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
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.
programs and pedagogical
Technology training and
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.
What we do?
• Written and oral examination
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
D2L Content, iSpring, Pinnacle,
MediaSpace, D2L Online Rooms, BB
Collaborate, Camtasia Relay,
Delicious/Diigo, Pinterest, YouTube,
Vimeo, Flickr, and many open
D2L Discussions, D2L Groups, D2L
Online Rooms, BB Collaborate,
TurningPoint Clickers, Twitter,
Blogger, Facebook, Google Docs,
• Written examination
• Oral examination
D2L Quizzing, D2L ePortfolio, D2L
Dropbox, D2L Rubrics, D2L
Competencies, Learn@UW Import
Tool Respondus, iPad Assignment
Grader, SPSS, Winsteps
0% 20% 40% 60% 80% 100%
Please identify any other means in which you would like to
receive support for a learning technology.
• “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
• “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?”
0% 20% 40% 60% 80% 100%
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”
• The LTC is currently designing online opportunities for instructors to
gain pedagogical and technical information regarding
content, assessment, and interactivity.
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
0% 10% 20% 30% 40% 50% 60%
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
Implications of findings: Supporting interest in online
• 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.),
– 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.
Very interested Somewhat interested Neutral
Somewhat uninterested Very uninterested
• “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.”
Tanya Joosten and Amy Mangrich
University of Wisconsin Milwaukee
LTC.uwm.edu | LTC@uwm.edu