This document discusses trends and best practices in faculty development for online teaching. It outlines some of the tensions between pedagogy and technological competencies that faculty face in developing online courses. It recommends that faculty development programs focus on authentic pedagogical problems and foster communities of faculty learners. Specific solutions proposed include engaging faculty in design-based research partnerships and measuring the impact of development programs through student and faculty surveys.

1. Trends and Best Practices in Faculty Development for Online Teaching Andy Saltarelli www.andysaltarelli.com

2. Overview The Why: Exponential growth has naturally raised questions of the value and legitimacy of online education (Allen & Seaman, 2010) The Tensions: Pedagogy and content expertise versus (?) technological competencies (Kim & Bonk, 2006) All three: Pedagogy, content knowledge, and technological knowledge (TPACK, Koehler, Mishra, 2006) The Solution: Creating a community of learners

3. TPACK

4. TPACK Affordances and constraints associated with technological structures E.g., asynchronous discussion forums (Roseth, Saltarelli, & Glass, under review) Can you “port” FTF procedures into online ed? “ Think time” – marginal achievement boost Motivation – plummeted, with 30% attrition

5. Faculty Development Tensions Technology competencies are somewhat necessary but not sufficient -- does not ensure their appropriate use real pedagogical situations Academic autonomy enjoyed by university faculty make strict requirement of tech skills problematic What to do, not how to think - instructional software/hardware skills are often taught in the absence of authentic pedagogical issues that faculty individually face

6. Faculty Development Solutions Authentic pedagogy – encourage faculty to learn “how to think about technology ” Trainings must in involve authentic, situated pedagogical problems Invite proposals and authentic problems from faculty E.g., Constructive Controversy (Deutsch, 1973; Johnson & Johnson, 2009) procedures in online ed? (Task-technology fit, Goodhue, 1998)

7. Faculty Development Examples Foster a community of faculty learners ATS services and IDs should only be one part of the learning community – facilitators Establishes discourse on the technology-content interaction Can connect faculty to national and international leaders, resources, and best practices E.g., “Champions” initiative

8. Faculty Development Examples Engage in design-based research (DBR) Partner with faculty to empirically test technology implementation E.g., Anatomy simulation study (Saltarelli, Saltarelli, & Roseth, under review)

9. Faculty Development Examples Probe and measure, often Student Opinion Survey specific to online education Online teaching competencies written into college by-laws Faculty development survey

10. References Allen, I., & Seaman, J. (2010). Learning on demand: Online education in the United States, 2009 . Newburyport, MA: The Sloan Consortium. Deutsch, M. (1973). The resolution of conflict . New Haven, CT: Yale University Press. Johnson, D W, & Johnson, R T. (2009). Energizing learning: The instructional power of conflict. Educational Researcher , 38 (1), 37. Kim, K. J., & Bonk, C. J. (2006). The future of online teaching and learning in higher education. Educause Quarterly , 29 , 22–30. Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record , 108 (6), 1017–1054. Mishra, P., Koehler, M. J., & Zhao, Y. (2007). Faculty development by design: Integrating technology in higher education . Charlotte, NC: Information Age Publishing .