Presentation titled "Teaching Online 101, Online Faculty Professional Development" by Kevin Forgard - Instruc(onal Design Consultant at UW Colleges Online. Nov. 14, 2014 at the Brightspace Ignite regional forum in Waukesha, Wisconsin

1. Teaching
Online
101
TOL
101
Online
Faculty
Professional
Development
Kevin
Forgard
–
Instruc(onal
Design
Consultant
kevin.forgard@uwc.edu
@kforgard

2. A few leading questions
What
special
skills
should
on
online
instructor
have
in
order
to
teach
online?
What’s
the
difference
between
online
and
face-­‐to-­‐face
teaching
and
learning?
Should
online
faculty
professional
development
(how
to
teach
online)
focus
on
technical
training,
pedagogic
training,
or
both?
What
influences
the
design
raNonale…

3. Changing
Roles
of
the
Online
Educator:
Some
recent
thoughts
• Increased
structure
of
online
courses
• Increased
organizaNon
in
course
management
• Increased
teaching
presence
• Restructured
student
and
teacher
roles
Baran
et
al.
(2013)

4. Changing landscape of distance educa2on
• eLearning
design
and
delivery
requires
a
partnership
between
individual
faculty,
academic
departments,
instrucNonal
design
staff,
and
technical
support
staff
• Learning
is
becoming
less
locaNon
dependent
(blended,
hybrid,
100%
online,
mobile,
MOOC,
etc.)
• Competency-­‐based
educaNon
(CBE)
Image
Credit:
MarNn
Falbisoner
[CC-­‐BY-­‐SA-­‐3.0],
via
Wikimedia
Commons

5. Useful frameworks for online educators and
faculty professional development designers
Community
of
Inquiry
(Garrison,
Anderson,
&
Archer,
2000)
TPACK
(Mishra
&
Koehler,
2006)
The
UW
Colleges
Online
context…

6. UW Colleges Online Course Design and Delivery
Leads
to
flexibility
in
design…

7. “Core Course Content”
Core
Course
Content
Learning
objecNves
Overall
structure
Course
sequence
Readings
Discussions
Homework
Exams
Course
is
ready
to
be
used
“off
the
shelf”
Other
Content
may
be
added
Instructor
communicaNons
FormaNve
assessment
Other
discussion
forums
AddiNonal
readings
MulNmedia
addiNons
Add
content:
Media
or
text

8. Photo
Credit:
"2010
mavericks
compeNNon"
by
Shalom
Jacobovitz
CC
2.0
via
Wikimedia
Commons
What
now?
Instructor skills
Professional development

9. Teaching
Online 101
Photo
Credit:
Hillebrand
Steve,
U.S.
Fish
and
Wildlife
Service

10. TOL 101: Overview
• 5-­‐week
online
faculty
professional
development
course
• ReflecNve
learning
environment
• For
both
new
and
experienced
online
instructors
• Delivered
through
the
Brightspace
• Developed
with
assistance
from
Dubear
Kroening

11. TOL 101: Competencies
• UNlize
tools
available
in
the
Brightspace
environment
in
order
to
pracNce
quality
course
delivery
in
a
UW
Colleges
Online
course
• Create
course
content
that
builds
on
a
core
course
design
in
order
to
assist
in
the
facilitaNon
of
learning
in
the
Brightspace
environment
• Apply
assessment
strategies
for
acNviNes
or
assignments
created
in
Brightspace
or
core
course
assignments
• Support
student
success
through
an
understanding
a
UW
Colleges
Online
learner
and
interpreNng
basic
standards
of
accessibly
in
course
delivery
• Engage
in
online
reflecNve
pracNce
both
in
TOL
101
and
in
future
professional
development
acNviNes

12. TOL 101: Organiza2on
Pre-­‐learning
AcNvity
Discussion
quesNons
related
to
module
theme
to
engage
learners
in
the
topic.
Examples
include:
• What
to
do
when
you
are
handed
an
online
course
last
minute
• Reviewing
the
design
of
a
MOOC
and
extracNng
ideas

13. TOL 101: Organiza2on
ObjecNves
and
Tasks
NavigaNon
page
staNng
the
module’s
objecNves
and
learner
tasks
for
that
module.

14. TOL 101: Organiza2on
Content
PresentaNon
Short
reading
and
others
Background
informaNon
and
recommended
readings
using
this
scale:
• WADE
–
readings
to
introduce
the
module
topic
• SWIM
–
key
empirical
literature
on
the
module
topic
• DIVE
–
theoreNcal
literature
on
the
module
topic

15. TOL 101: Organiza2on
Content
PresentaNon
Short
reading
and
others
Background
informaNon
and
recommended
readings
using
this
scale:
• WADE
–
readings
to
introduce
the
module
topic
• SWIM
–
key
empirical
literature
on
the
module
topic
• DIVE
–
theoreNcal
literature
on
the
module
topic

16. TOL 101: Organiza2on
ReflecNve
Discussions
QuesNons
focused
on
applicaNon
of
the
content
to
the
design
and
delivery
of
a
UW
Colleges
Online
course.
These
discussions
are
community-­‐based
as
both
instructors
and
parNcipants
share
ideas.

17. TOL 101: Organiza2on
Module
Deliverable
Something
learners
create
and
share
with
community.
Both
TOL
101
instructors
and
parNcipants
provide
individual
feedback.

18. Examples
of
TOL
101
in
acNon

19. Example
Module:
Pre-­‐learning
Case
Study
You
are
assigned
to
teach
a
course
secNon
48
hours
before
it
begins.
It
is
organized
into
15
modules
(5
in
3
units).
There
is
a
midterm
and
final
scheduled
at
weeks
7
and
15.
Each
module
has
a
reading
and
discussion
acNvity.
Grades
are
based
on
discussions
(30%),
short
essay
(10%),
and
2
tests
(60%)
• Has
higher
than
average
withdrawals
• Poor
parNcipaNon
on
discussions

20. Example
Module:
Discussion
Instructor
videos
As
research
has
shown,
using
a
video
to
augment
a
course
increases
the
teaching
presence
in
a
course.
Ideas
of
use
include,
course
introducNons,
lesson
or
unit
introducNons,
or
student
feedback.
Use
the
following
quesNons
to
frame
your
responses
related
to
instructor
videos.
• How
might
an
instructor
video
moNvate
students?
• A
criNque
of
instructor
videos
is
that
students
end
up
watching
the
video
and
not
doing
the
course
readings.
Is
there
a
way
to
prevent
this
behavior
while
using
videos?
• In
your
opinion,
what
makes
an
instructor
video
effecNve
as
a
learning
tool?
• What
makes
an
instructor
video
effecNve
in
promoNng
learning
in
an
online
course?

21. Example
Module:
Deliverable
The
deliverable
involves
creaNng
an
instructor
video
using
one
of
the
tools
presented
in
the
Step-­‐by-­‐step
guide
to
creaNng
videos
secNon
(See
Step-­‐by-­‐step
guide:
YouTube
or
Other
Video
OpNons.)
• Create
a
short
video
for
your
online
course
(or
an
online
course
you
might
be
teaching
in
the
future).
The
video
could
be
a
course
introducNon,
a
module
introducNon,
or
a
personal
introducNon.
Videos
should
be
about
5
minutes
long.
• Once
you
finished
the
video
post
a
copy
of
it
to
this
discussion
board.
You
may
either
asach
the
video
to
the
discussion
posNng,
share
the
YouTube
link,
or
embed
the
video
into
the
discussion.
The
instrucNonal
video
on
the
Step-­‐by-­‐Step
guide:
YouTube
walks
through
the
steps
on
how
to
do
this.
• Please
comment
on
one
or
more
other
videos
submised
by
your
colleagues.

22. EvaluaNon
Data
Highlights
• Enrollment
(4
cohorts
since
May
2014
–
39
parNcipants/22
completes/
25
currently
enrolled)
• Most
prefer
to
have
scheduled
delivery
(n=12)
• Prefer
balanced
content
(theory
and
pracNce)
• Majority
indicated
(agree
or
somewhat
agree)
interest
in
discussions
and
was
able
to
gain
useful
informaNon
• Module
2
(video)
is
the
most
popular
• Majority
felt
they
met
course
outcomes
(competencies),
but
have
more
to
learn

23. 800
700
600
500
400
300
200
100
0
TOL
101
Discussion
Acvity
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Posts
Read
Threads
created
Replies

24. Concerns:
TOL
101
Delivery
RetenNon
• TOL
101
has
about
a
50%
retenNon
rate
• Most
drop-­‐off
by
the
third
module
• Many
sign
up
but
only
log
in
once
Community
Engagement
• Fewer
voices
means
only
a
few
are
acNve
• Large
class
size
(25+)
or
keep
smaller
(15)

25. References and Recommended Readings
• Baran,
E.,
Correia,
A.,
Thompson,
A.
(2013).
Tracing
successful
online
teaching
in
higher
educaNon:
Voices
of
exemplary
online
teachers.
Teacher
College
Record,
115(3),
1-­‐41.
• Bass,
R.
(2012).
DisrupNng
ourselves:
The
problem
of
learning
in
higher
educaNon.
Educause
Review,
March/April.
• Garrison,
D.
R.,
Anderson,
T.,
Archer,
W.
(2000).
CriNcal
inquiry
in
a
text-­‐based
environment:
Computer
conferencing
in
higher
educaNonmodel.
The
Internet
and
Higher
Educa(on,
2(2-­‐3),
87-­‐105.
• Mazoue,
J.
(2014).
Beyond
the
MOOC:
Changing
educaNonal
paradigms.
Educause
Review,
November/December.
• Mishra
Koehler
(2006).
TPCK:
A
Framework
for
Teacher
Knowledge.
Teachers
College
Record,
108(6),
1017-­‐1054.
• Reigulth,
C.
(2009).
InstrucNonal
theory
for
educaNon
in
the
informaNon
age.
Instruc(onal
Design
Theories
and
Models
V.
III.
Routledge:
New
York.

26. Thanks! Kevin
Forgard
–
Instruc(onal
Design
Consultant
kevin.forgard@uwc.edu
@kforgard