Uploaded byEsteban (Steve) Sosa
Launching Best Practices for Teaching Online
The document outlines best practices for teaching online, emphasizing the need for continuous faculty professional development amid challenges like limited resources in higher education. It details the formation of an eLearning workgroup at MVC aimed at improving online course quality and student experience by reviewing established quality standards and developing a comprehensive professional development program. The partnership with NISOD facilitates national recognition for faculty and promotes the adoption of teaching best practices through structured training and curriculum development.
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Launching Best Practices for Teaching Online
- 2. BEST PRACTICES FORTEACHING ONLINE Steve Sosa Dean of eLearning & Instructional Support Dr. Stephanie Scroggins Executive Dean of Social Sciences Jennifer McGuire Instructional Technologist Rebecca McDowell Director of Professional Development
- 3. STATE OF FACULTYPROFESSIONAL DEVELOPMENT IN ONLINE LEARNING
- 4. STATE OF FACULTYPROFESSIONAL DEVELOPMENT Related to Online Learning: • Acknowledge Importance of Continuous Training/Development • Evolution of Technology • Teaching Practices Evolve • Student Expectations and Preferences Evolve • Range of Skills Necessary
- 5. STATE OF FACULTYPROFESSIONAL DEVELOPMENT Reality of Higher Education: • Limited Funding • Limited Staff • Formal Programs can be Expensive • Licensing/Participation • Instructional Design Team/Infrastructure • Not Seen as Mission Critical
- 6. STATE OF FACULTYPROFESSIONAL DEVELOPMENT MATH ENGLISH HISTORY SPEECH PE BIOLOGY PSYCH COMPUTERS
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- 8. INTENTIONAL EFFORTS ATMVC • Sought to improve performance • Focus on quality and consistency in online programs and course offerings • Provide faculty with opportunities for personal growth and professional development • Investment in one of our most valuable resources, our faculty
- 9. INTENTIONAL EFFORTS ATMVC • Focused on desired student experience • DCCCD Strategic Priorities • Streamline navigation to and through our system • Consistency in information and process • MVC Core Value • Accommodate 21st century learners by adopting innovations that promote greater student success
- 10. “How might weinvolve others, seek external recognition, and create a program faculty would be proud to be a part of?”
- 11. INTENTIONAL EFFORTS ATMVC Formation of eLearning Work Group Goal: • Improve quality, scale, and breadth of online program and offerings Deliverables: 1. Summary of Best Practices for Teaching Online 2. Faculty Checklist for Developing Online Courses 3. Professional Development Plan to Support Online Faculty
- 12. INTENTIONAL EFFORTS ATMVC • Comprised of 26 dedicated faculty and support staff • Met several times over the span of multiple semesters • Presented findings and recommendations • Vice President of Instruction • Faculty forums • All faculty email
- 13. Ismael Aleman Jean Baker DorisBarnard Jean Crissien Taunya Dixon-Collins Farzin Farzad Yasmin Gulzar Rodney Jackson Samar Kolailat Joe Martinez Rebecca McDowell Jennifer McGuire Dana Nachawati Richard Parra John Payne Ulises Rodriguez Kumars Ranjbaran Stephanie Scroggins Rochelle Self-Drake Denise Shipley Shahnaz Sokhansanj Ron Stein Luke Story Steve Sosa Debby Sutton Tai Tran ELEARNING WORK GROUP PARTICIPANTS
- 14. EXPLORATION OF BESTPRACTICES
- 15. EXPLORATION OF BESTPRACTICES Reviewed Quality Standards: • Quality Scorecard (QSC) • 9 categories, 75 indicators • Quality Matters (QM) • 8 categories, 43 indicators • Open SUNY Course Quality Review (OSCQR) • 6 categories, 50 indicators • DCCCD Colleges • Guide vs. Checklist vs. Requirements vs. Course Review
- 16. EXPLORATION OF BESTPRACTICES OSCQR 1. Course Overview and Information 2. Course Technology and Tools 3. Design and Layout 4. Content and Activities 5. Interaction 6. Assessment and Feedback Quality Matters 1. Course Overview Introduction 2. Learning Objectives (Competencies) 3. Assessment and Measurement 4. Instructional Materials 5. Course Activities and Learner Interaction 6. Course Technology 7. Learner Support 8. Accessibility and Usability
- 17. EXPLORATION OF BESTPRACTICES • Compared categories as a whole, across programs, institutions, and field of higher ed • Discussed each indicators in depth • Consolidated and streamlined where possible
- 18. EXPLORATION OF BESTPRACTICES OSCQR (50 Indicators) 1. Course Overview and Information 2. Course Technology and Tools 3. Design and Layout 4. Content and Activities 5. Interaction 6. Assessment and Feedback Quality Matters (43 Indicators) 1. Course Overview Introduction 2. Learning Objectives (Competencies) 3. Assessment and Measurement 4. Instructional Materials 5. Course Activities and Learner Interaction 6. Course Technology 7. Learner Support 8. Accessibility and Usability MVC (17 Indicators) 1. Course Overview 2. Design and Layout 3. Course Alignment 4. Learner Engagement 5. Universal Design and Accessibility
- 19. EXPLORATION OF BEST PRACTICES 17MVC Indicators
- 21. ELEARNING WORK GROUP CONCLUDED JUSTTHE BEGINNING…
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- 23. NISOD PARTNERSHIP National Institutefor Staff and Organizational Development (NISOD) • Based in Austin, Texas • 40 years of history • Named, “The country’s leading provider of professional development for community college faculty, staff, and administrators” by the American Association of Community Colleges
- 24. NISOD PARTNERSHIP MVC’s Faculty Checklist NISOD’s Community College 101 Formal Recognition • NISOD’sCommunity College 101 series • MVC’s Faculty Checklist and development of PD program in openly accessible format • Focused on potential of formal faculty recognition professional development program
- 25. NISOD PARTNERSHIP Partnership Attributes: Openly accessible Competency-based course Digital badging platform to recognize progress and completion Faculty interviews that shared knowledge, experience, and teaching philosophies National recognition via Faculty Certificate in “Best Practices for Teaching Online”
- 26. NISOD PARTNERSHIP Timeline: 1. eLearningWork Group formed (Fall 17) 2. Began course development (Summer 18) 3. Collaborated with NISOD institutions (Fall 18) 4. First cohort of faculty in pilot (Spring 19) 5. NISOD 2019 Conference - Recognize MVC faculty cohort - Officially launch program
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- 30. INVITATION TO NISOD MEMBERINSTITUTIONS
- 31. COLLABORATIVE DEVELOPMENT (INTERVIEWS) •Rio Salado College, AZ • Palm Beach State College, FL • Elgin Community College, IL • Harper College, IL • Hill College, TX • Palo Alto College, TX • Tyler Junior College, TX
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- 34. COLLABORATIVE DEVELOPMENT (CONTENT) •Utilized the DCCCD LeCroy Center’s Instructional Design Team • Collaborated to draft curriculum for each indicator • Finalized curriculum with MVC eLearning Work Group and Distance Learning Committee
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- 39. COLLABORATIVE DEVELOPMENT Modules: • CourseIntroduction • Design and Layout • Course Alignment • Learner Engagement • Universal Design and Accessibility
- 40. COLLABORATIVE DEVELOPMENT Learning Outcomes: •Recognize attributes of best practices • Express and exchange ideas with peers • Apply the Faculty Checklist to their own course • Construct well designed learning objectives • Reflect and relate best practices to their personal development process
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- 43. THE PILOT PROGRAM Internally: •Efforts to raise awareness • Spoke to quality and consistency • Spoke to institutional and national recognition • No mention of money • Created a faculty nomination form
- 44. THE PILOT PROGRAM Behindthe Scenes: • Scrambling • Didn’t know if we had money or if it could be allocated in this manner • Working to determine eligibility requirements • Didn’t know if faculty would respond
- 45. THE PILOT PROGRAM Result: •15 faculty selected to participate in first cohort • Cohort-based model • Formal start and end date • Share via discussion board posts • Progress towards module completion • Pass each module assessment • Estimated 4-6 hour commitment
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- 47. Ulises Rodriguez Darius Frasure ShereahTaylor Ron Stein Jean Crissien Terris Mikelk Jennifer McGuire Jeanna Roseberry Joshua Kirksey Yasmin Gulzar Shahnaz Sokhansanj Neeti Srivastava Naima Hill Sandy Wyche John Payne INSTITUTIONAL RECOGNITION - 100% SUCCESS RATE!
- 50. “In my case,I think I can revise and review every aspect of best practices easily. The only area I need to start spending more time in is editing the auto captions of my videos.”
- 51. “If asked byothers about my experience, I would describe it as the best online professional development training I have ever taken.”
- 52. “Excellent! This coursehas opened my eyes to several best practices. It is now time to revisit my online course and try to comply with all I learned.”
- 56. CONSIDERATIONS FOR ADOPTING BESTPRACTICES FOR TEACHING ONLINE
- 57. CONSIDERATIONS FOR ADOPTING BESTPRACTICES FOR TEACHING ONLINE • Does your institution struggle to ensure standards exist across online programs and course offerings? • Do you have a formal faculty professional development program in place to prepare faculty to teach online? • Do you pay for an existing program? • Do your faculty receive national recognition for completing your existing training options?
- 58. CONSIDERATIONS FOR ADOPTING BESTPRACTICES FOR TEACHING ONLINE Key Features: • Peer driven and nationally recognized • Faculty focused and student centered • Showcases faculty & students across institutions • Openly accessible, no cost • Multiple implementation options • Utilize just the Faculty Checklist • Adopt the online course • Participate in NISOD and receive national recognition
- 59. CONSIDERATIONS FOR ADOPTING BESTPRACTICES FOR TEACHING ONLINE Recognition Options: • Institutional recognition • Cohort-based progression • Annual PD fulfillment • Faculty reception • Social recognition • Digital credential earned throughout course • Dedicated blog interviews • National recognition • For NISOD member institutions
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