Incentivising faculty to particiate in Quality Matters
•Download as PPTX, PDF•
1 like•498 views
This presentation discusses ways to incentivize faculty participation in Quality Matters (QM). It argues that while resources and support are important, motivation is key, as teaching online requires significant cognitive work. QM supports theories of motivation by emphasizing autonomy, mastery through continuous improvement, and a student-focused purpose. Research shows intrinsic motivators like satisfaction and flexibility are more effective than extrinsic ones. The presenter outlines how QM can help faculty understand online teaching and address concerns, while supporting those already teaching online through resources, training, and a collaborative community.
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to Incentivising faculty to particiate in Quality Matters
Similar to Incentivising faculty to particiate in Quality Matters (20)
More from Teresa Potter
More from Teresa Potter (13)
Recently uploaded
Recently uploaded (20)
Incentivising faculty to particiate in Quality Matters
- 1. Why are we here today We all have had at least one experience where we had trouble convincing someone else that they should also like QM OR We anticipate having trouble convincing someone else that they should like QM
- 2. Incentivizing faculty to participate in QM Teresa Potter, Ursuline College March 14th, 2014 Ohio Quality Matters Consortium Annual Members meeting To find a copy of the presentation from today, visit OnlineatUrsuline.wordpress.com or follow me on Twitter @msteresapotter
- 3. Who are we? Instructional Designer Faculty Administrator Student Other/Multiple Rolls
- 4. What I am not going to tell you today 1. QM as the end all be all 2. There is only one right way to set up a successful QM initiative 3. You have to pay your faculty tons more money if you want them to teach an online class 4. If you don’t have a huge online initiative your university is doomed 5. That I know everything, obviously.
- 5. Objectives By the end of this workshop you will be able to : 1. Describe one or more ways that Quality Matters supports theories on motivation 2. Identify one or more elements of QM that can help you incentivize faculty towards QM in your specific context 3. Connect QM resources and principles with the specific needs of your institution
- 6. What do faculty need in order to be successful teaching online courses?
- 7. Resources • Time: load release, additional stipend to work after hours • Materials: Good LMS, Multimedia resources • Support: Instructional designers, media librarians, graduate assistants This is the last time I’m going to talk about this Motivation …to do the cognitive work required to teach online …to start teaching online …to keep teaching online This is what we are going to focus on What they need to be successful
- 8. Regardless of how much we pay them, motivation will still be important because teaching online is a lot of work.
- 9. In your experience, which of these has the greatest impact on bringing faculty onboard with QM? •Financial incentives •Being able to take a vacation while teaching online •Required professional development time •Fear of being replaced if they don’t learn more about technology •Something else
- 10. Rewards and Cognitive Tasks Monetary Reward Performance 2 weeks salary (baseline) 1 month salary Same as 2 weeks salary 2 months salary Worse than 2 weeks or 1 month salary Ariely, D., Gneezy, U., Loewenstein, G., & Mazar, N. (2009). Large stakes and big mistakes. The Review of Economic Studies, 76(2), 451-469.
- 11. Conclusion: The carrot and the stick won’t work for our purposes
- 12. What does work
- 13. How QM utilizes motivation theory Autonomy Designed to be voluntary, alignment to their own objectives, may ways to meet standards Mastery Continuous Improvement Purpose Student focused, Continuous improvement
- 14. Application What is an example of a time when you had a hard time convincing someone else that Quality Matters would be a good resource for them? Or What is an example of a problem you anticipate encountering when you try and convince someone at your university that QM is a good resource for them?
- 15. Motivation and Teaching Online 1.What QM has to offer for those who aren’t teaching online/hybrid yet 2.What QM has to offer for those who are already teaching online
- 16. Incentivizing them to start teaching online Significant incentives: • Institutional progressiveness and market trends Marginally significant: • Schedule flexibility Significant barrier: • Concerns about rigor Parthasarathy, M., & Smith, M. A. (2009). Valuing the institution: An expanded list of factors influencing faculty adoption of online education. Online Journal of Distance Learning Administration, 12(2). You can teach from the beach!
- 17. Statistically Insignificant •The amount of time required to teach online (they think it’s the same) •Concerns about the course being comprehensive •Likelihood of “student slacking” • Academic honesty concerns
- 18. What this tells us 1. Those who aren’t teaching online mostly don’t understand what teaching online will be like. 2. Educating them about what teaching online is really like is a great place to start • Correcting misconceptions • Showing them the benefits of teaching online
- 19. How QM can help those who haven’t taught online APPQMR helps introduce them to what teaching online is really like. The rubric provides a framework to help them do quality work. You can teach from the beach! But do you really want to?
- 20. Where to position QM Motivators How QM can help Institutional progressiveness and market trends Approach online learning in a manageable and marketable way Schedule flexibility Provides a realistic framework for developing and teaching online Concerns about rigor Uses research-backed methods for teaching online (Things they aren’t concerned about but should be) Starts the conversation about academic honesty, etc
- 21. Application Where are your faculty currently learning about what it is like to teach online? What misconceptions do you know are widespread? Is there a place in your current professional development plan to specifically dispel myths about what it’s like to teach online? How can QM be part of this conversation?
- 22. Why they teach online • Self-satisfaction • Flexible schedule • Wider audience • Intellectual challenge • Flexible location • Ability to use new technology • Ability to develop new ideas • Sense of empowerment • Responsibility Parker, A. (2003). Motivation and incentives for distance faculty. Online Journal of Distance Learning Administration, 6(3). Intrinsic rewards have a more powerful effect than external rewards
- 23. What QM has to offer for those already teaching online Why they like teaching online How QM can support this Self-satisfaction Ability to develop new ideas Collegial, continuous improvement Flexible schedule Flexible location Provides a realistic framework for what flexibility really looks like Wider audience Framework to scale without loosing quality, attention to diverse learners to make accessible for all Ability to use new technology Intellectual challenge Sense of empowerment Responsibility In addition to those elements above, offers training on way more than just APPQMR Contribute to the QM community
- 24. Resources • QM workshops – APPQMR and much more • QM Research library • QM self review system • Ohio QM Consortium • Instructional Designers Association • The QM network
- 25. Application Which of these theories are most relevant to the QM projects you are working on currently? Motivating faculty towards cognitively challenging work Motivating faculty who have never taught online Motivating faculty who are already teaching online
- 26. Do you feel QM fits well with what research says incentives faculty to start teaching online and keep teaching online?
- 27. Final thoughts: What have we talked about today that you feel will help with your faculty?
- 28. Image Credits • By Nevit Dilmen (Own work) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0) or GFDL (http://www.gnu.org/copyleft/fdl.html)], via Wikimedia Commons • By Neoclassical_Velocity.JPG: Unitfreak Carrot.svg: Nevit Dilmen (talk) Stick.svg: Nevit Dilmen (talk) derivative work: Nevit Dilmen (Neoclassical_Velocity.JPG Carrot.svg Stick.svg) [CC-BY-SA-3.0 (http://creativecommons.org/licenses/by-sa/3.0)], via Wikimedia Commons • http://i.huffpost.com/gen/1438669/thumbs/o-COMPUTER- FRUSTRATED-facebook.jpg Those not listed used are under public domain or explicit permission.
Editor's Notes
- Think of those experiences. We are going to come back to them.
- QM is one of the tools in your toolboxThere are many ways to have a successful QM initiative. It all depends on your context, your faculty, the resources available to you, and how much time you have to dedicate to QM. Money is one of many resources available to help support and motivate your faculty. There are many other ways to incentives faculty, and I actually hope to show you today how you can use other techniques rather than using money as a carrot to bait your faculty. Online isn’t right for everyone. QM is a great way to teach blended and hybrid learning strategies as well. This presentation is a collection of work I have done for doctoral courses, my QM experiences, my time as an Instructional Designer, and a teacher. But, I have only been a doc student, a part of QM, an instructional designer, and a teacher for a little while. I am not the gatekeeper of knowledge in this room, I’m just some lady who prepared a Power Point. I want to tap into all of your experiences as well to help flesh out this conversation.
- They need resourcesI’m not going to talk about this. First, many of use have no control over these things. Second, I haven’t researched these. So, we are going to leave that for another day. Motivation: This is what we are going to focus on.
- Therefore, QM is a tool to help us do this.
- The assumption: rewarding a behavior causes more of that behavior. MIT Study found: 1. If the task involves mechanical skills, higher pay = higher performance 2. For rudimentary cognitive skills, higher pay equals worse performance. 2 weeks salary = Months salary = did no better than 2 weeks, 2 Months salary = did the worst. *The best use of money is to pay people enough to take the issue of money off the table. As cited in Pink
- Autonomy – the desire to direct our own lives. “You probably want to do something interesting. Let me get out of your way”. Mastery – the desire to “get better at stuff” Fun and satisfying. Lynix, Wikipedia, for free. Why?! Because we find mastery and problem solving rewarding. Purpose – Make a contribution. When work is separated from the things that people find worth while and purposeful, performance and quality of their work decreases. But, when we align tasks that require cognitive energy with a purpose they find important, they will provide high quality work. Open education resources are booming not just because they are free but because people appreciate contributing to global knowledge. http://www.minnpost.com/learning-curve/2010/11/drive-author-daniel-pink-offers-creative-ways-educators-lighten-their-loadhttp://www.ted.com/talks/dan_pink_on_motivationOnyoutube http://comment.rsablogs.org.uk/2010/04/08/rsa-animate-drive/s
- Are there other ways QM supports these principles?
- How can we apply the three principles: a desire for autonomy, a desire for mastery, and a desire for purpose?
- You get different results when you ask those who are already teaching online why they teach online vs. when you try and convince them to move online.Trying to get them to move online: Example of an online MBA: Statistically significant incentives: Institutional Progressiveness and Market Trends, Margenally significant: schedule flexibility statistically insignificant: Time required to teach online, can the course be comprehensive, likelihood of “student slacking”, academic honestly concerns. Significant barrier: Concerns about course rigor. Parthasarathy, M., & Smith, M. A. (2009). Valuing the institution: An expanded list of factors influencing faculty adoption of online education. Online Journal of Distance Learning Administration, 12(2).
- Poll everywhere: in your experience, what is biggest reason that people teach online?\
- Case Studies
- Pair and share
- Parker, A. (2003). Motivation and incentives for distance faculty. Online Journal of Distance Learning Administration, 6(3).
- Application: come back to this slide