The document discusses best practices for training faculty to teach online, including conducting a needs assessment, addressing accessibility, and providing ongoing support. It recommends surveying faculty needs, interviewing stakeholders, and taking an inventory of infrastructure. Training should be interactive, address design skills and pedagogy, and accessibility should be infused throughout. Examples of successful training methods include workshops, online resources, and mentorship.

2. Rate Your School
On your paper, take a minute and rate
your school in the various areas on a scale
from 1-5 regarding your perceived level
of university support in the various areas:

3. Session Objectives
Participants will:
0 Gain perspective on what it takes to provide
quality support for faculty transitioning to
online and hybrid classroom models
0 Gain knowledge about best practices
regarding faculty development for online
teaching and learning
0 Learn how to ensure that digital accessibility
for persons with disabilities is infused
throughout the training and support process

4. Our Campuses
0 Regional campuses of major public university –
Purdue University
0 Purdue Calumet (PUC) is located near the Illinois
border, 20 miles from Chicago
0 Mostly urban population
0 Large population of commuter, non-traditional students
0 Purdue North Central (PNC) is located about 40 miles
east of Purdue Calumet
0 More rural/suburban population
0 About half the size of PUC, mostly non-traditional
students

5. About Us
0 Anastasia Trekles- Clinical Associate
Professor, Purdue University Calumet
0 Pam Riesmeyer- Web Accessibility
Coordinator, Purdue University Calumet
0 Erin White- Coordinator of Learning and Technology
& Continuing Lecturer in Education

6. The First Step: Needs Analysis
0 Survey faculty to assess needs and to establish a baseline
of where to start regarding the development and future
implementation of faculty training for online teaching and
learning
0 Interview stakeholders- faculty, students, administrators,
and staff
0 Take inventory of current supporting infrastructure:
0 Web resources
0 Tech support
0 Training
0 One-on-one consultations

7. To illustrate…
0 Awareness of accessibility and comfort level
Question:
What is your understanding of Web site accessibility?
a. Very little, I'm just starting to
learn (10%)
b. I have some understanding
but need more (49%)
c. I am well aware of Web site
accessibility needs (41%)

8. I am comfortable using the following:

9. Expressed faculty concerns
A persistent theme was that a lack of knowledge exists
regarding the skills and support needed to design and
develop online course materials (best practices and
pedagogy)
63% did NOT feel competent in designing and
developing online course materials
They felt students need organized instruction in the online
education process

10. Identify
Problem(s)
Faculty Budget/
Motivation Incentives
Administrative Design &
Support
Develop a
Program
Technology Pedagogical (Redesign)
Support Support
Implement &
Assess

11. Format for Training
0 Mandatory or not?
0 PNC Faculty Senate passed ‘Recommendations for Online Courses’
0 At Calumet, some departments made Distance Learning
Certification program mandatory
0 Interactive or not?
0 In person or online?
0 One-on-one or group instruction?

12. What’s Been Successful?
0“Working Fridays”
0Walk-in assistance during the week
0Online Academy
0Mentorship between faculty
0One-on-one in person or virtual
(webcasts)
0DOC program (Develop an Online
Course)

13. Accessibility
0 Why do we need to address this?
0 Hearing/visually/mobility impaired
0 Colorblindness
0 Learning disabled
0 Should be infused into all training
0 Usability is accessibility – universal design
mindset
0 Accessibility doesn’t only benefit individuals with
disabilities – it benefits all learners

14. Accessibility Best Practices
0 PDFs, PowerPoint, Excel and Word docs
0 Closed-captioning for all videos: can be
searched, publishers can create CC videos (see
http://www.uiaccess.com/transcripts/transcripts_on_the_
web.html#benes)
0 Web Pages that adhere to accessibility standards (see
http://webs.purduecal.edu/webaccessibility)
0 Live Presentations (see
http://www.w3.org/WAI/training/accessible)
0 Testing (additional time available in LMS, images and audio
usage)

15. Examples
0Recommendations for training
0Checklist and guidelines for
accessibility
0Rubrics for online courses- PNC
Recommendations for Online
Courses

17. How did you rate your PD?

18. Commercials, faculty Stipend, Letter of
testimonials, chair’s Recognition, Publicity,
support, promote increase VCAA & Chancellor’s
in enrollment/ graduation endorsement
rates
Expanded support via web
resources, work study & currently Increased training via faculty
seeking to train helpdesk personnel to mentors, graduate
expand their role practicums, work study

19. Resources
0 Quality Matters: http://qualitymatters.org
0 QM rubric:
http://www.qmprogram.org/files/QM_Standards_2011-
2013.pdf
0 Office of Learning and Technology:
http://www.pnc.edu/distance
0 Purdue University Calumet Accessibility Resources:
http://webs.purduecal.edu/webaccessibility
0 Book on “human issues” in technology:
http://zelda23publishing.com
Download these slides: http://slideshare.net/andella

20. References
0 Allen, I.E., & Seaman, J. (2010). Class differences: Online education in the United
States, 2010. Needham, MA: The Sloan Consortium. Retrieved from
http://sloanconsortium.org/publications/survey/class_differences.
0 Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centered
learning environments to stimulate deep approaches to learning: Factors
encouraging or discouraging their effectiveness. Educational Research
Review, 5(3), 243-260. doi: 10.1015/j.edurev.2010.06.001
0 Bernard, R.M., Abrami, P.C., Lou, Y., Borokhovski, E. Wade, A., Wozney, L., . . .
Huang, B. (2004). How does distance education compare with classroom
instruction? A meta-analysis of the empirical literature. Review of Educational
Research, 74(3), 379-439. doi: 10.3102/00346543074003379
0 Caldwell, B., Cooper, M., Reid, L., & Vanderheiden, G. (Eds.). (2008, December
11). Web content accessibility guidelines 2.0. Retrieved from
http://www.w3.org/TR/WCAG20/.

21. References
0 Johnson, L., Smith, R., Willis, H., Levine, A., and Haywood, K., (2011). The
2011 Horizon Report. Austin, TX: The New Media Consortium. Retrieved
from http://net.educause.edu/ir/library/pdf/HR2011.pdf.
0 Kirschner, P.A., & Van Merriënboer, J.J.G. (2008). Ten steps to complex
learning: A new approach to instruction and instructional design. In T. L.
Good (Ed.), 21st Century Education: A Reference Handbook (pp. 244-
253). Thousand Oaks, CA: Sage.
0 Nielsen, J. (1993). Usability engineering. San Diego, CA: Academic Press.
0 Pernice, S., & Nielsen, J. (2001). Beyond ALT text: Making the web easy to
use for users with disabilities. Fremont, CA: Nielsen Norman Group.
Retrieved from
http://www.nngroup.com/reports/accessibility/beyond_ALT_text.pdf.

22. References
0 Section 508 of the Rehabilitation Act of 1973, 29 U.S.C. 794d, § 1400 et seq.
(1998). Retrieved from
http://www.section508.gov/index.cfm?fuseAction=stdsdoc.
0 Sener, J., & Shattuck, K. (2006). Research literature and standards sets
support for Quality Matters review standards as of 12/5/05. Quality Matters.
Retrieved from
http://www.qmprogram.org/files/Matrix%20of%20Research%20Standard
s%20FY0506_0.pdf.
0 Swan, K., Matthews, D., Bogle, L., Boles, E., & Day, S. (2012). Linking online
course design and implementation to learning outcomes: A design
experiment. Internet and Higher Education, 15(2), 81-88. doi:
10.1016/j.iheduc.2011.07.002
0 Trekles, A.M. (2009). Putting people first: Human issues in instructional
technology. Highland, IN: Zelda23Publishing.
0 Wang, Y, Peng, H., Huang, R., Hou, Y., & Wang, J. (2008). Characteristics of
distance learners: Research on relationships of learning motivation, learning
strategy, self-efficacy, attribution and learning results. Open
Learning, 23(1), 17-28 doi: 10.1080/02680510701815277.