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Digital Storytelling For Enhanced Faculty Deve


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Presentation from MERLOT International Conference 2009 given by Brett Christie (Sonoma State University) and Lou Zweier (California State University

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Digital Storytelling For Enhanced Faculty Deve

  1. 1. DIGITAL STORYTELLING FOR ENHANCED FACULTY DEVELOPMENT Brett Christie, Sonoma State University Lou Zweier, CSU Center for Distributed Learning
  2. 2. Introductions <ul><li>Me </li></ul><ul><ul><li>Director of Faculty Development @ SSU </li></ul></ul><ul><ul><li>Grants: EnACT and Access by Design </li></ul></ul><ul><ul><li>Accessible Technology Initiative </li></ul></ul><ul><li>Him </li></ul><ul><ul><li>Director, CSU Center for Distributed Learning </li></ul></ul><ul><ul><li>Digital Storytelling Lead: ELIXR, EnACT, AxD </li></ul></ul><ul><ul><li>Extensive media and digital storytelling background </li></ul></ul><ul><li>You </li></ul><ul><ul><li>Your campus role </li></ul></ul><ul><ul><li>Interest in: case stories; faculty development, accessibility, course transformation, etc. </li></ul></ul>
  3. 3. Session Overview and Goals <ul><ul><li>Overview of ELIXR, EnACT, and CSU FDC </li></ul></ul><ul><ul><li>Main goals and how case stories supports </li></ul></ul><ul><ul><li>Case story defined </li></ul></ul><ul><ul><li>Case story production </li></ul></ul><ul><ul><li>Case story use in faculty development </li></ul></ul><ul><ul><li>Results to date </li></ul></ul><ul><ul><li>Lessons learned </li></ul></ul><ul><ul><li>Invitation to use our case stories </li></ul></ul><ul><ul><li>Invitation to make your own case stories </li></ul></ul><ul><ul><li>Discussion </li></ul></ul>
  4. 4. What Is A Case Story? <ul><li>An interactive multimedia presentation of innovative teaching practice </li></ul><ul><li>Integrates text, images, video, and support resources to tell a story and demonstrate &quot;how to.” </li></ul><ul><li>Integrates faculty, student, and faculty development perspectives to communicate educational and personal impact </li></ul><ul><li>Stories are focused on a set of themes from a range of disciplines </li></ul><ul><li>Stories are for Faculty Development Professionals and faculty to support awareness and adoption of teaching innovations </li></ul>
  5. 5. ELIXR Case Story Themes <ul><li>Academic Integrity </li></ul><ul><li>1st Day of Class </li></ul><ul><li>Assessment Rubrics </li></ul><ul><li>Creativity </li></ul><ul><li>Teaching Assistant Training </li></ul><ul><li>Integrative Learning </li></ul><ul><li>Transforming Course Design </li></ul><ul><li>Knowledge Surveys </li></ul><ul><li>Learning Styles and Multiple Intelligences </li></ul><ul><li>Audience Response Systems </li></ul><ul><li>Reimagining Learning Spaces </li></ul><ul><li>Science Education Resource Center </li></ul><ul><li>Transforming Course Design </li></ul><ul><li>Universal Design for Learning </li></ul><ul><li>Student Engagement </li></ul><ul><li>Learning Styles and Multiple Intelligences </li></ul><ul><li>Community Service Learnin </li></ul>
  6. 6. How Are They Made? <ul><li>•   Case story teams can include a faculty developer, a media producer, an instructional designer, and a project director </li></ul><ul><li>•   A subject for the case is selected </li></ul><ul><li>•   A case story scenario is developed and reviewed </li></ul><ul><li>•   Faculty and student interviews are conducted </li></ul><ul><li>•   Classroom and other illustrative footage is shot </li></ul><ul><li>•   Video footage review and editing </li></ul><ul><li>•   Formative review and feedback with web review page </li></ul><ul><li>•   Assembly of presentation with Pachyderm </li></ul><ul><li>•   Revisions and release </li></ul><ul><li>•   A Theme Leader coordinates the case stories developed within that theme </li></ul>
  7. 8. Pachyderm 2.1 Authoring Tool
  8. 10. Case Story Use For Faculty Development? <ul><ul><li>As a component of a F2F workshop </li></ul></ul><ul><ul><ul><li>e.g., Course Transformation </li></ul></ul></ul><ul><ul><li>As a lead-in or follow-up to a F2F session </li></ul></ul><ul><ul><ul><li>e.g., Knowledge Surveys </li></ul></ul></ul><ul><ul><li>As a component of Faculty Learning Community process </li></ul></ul><ul><ul><ul><li>e.g., Universal Design for Learning </li></ul></ul></ul><ul><ul><li>As part of New Faculty Orientation </li></ul></ul><ul><ul><ul><li>e.g., First Day of Class </li></ul></ul></ul><ul><ul><li>As part of scholarly activity and teaching effectiveness </li></ul></ul><ul><ul><ul><li>e.g,. reflection and investigation through case development </li></ul></ul></ul>
  9. 12. Some Results to Date <ul><ul><li>Over 450 CSU faculty formally trained (e.g., UDL) </li></ul></ul><ul><ul><li>165 involved in UDL Faculty Learning Community </li></ul></ul><ul><ul><li>11 different disciplines represented </li></ul></ul><ul><ul><li>Faculty rated as significant to their teaching </li></ul></ul><ul><ul><ul><li>87% modified course assignments </li></ul></ul></ul><ul><ul><ul><li>80% redesigned course syllabi </li></ul></ul></ul><ul><ul><ul><li>Enhanced representation, engagement, expression </li></ul></ul></ul><ul><ul><ul><li>93% would not have made changes otherwise </li></ul></ul></ul><ul><ul><li>Statistically significant impact on students </li></ul></ul><ul><ul><ul><li>Grade point average (SWD from 3.0 to 3.22) </li></ul></ul></ul><ul><ul><ul><li>Course completion rate (SWD from 93% to 100%) </li></ul></ul></ul><ul><ul><ul><li>Self-report of significance to their learning </li></ul></ul></ul><ul><ul><li>Hundreds of new faculty trained (e.g., First Day of Class) </li></ul></ul><ul><ul><ul><li>Multiple campuses have adopted as part of NFO </li></ul></ul></ul>
  10. 13. Site and Resource Usage <ul><ul><li>United States </li></ul></ul><ul><ul><li>Canada </li></ul></ul><ul><ul><li>China </li></ul></ul><ul><ul><li>Philippines </li></ul></ul><ul><ul><li>Australia </li></ul></ul><ul><ul><li>United Kingdom </li></ul></ul><ul><ul><li>Mexico </li></ul></ul><ul><ul><li>India </li></ul></ul><ul><ul><li>Malaysia </li></ul></ul><ul><ul><li>Avg 550+ visits/month </li></ul></ul><ul><ul><li>Over 2,800 unique visitors </li></ul></ul><ul><ul><li>51% new visits last month </li></ul></ul><ul><ul><li>Half of traffic from U.S  </li></ul></ul>
  11. 14. Lessons Learned <ul><ul><li>&quot;How To&quot; is as important as &quot;Why&quot; in a good case story </li></ul></ul><ul><ul><li>Formative review during case story development critical </li></ul></ul><ul><ul><li>Short clips (1-3 min) with efficient narrative are preferred </li></ul></ul><ul><ul><li>Support resources provide needed detail for implementation (handouts, guides, reports, links, etc.) </li></ul></ul><ul><ul><li>Student voice & &quot;B Roll&quot; adds credibility and dimension </li></ul></ul><ul><ul><li>Usability of authoring tool and published presentation is critical </li></ul></ul><ul><ul><li>Providing structure for development process is critical (guides, checklists, webinars, support calls, etc.) </li></ul></ul>
  12. 15. CLOSURE <ul><ul><li>Invitation to use our case stories </li></ul></ul><ul><ul><li>Invitation to make your own </li></ul></ul><ul><ul><li>Questions and Discussion </li></ul></ul><ul><ul><li>Links </li></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><ul><li> </li></ul></ul></ul><ul><ul><ul><li> (MIC 2009 ELIXR-EnACT) </li></ul></ul></ul><ul><ul><li>Contact </li></ul></ul><ul><ul><ul><li>[email_address] </li></ul></ul></ul><ul><ul><ul><li>Lou Zweier: </li></ul></ul></ul>