Bowling Green State University developed an effective online faculty development program over several years:
1) They established an academically-driven distance learning operation and sought low-hanging fruit programs to start.
2) Their faculty development goals included modeling the online student experience, differentiating course goals, and promoting pedagogical instruction over just technology training.
3) They offered incentives for faculty to participate, including payments for course development and teaching, and saw effects like growing partnerships with other colleges.
Ongoing challenges included maintaining current technologies, encouraging refreshed training, and addressing budget issues.
Standardising navigation in Blackboard sites to improve the Student experienc...Blackboard APAC
Feedback from students calling for a consistent look and feel in Blackboard (Interact 2) subject sites has resulted in Charles Sturt University (CSU) investigating the development and implementation of a standardised template.
The presentation will discuss the background to the project including what, when, and why in terms of template and cover feedback from staff and students that have used the templates. Discussion will be garnered from the audience on their thoughts on our implementation process.
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
During this presentation by Jason Rhode at the 20th annual Online Learning Consortium International Conference on 10/28/2014, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online technology training via self-paced online workshops as a component of comprehensive online faculty certification. An overview of the process identifying technology competencies for online teaching will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts. Links to resources during presentation are available at http://jasonrhode.com/aln14
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
The First Year Experience - Lisa Curran - RMIT UniversityBlackboard APAC
This presentation will provide a case study and overview of our findings to demonstrate how supporting and building staff capacity in instructional design through the application of Quality Matters standards and the use of Blackboard and digital tools, can enhance the First Year Experience of students in large first year business courses across transnational delivery locations.
Standardising navigation in Blackboard sites to improve the Student experienc...Blackboard APAC
Feedback from students calling for a consistent look and feel in Blackboard (Interact 2) subject sites has resulted in Charles Sturt University (CSU) investigating the development and implementation of a standardised template.
The presentation will discuss the background to the project including what, when, and why in terms of template and cover feedback from staff and students that have used the templates. Discussion will be garnered from the audience on their thoughts on our implementation process.
What’s holding you back from growing your online presence? Based on research with hundreds of your peer institutions, this session will explore how the use of collaboration tools, mobility, and more will be changed by shifts in student demands and the fight to attract and retain students. During this session at BbWorld14 on July 16, 2014 led by a panel of academic technologists, learn how leading schools are thinking about online learning in the future and what you should be thinking about as part of your long term strategy. (This is based on a webinar held in April of 2014 that was very popular, archive available at http://www.jasonrhode.com/trends-in-online-learning-april-2014)
Designing Competency-Based Self-Paced Online Workshops for Introducing Facult...Jason Rhode
During this presentation by Jason Rhode at the 20th annual Online Learning Consortium International Conference on 10/28/2014, learn about Northern Illinois University's innovative faculty development initiative to offer introductory online technology training via self-paced online workshops as a component of comprehensive online faculty certification. An overview of the process identifying technology competencies for online teaching will be shared as well as the design, development, and implementation phases of the project, highlighting lessons learned and tips for other institutions interested in pursuing a similar self-paced model for scaling their faculty development efforts. Links to resources during presentation are available at http://jasonrhode.com/aln14
Blackboard Collaborate: Strategies and considerations for institutional adoptionJason Rhode
In this session at BbWorld16, we will share NIU’s recent Blackboard Collaborate roll-out strategy, practices, and lessons learned. Learn how NIU’s carefully planned adoption approach has been helping to make anytime synchronous collaboration simpler, more reliable, and more enjoyable. Bring your own questions and experiences and join in the discussion!
The First Year Experience - Lisa Curran - RMIT UniversityBlackboard APAC
This presentation will provide a case study and overview of our findings to demonstrate how supporting and building staff capacity in instructional design through the application of Quality Matters standards and the use of Blackboard and digital tools, can enhance the First Year Experience of students in large first year business courses across transnational delivery locations.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
The Widening Student Service Gap - Michael Zastudil, BlackboardBlackboard APAC
Technology is integral to the academic experience today. As the role of technology increases, demand for help desk resources and support increases as well. If resources are not growing to meet demand, student adoption and satisfaction can suffer. Blackboard’s IT Help Desk services make sure the technologies powering your campus accelerate learning rather than inhibit it. We can provide a unified and scalable solution that extends your IT support affordably, while offering personalized service that helps keep all of your users satisfied.
More than 500 institutions currently use Blackboard Help Desk as an extension of their helpdesk support to: Improve end user satisfaction and adoption; Focus limited staff on complex support issues; and Off-load routine inquiries to self-service technologies or Blackboard advisors.
UOW Exemplar Moodle Site with DLT’s - Lynley Clark, Blackboard and Denise Spa...Blackboard APAC
The University of Wollongong and Blackboard have collaborated to develop an exemplary course for staff that demonstrates best practice for digital learning within Moodle. In 2015, the University implemented a set of minimum expectations and good practice elements called the Digital Learning Thresholds (DLT). The DLT strategy supports the principle that all students will have access to digital learning and both staff and students have clear expectations about the use of digital learning within the curriculum. This session will be co-presented by Lynley Clark from Blackboard and Denise Spanswick from the University of Wollongong (UOW). It will discuss how Lynley and a small team of Educational Designers from UOW worked together to incorporate the DLT elements into examples of activities and resources within a Moodle site with the aim of providing a model or exemplar to develop staff’s understanding of digital learning in a way that could more easily translate to their own subject development and an exceptional learning experience for UOW students.
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
Keynote: The Future of Higher Education in Australia - Shirley Alexander - Un...Blackboard APAC
Shirley will share her thoughts via a keynote on what is driving the future of education in Australia and how UTS is working innovatively to meet the needs of today’s students and adapting to the evolving higher education landscape in the 21st century to develop future leaders. Now that the world is global, multidisciplinary, massively networked, and hyper-complex, she will share how universities should adapt to meet the changing times.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
Innovating in the MOOC Space - Karin Pfister - Charles Darwin UniversityBlackboard APAC
Massive Open Online Courses (MOOCs) have gained momentum in recent years and offer a new opportunity for interaction with potential university students. While MOOCs have been seen as a disruptive force for higher education, they have provided spaces to explore innovative approaches and emerging technologies that can then be integrated into regular university course content. Designing courses that are not aligned with any accreditation requirements has
allowed the flexibility to creatively experiment and push boundaries. Using Blackboard’s Open Education platform, Charles Darwin University has developed and delivered 3 MOOCs showcasing creative approaches to otherwise traditional course content.
This presentation will showcase CDU’s processes, innovative approaches, and lessons learnt. As a bonus, you will also see inside the Memory MOOC’s visually stunning “Memory Palace” and see how learning Accounting was brought to life through interactive video and branching scenarios in the “Who’s Counting” MOOC.
Using Blackboard Mobile Learn to develop research skills through authentic le...Blackboard APAC
This session outlines the innovative use of Blackboard Mobile learn in a blended, project-based task as part of a high-level academic skills course. The use of this tool enabled the redefinition of task design <i>(Puentedura, 2014)</i> in the form of a collaborative, situated, mobile learning experience (Pegrum, 2014).
The project highlights the value of learner- centred task design in developing research skills, and motivating and engaging students in authentic and meaningful learning experiences. This session will be of interest to educational designers and lecturers leveraging project-based approaches, mobile learning experiences, and learner-generated content.
Being Present and Engaging Students Online Using Blackboard Video EverywhereJason Rhode
Learn about one instructor’s use of YouTube’s free and easy-to-use features incorporated in Blackboard for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. A summary of feedback survey results from students regarding their experiences with video in the course will be shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Participants will have the opportunity to ask questions throughout the session and see first-hand a demo by the instructor of how the video was seamlessly incorporated into Blackboard Learn.
Blackboard Learn Deployment: A Detailed Update of Managed Hosting and SaaS De...Blackboard APAC
Blackboard has deployed cloud solutions for well over a decade and is very excited to launch our new SaaS offering at the Teaching and Learning conference. The session will explore Blackboard’s continued commitment to managed hosting, partnership with IBM/AWS and next generation SaaS offerings that offer institutions unique control over their innovation journey.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
The Widening Student Service Gap - Michael Zastudil, BlackboardBlackboard APAC
Technology is integral to the academic experience today. As the role of technology increases, demand for help desk resources and support increases as well. If resources are not growing to meet demand, student adoption and satisfaction can suffer. Blackboard’s IT Help Desk services make sure the technologies powering your campus accelerate learning rather than inhibit it. We can provide a unified and scalable solution that extends your IT support affordably, while offering personalized service that helps keep all of your users satisfied.
More than 500 institutions currently use Blackboard Help Desk as an extension of their helpdesk support to: Improve end user satisfaction and adoption; Focus limited staff on complex support issues; and Off-load routine inquiries to self-service technologies or Blackboard advisors.
UOW Exemplar Moodle Site with DLT’s - Lynley Clark, Blackboard and Denise Spa...Blackboard APAC
The University of Wollongong and Blackboard have collaborated to develop an exemplary course for staff that demonstrates best practice for digital learning within Moodle. In 2015, the University implemented a set of minimum expectations and good practice elements called the Digital Learning Thresholds (DLT). The DLT strategy supports the principle that all students will have access to digital learning and both staff and students have clear expectations about the use of digital learning within the curriculum. This session will be co-presented by Lynley Clark from Blackboard and Denise Spanswick from the University of Wollongong (UOW). It will discuss how Lynley and a small team of Educational Designers from UOW worked together to incorporate the DLT elements into examples of activities and resources within a Moodle site with the aim of providing a model or exemplar to develop staff’s understanding of digital learning in a way that could more easily translate to their own subject development and an exceptional learning experience for UOW students.
Establishing Quality Standards For Faculty Development In Teaching Online Cou...Gail Hodge
The University of Dubuque (UD) completed its second year of offering online courses to undergraduate students. In this time, UD has learned several valuable lessons in the delivery of quality online courses that include faculty development, support services, quality assurance checks, and 360-assessment. This presentation addresses several of these lessons.
Social Teaching Strategies for Engaging Today's Active LearnerJason Rhode
The prevalence and widespread use of social media tools make possible a seemingly endless array of ways to share ideas and build new knowledge. During this keynote presentation on March 29, 2013 at Western Illinois University Symposium on Teaching, Research, and Creative Activities by Jason Rhode, we considered how students today are using social media in their daily lives and explore together how social media can be used to actively engage students in the learning process, both in and outside the classroom. A social teaching framework was shared as well as principles and best practices for leveraging social media in teaching and learning. Participants were encouraged to bring their own device to actively participate in the conversation!
Online and mobile versions of the handout accompanying the slides is available at http://j.mp/socialteaching
Session hashtag, for tweeting or other social media uses: #socialteaching
Keynote: The Future of Higher Education in Australia - Shirley Alexander - Un...Blackboard APAC
Shirley will share her thoughts via a keynote on what is driving the future of education in Australia and how UTS is working innovatively to meet the needs of today’s students and adapting to the evolving higher education landscape in the 21st century to develop future leaders. Now that the world is global, multidisciplinary, massively networked, and hyper-complex, she will share how universities should adapt to meet the changing times.
Flipping Not Flopping: Infusing Active Learning in Online and Blended CoursesJason Rhode
In this keynote session by Jason Rhode at the St. Mary's University of Minnesota Fall Faculty Conference on 9/19/14, we considered how the flipped delivery model aligns to online and blended course designs. Jason Rhode shared tips and best practices for designing engaging and interactive online and blended courses that incorporate a flipped methodology. Additionally, we explored practical steps for embracing e-communications in developing a virtual learning community that facilitates active learning. More info about the session and links to provided resources are available at http://jasonrhode.com/smumn14
Northern Illinois University: Success with Blackboard Collaborate, Blackboard...Jason Rhode
During this presentation at BbWorld 2012, my colleague from NIU, Vance Moore, and I were joined by Rajeev Arora, V.P. for Marketing & Strategy at Blackboard Collaborate, and discussed how NIU has harnessed the power of multiple Blackboard platforms to create a smooth-yet-powerful online learning environment.
Innovating in the MOOC Space - Karin Pfister - Charles Darwin UniversityBlackboard APAC
Massive Open Online Courses (MOOCs) have gained momentum in recent years and offer a new opportunity for interaction with potential university students. While MOOCs have been seen as a disruptive force for higher education, they have provided spaces to explore innovative approaches and emerging technologies that can then be integrated into regular university course content. Designing courses that are not aligned with any accreditation requirements has
allowed the flexibility to creatively experiment and push boundaries. Using Blackboard’s Open Education platform, Charles Darwin University has developed and delivered 3 MOOCs showcasing creative approaches to otherwise traditional course content.
This presentation will showcase CDU’s processes, innovative approaches, and lessons learnt. As a bonus, you will also see inside the Memory MOOC’s visually stunning “Memory Palace” and see how learning Accounting was brought to life through interactive video and branching scenarios in the “Who’s Counting” MOOC.
Using Blackboard Mobile Learn to develop research skills through authentic le...Blackboard APAC
This session outlines the innovative use of Blackboard Mobile learn in a blended, project-based task as part of a high-level academic skills course. The use of this tool enabled the redefinition of task design <i>(Puentedura, 2014)</i> in the form of a collaborative, situated, mobile learning experience (Pegrum, 2014).
The project highlights the value of learner- centred task design in developing research skills, and motivating and engaging students in authentic and meaningful learning experiences. This session will be of interest to educational designers and lecturers leveraging project-based approaches, mobile learning experiences, and learner-generated content.
Being Present and Engaging Students Online Using Blackboard Video EverywhereJason Rhode
Learn about one instructor’s use of YouTube’s free and easy-to-use features incorporated in Blackboard for recording, editing, captioning, and embedding video into his online course. An overview of the steps for recording, editing, captioning, video in YouTube will be provided as well as examples shared for various approaches for seamlessly incorporating video into any online course. A summary of feedback survey results from students regarding their experiences with video in the course will be shared as well as lessons learned by the instructor for those wishing to follow the same suggested steps for incorporating video in their own course. Participants will have the opportunity to ask questions throughout the session and see first-hand a demo by the instructor of how the video was seamlessly incorporated into Blackboard Learn.
Blackboard Learn Deployment: A Detailed Update of Managed Hosting and SaaS De...Blackboard APAC
Blackboard has deployed cloud solutions for well over a decade and is very excited to launch our new SaaS offering at the Teaching and Learning conference. The session will explore Blackboard’s continued commitment to managed hosting, partnership with IBM/AWS and next generation SaaS offerings that offer institutions unique control over their innovation journey.
What we have learned in 13 years of using Blackboard - Debbie Williams & Geof...Blackboard APAC
Debbie Williams and Geoff Evans will explain how they use Blackboard Learn as a basis for Blended Learning. All the students are issued with an iPad Mini, and this, combined with the Blackboard Learn platform, provide the basis for all of the teaching and learning at the campus.
We will:
• Present how our courses are set up in Blackboard Learn
• Explain the Use of Grade Centre
• Demonstrate the use of Blackboard Learn in and out of class
• Explain the use of video
Our journey with the technology is enabling some teachers to flip their classrooms. We will explain how far this has progressed and the potential benefits and pitfalls for teachers of international students.
This is a unique technology solution for custom lesson planning for any curriculum, subject and board. Lessons are made as desired specifically by the teachers to suit the class and learners. Includes assessment and curriculum management modules with reports for School heads.
School management can create their own standard of curriculum focused on desired learning outcomes and integrate all the best practices from teachers and other sources. Thus making it a truly Dynamic academic process management system for long term impact on the school's academic system.
Standardised
Lumen model jump starting success with oerLumen Learning
Through years of collaboration with faculty and institutions, Lumen Learning has developed not only a growing catalog of road-tested courses designed using open educational resources, but also an engagement approach that helps institutions make a sustained impact with OER. This webinar shares how we develop OER courses and support institutions and faculty through the processes of course adoption, customization and continuous improvement. Gain insight into Lumen’s support model, pricing, and strategies we recommend to help students, faculty and institutions realize the full benefits of OER.
Designing Exemplary Online Courses in BlackboardJason Rhode
The Blackboard Exemplary Course Program began in 2000 with the goal of identifying and disseminating best practices for designing engaging online courses. Using an established rubric for online course quality, faculty and course designers can evaluate how well their course conforms to proven online teaching best practices for Course Design, Interaction and Collaboration, Assessment, and Learner Support. During this online session offered 12/17/13, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Practical tips for building a course in Blackboard that meets the established quality benchmarks and links to sample award-winning course tours were provided. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This workshop was geared toward an audience already familiar with the basic online teaching tools available in Blackboard.
Designing Exemplary Online Courses in BlackboardJason Rhode
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...Lisa D'Adamo-Weinstein
Forging Successful Learning Centers: Critical Considerations and Evidence-Based Practices for New LC Directors
Presented at NCLCA 2021 Annual Conference
Stepping into an LC leadership role and feeling overwhelmed about how to focus your efforts? Join members of the NCLCA Past Presidents Council for an in-depth exploration of evidence-based best practices that will help you improve the infrastructure and operations of your center.
Breakout groups will allow you to begin forging concrete plans in critical areas, including LC programs and services, utilization of online tools and technology, assessment and evaluation, professional development, and budgets and revenue generation.
Co-presented with NCLCA Past President's Council members Geoff Bailey, Lindy Coleman, Lisa D'Adamo-Weinstein, Jenny Haley, and Laura Sanders as part of the National College Learning Center Association (NCLCA) 47th Annual Conference. Birmingham, AL and online.
Top Ten Aspects (and Lessons Learned) of a Successful Online Faculty Training...JLewisGeology
This presentation will be presented at the 2012 SLOAN-C International Conference on Online Learning and will share data, lessons, learned, and strategies for success for an online instructor training course offered at Madison College. See the full presentation details and description here: http://sloanconsortium.org/conference/2012/aln/top-ten-aspects-and-lessons-learned-successful-online-faculty-training-program
Skills for Prosperity: Using OER to support nationwide change in KenyaFereshte Goshtasbpour
As a key pathway to improving access to higher education in Kenya, the development and enhancement of online education has been prioritised by the country’s government and is reflected in the country’s strategic plans, including the National Education Sector’s Strategic Plan 2018-22. To facilitate this development and enhancement, studies have suggested capacity building for university staff and development of their digital competencies.
To this end, a nationwide capacity development programme (Digital Education for Universities) was designed and delivered to 254 selected educators, managers and support staff in Kenyan universities as a part of the Skills for Prosperity Kenya programme. The initiative ran across 37 public universities and was based on an existing openly licensed course “Take Your Teaching Online”, which was reused, repurposed and localised to offer accessible online professional development.
This presentation presents findings from a mixed-methods evaluative study of the initiative, informed by data from a post-training survey (n=120), semi-structured interviews with 30 participants and focus groups with four university teams 15-18 months after the training. The study identified impacts of this OER on the digital competencies and practices of three groups of staff – educators, managers and support staff. It also identified areas in which substantial change has already emerged as a result of the course.
Similar to 2010 Effective Online Faculty Development (20)
2. 2Effective Online Faculty Development 2
But first, tell us something
about you . . .
•Institutional size, public/private, for profit/non-
profit?
•Depth of investment in distance learning?
•Location of DL initiative?
•Faculty profile — who is your audience?
•Distinctive training needs
•LMS of choice
3. 3Effective Online Faculty Development 3
BGSU DL Development Timeline
1999-2000 — Campus Task Force commissioned to explore
possibilities for online delivery of BGSU course work and
programs
2000-01 — Building infrastructure and staffing, naming of
associate dean for distance education, LMS move from
WEBCT™ to Blackboard™, initial program identification
& delivery
2002-04 — Developing inventory, approval policies, business
plan; HLC-NCA report authored, visit from team,
accreditation for all degree programs granted
2005-present — Continuous development and refinement of
incentives policy, faculty training programs, expansion &
diversity of online & blended programs, transition from
Continuing Ed to Academic Affairs.
3
4. 4Effective Online Faculty Development 4
Effective Online Faculty Development
Crucial Junctures in Development
• Establishing DL operation base that is academically-
driven (not primarily tech-driven)
• Seeking low hanging fruit (BGSU examples:
Advanced Technology Education; Liberal Studies)
•
Niche program forecasting, assessment of market, and
development & staffing costs
• Course inventory building – general education, key
upper-division, graduate
•
Cultivating collaborative relationships between
college(s) and program developers (admin., faculty,
staff, IT)
3
4
5. 5Effective Online Faculty Development 5
Effective Online Faculty Development
Key Questions for Faculty
Development Planning @ BGSU
Target Audience(s): faculty & student
Delivery Mode(s) for instruction
Technology &/vs. Pedagogy
Implementing Quality Matters™
standards
Incentives for participation in
development/instruction
5
6. 6Effective Online Faculty Development 6Effective Online Faculty Development
Primary Goals of Online Faculty Development @ BGSU (1)
• Model the instructor’s role in an online classroom by
simulating an immersive student experience during the
training
• Differentiate course development goals:
•
Replication — Goal: identical as possible to F2F classroom
•
Commensuration — Goal: equivalency
•
Maximization — Goal: exploitation of new medium
• Distinguish LMS “training” from true pedagogical instruction
• Promote and demo multiple forms of assessment and
evaluation uniquely available in online media
6
7. 7Effective Online Faculty Development 7
• Catalogue and demonstrate the diverse learner style
and suggest appropriate adaptive strategies to monitor
and facilitate students’ online learning
• Identify and apply effective strategies for facilitating and
assessing online interaction and transactional discourse
between peers and between students/faculty
• Develop repertoire of appropriate classroom strategies
to promote active learning (using basic LMS, other
stand alone online tools, QM design principles, etc.)
• Address effective time management skills and workload
expectations related to teaching effectively online
Defining Goals of Online Faculty Development
@ BGSU (2)
Effective Online Faculty Development 7
8. 8Effective Online Faculty Development 8
Effective Online Faculty Development
BGSU Incentives Policy in a Nutshell
•
Incentives apply to program-based development not
single courses
•
Faculty receive up to $2000 per course developed
•
Faculty receive $1000 bonus per course taught, each
time it is taught
•
Prior to 2009, colleges & departments also received a
bonus of $500 and $750 respectively per course.
•
Dept. chairs received reimbursement for any temporary
hire needed to replace faculty member on DL
assignment.
•
Training program and “certification” now mandatory.
3
8
9. 9Effective Online Faculty Development 9
CODA: BGSU Faculty Development
• Since 2005, Bowling Green State University
has offered faculty development course work
for online pedagogy and strategic use of Web
2.0 tech tools in a fully-online format.
• More than 400 part- and full-time faculty have
completed the course designed to be both
comprehensive and compact.
9Effective Online Faculty Development
10. 10Effective Online Faculty Development 10
Effects
• Over the past three years, BGSU has collaborated with
staff among several two-year and private colleges in Ohio
to continue to refine, extend, promote, and share faculty
development opportunities that enrich faculty experience
and grow expertise in the region.
• This has had the desired effect of growing partnerships
and articulation agreements that advantage distance
learners in this region as well as developing a cooperative
of well-trained faculty who can respond to staffing needs
throughout the state.
10Effective Online Faculty Development
11. 11Effective Online Faculty Development 11
Ongoing Challenges
• Maintaining currency: platforms, tools, rising
expectations, staff development
• Training vs. retraining: overcoming faculty
reluctance to refresh knowledge
• “Quality” battles: addressing the campus
climate
• Budget shrinkage for incentives and basic
operating expenses and staffing
11Effective Online Faculty Development
For more info: http://cobl.bgsu.edu
http://online.bgsu.edu
12. 12Effective Online Faculty Development
T I E
Technology Instructional Enhancements
Outreach Credit Programs
Outreach School
University of Wyoming
13. 13Effective Online Faculty Development
Identify, explore and evaluate new
technologies and
their application to
teaching and learning.
Purpose
14. 14Effective Online Faculty Development
Process
• Encourage faculty innovation
• Support faculty in this innovation
• Develop “Best Practice” models
• Evaluate innovations
15. 15Effective Online Faculty Development
Projects
• Web Conferencing
• Streaming Video
• Podcasting
• Advanced technologies
Outreach faculty were invited by instructional designers to
participate in one of the development program projects
16. 16Effective Online Faculty Development
Incentives
• Monetary, material, and support incentives
• Varying monetary stipends, depending on
level of participation
• “Tech toy” of voice recorder or Flip Video
17. 17Effective Online Faculty Development
Commitments
from faculty
• Participate in training
• Assess outcomes
• Present on
experience
• Revise class design
• Use it !
from UW Outreach
• Monetary stipend
• “Tech toy”
• Software & hardware
• Training
• Instructional design
• Technical support
18. 18Effective Online Faculty Development
What motivated you to participate in this
TIE Development Program?
• Monetary stipend
• “Tech Toy”
• Provision of hardware and software
• Instructional training, design, and support from OCP
instructional designer
• Interest to expand teaching skills
• Desire to use this technology for specific teaching and
learning activities in this class
21. 21Effective Online Faculty Development
Conclusions
• Technology adoption extends beyond TIE
• e-volution Tech Forum success
• Evidence for continuing Elluminate
• Greater understanding of faculty motivations
• Demonstrated “what we do.” (internal
marketing)
• Institutionalizes the exception as the standard
22. 22Effective Online Faculty Development
Thanks for your time!
• Dr. Christi Boggs, cboggs@uwyo.edu
Outreach Credit Programs
307-766-4300
http://www.uwyo.edu/TIE