory D2L classes that are offered” • “Chat activities—audio or video” • “Could people access particularly good examples of classes to see how they look and work?”
    18. 18. Receiving training 51% 70% 74% 81% 86% 0% 20% 40% 60% 80% 100% reading manual f2f workshop online video working 1-1 own experimentation Very/Important Very/Important
    19. 19. Implications of findings: Receiving support and training • Narrative comments indicated instructor interest in synchronous online (video, audio, text, etc.) communication • The LTC is currently exploring the use of synchronous communication (e.g., Google Hangouts) for instructor support. • Narrative comments also indicated instructor interest in having online versions of the current face-to-face workshops. • The LTC has released online videos where instructors can gain the skills they would have if they had taken the “D2L: Just the Basics” face-to-face workshop. • The LTC is currently designing online opportunities for instructors to gain pedagogical and technical information regarding content, assessment, and interactivity.
    20. 20. Frequent course tech 37% 45% 45% 68% 86% 0% 20% 40% 60% 80% 100% D2L dropbox D2L discussions online file sharing services text-based content email Very/Frequently Very/Frequently
    21. 21. Implications of findings: Use of course technologies • These findings coupled with the LMS Task Force findings influence what should be included in our workshops • D2L Basics redesign looks to investigate focusing on Content, Dropbox, and Discussions
    22. 22. Contribute 25% 26% 37% 41% 54% 0% 10% 20% 30% 40% 50% 60% Narrated PowerPoint Video presentation Digital Docment Online Discussions F2F Preso Very/Likely Very/Likely
    23. 23. Implications of findings: Instructor resource sharing • There was a high level of interest in seeing examples of what other instructors might be doing in their courses. • With this in mind, the LTC is creating a Virtual Teaching Lounge which will include: – interviews with instructors using technology in innovative ways in their courses. – examples of assignments and pedagogical interventions, supplied by instructors. – information on opportunities for instructors to explore scholarship of teaching related to learning technologies. – information on opportunities to present on innovative teaching strategy.
    24. 24. New tech 54% 59% 60% 65% 66% 0% 10% 20% 30% 40% 50% 60% 70% screencasting video editing lecture capturing course management tools audio-narrated presos Very/Interested Very/Interested
    25. 25. Implications of findings: Supporting interest in online content creation • Instructors showed interest in a number of learning technologies: – narrated presentations, – learning management system tools, – lecture capturing, – editing tools (e.g., video, audio, images, etc.), – screencasting, – and webconferencing. • LTC is developing online workshops and tutorials focusing on the development of media rich content. • The LTC also offers documentation on tools found in the LMS and Online Rooms (i.e., webconferencing) on our support blog. • Through this survey, lecture capturing, and cloud-based media editing and screencasting tools have been identified as areas to be researched for allocation.
    26. 26. 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% Very interested Somewhat interested Neutral Somewhat uninterested Very uninterested
    27. 27. Open Textbook Authoring
    28. 28. Mobile Learning
    29. 29. Video Sharing
    30. 30. eTexts • Courseload Pilot
    31. 31. Overall Satisfaction 97% 3%
    32. 32. • “The fact that I can call and talk to someone at the LTC and they can walk me through an aspect of D2L is priceless … thank you!!! Your staff is excellent and I appreciate the knowledge they bring to every question.” • “I really appreciate your responsiveness – its speed is wonderful. I also appreciate the number of common questions and solutions that you have archived in a way that can be found quickly and easily…” • “The LTC staff are THE BEST! Really, every time I have called, every course I have taken, every need I have had, there is ALWAYS someone who can help me, they are excellent, I never feel dumb asking a question…you get the idea. The LTC is one of the best uses of campus funding we have! My gratitude to all.” • “I think you folks are great, and doing the right thing to keep us focused on using the pedagogical advantages of online work; it is the most stimulating interchange we have here about how to improve teaching. I very appreciate the quick and helpful response you’ve given when the musical examples in my quizzes go wonky! Bravo for your high- quality, pedagogically oriented work. “ • “They are a shining star at this university. I want some of their Kool-Aid.” • “Thank you for your constant assistance and on-going research into the capacities of technology to improve the quality of education as it is experienced by students.”
    33. 33. Contact us Tanya Joosten and Amy Mangrich University of Wisconsin Milwaukee |