Connecting Virtual Teaching and Evaluation


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  • Session Title:Connecting Virtual Teaching and Evaluation: The Progression from TrainingOnline Faculty to University SupervisorsTrack Choice 1:Developing IT Leadership SkillsTrack Choice 2:Format Choice 1:Track session: Interactive PresentationFormat Choice 2:Poster session: Effective PracticesContent Level:Are new to this topic/content areaAudience:Teaching and learning professionals/faculty/instructional designersFocus of Proposal Topic:The number of online courses and fully online degree programs continues toincrease at a disproportionate rate as compared to traditional on-campusofferings, largely due to the growing needs of a diverse, non-traditionalstudent population's demand for greater flexibility. With dramaticincreases in online enrollment, it is essential that higher educationadministrators recognize that distance education is primarily an academicissue and not a technological one, and therefore develop support programsto ensure quality instruction for all students. Online programs cannotmeet the strategic goals of the institution without an engaged andsupportive faculty, especially since the quality of the educationalexperience is often determined by student access to qualified facultymembers.This session will explain the evolution of a university-created onlineteaching certification program for faculty initially transitioning toonline to one that provides for continuous improvement in online designand pedagogy as it moved to meet the changing demands of the market.Additionally, participants in this session will discuss the disparitiesbetween faculty who have been trained to effectively create and facilitateonline courses and campus supervisors who are responsible for evaluatingtheir instruction, especially those who may not have ever even taughtonline themselves. Session leaders will provide recommendations forimplementing a development program for novice as well as more experiencedonline faculty, and discuss how to structure a program to meet the needsof academic deans and department chairs learning how to effectively assessthe design, development, and delivery of online courses.Important Points for Attendees to Grasp:1. Getting Started: Understanding the decision to create an in-housecertification program for faculty teaching online and hybrid courses andhow it has evolved and changed over time2. The Next Steps: Identifying the challenges faced during initialimplementation, lessons learned from experience and faculty feedback, andsolutions to keeping faculty engaged and refreshed3. Beyond Teaching: Discussing the rationale for and the development of acertificate program for academic deans and department chairs responsiblefor evaluating online instructionParticipant Engagement Strategies:Participant Polling, Participant Collaboration
  • Connecting Virtual Teaching and Evaluation

    1. 1. EDUCAUSE2013 Southeast Regional ConferenceConnecting Virtual Teaching and Evaluation:The Progression from Training OnlineFaculty to SupervisorsMrs. Shawndra T. Bowers,eLearning CoordinatorDr. Kenley Obas,Associate Vice President for Academic Computing
    2. 2. presentation leaves copyright of the content to thepresenter. Unless otherwise noted in the materials,uploaded content carries the Creative Commons Attribution-Non-Commercial-Share Alike license, which grants usage tothe general public with the stipulated criteria.
    3. 3. Alabama State University• Comprehensive regional institution with over 50graduate and undergraduate programs• Founded in 1867• Historically Black Institution• Located in Montgomery, Alabama• Approximately 5,500 students• 150 full-time faculty• Nations top producer of African-American Educators
    4. 4. • Considering online degree programs for the over adecade• Established a distance education committee – almost tenyears ago to…• “come up with some guidelines and somerecommendations on what we needed to do for distanceeducation”• review and approve the syllabi of faculty who want toimplement an online course.The History of Distance Educationat Alabama State University
    5. 5. • Establish Academic Computing Director• Adopt Learning Management System (Blackboard)• Adopted Spring 2005• Fully integrated with SIS• Adopted Elluminate in Fall 2005• Develop Online Course Approval Process• Quality Matters Standards• Seven Principles of Quality Instruction• Provide Faculty TrainingDE CommitteeRecommendationsDecember 2002
    6. 6. • Over 100 courses offered each semester –undergraduate and graduate• Institutional goal is to have 2 fully online programs ineach academic unit by 2014• Current online degree programs:• Marketing (Bachelor)• Computer Science (Bachelor)• Library Education Media (Master)• Applied Technology (Master)• Physical Therapy (Doctorate)The History of Distance Educationat Alabama State University
    7. 7. Getting StartedThe Evolution:Understanding the decision to create an in-house certification program for facultyteaching online and hybrid courses and how it has evolved and changed over time
    8. 8. • Mandated Usage of BlackBoard from Office of theProvost• Faculty Senate Initiative to Provide Online TeachingIncentive• Reached Maturity for BlackBoard Adoption• Student Complaints• NEW FOCUS =o Quality Assurance of Courseso Way to Identify Faculty for IncentivesRationale for the CertificationCourse
    9. 9. • Options for initial certification:• Successful completion of four-week course offered by AcademicComputing• Transfer of online teaching certification in Blackboard 9 fromother universities completed within the past two years• Proposed content of the online teaching course:• Building a course in Blackboard• Assessing Learners: Assignment, Tests, and Gradebook• Communicating and Collaborating in Blackboard• Wimba and Lecture CaptureOnline Teaching Certification Proposal
    10. 10. • November 5, 2010• All face-to-face sessions (including Wimba)• 15 participants (mostly highly technology-savvy faculty)• First come, first served (early adopters)• Used in-house created material to facilitate• Focused on mechanics of BlackBoard tools and features• 100% completionThe First Cohort
    11. 11. The Next StepsThe Evolution:Identifying the challenges faced during initial implementation, lessons learned fromexperience and faculty feedback, and solutions to keeping faculty engaged andrefreshed
    12. 12. • Needed to increase capacity (space limitation)• Faculty wanted more pedagogy• Needed in include faculty from various technologicalbackgrounds. i.e. laggards• Needed more real online experience for facultyLessons Learned
    13. 13. • Purchased BlackBoard training documentation thatincorporated more pedagogy throughout• Added one-week session online (HYBRID)o Eventually moved to mostly online with one-session F2F• Created a faculty training labSolutions Implemented
    14. 14. Statistics on Distance EducationCourses and FacultyFall 2012 Courses:• Undergraduateo Online: 54o Hybrid: 21*All but 19 core curriculum courses• Graduateo Online: 37o Hybrid: 9• Certified Faculty: 98Spring 2013 Courses:• Undergraduateo Online: 47o Hybrid: 30• Graduateo Online: 37o Hybrid: 8• Certified Faculty: 133
    15. 15. • Appointed faculty as eLearning Coordinator in fall 2013o Conduct certification trainingo Provide additional face-to-face trainingo Advise faculty on course development• Extended from 4-week to 6-week courseo 100% onlineo Added "Course Design and Layout to Enhance Learning"o Added "Online Pedagogy: Best Practices in OnlineInstruction"o Completion of distance education approval formsCurrent Iteration
    16. 16. Beyond TeachingThe Evolution:Discussing the rationale for and the development of a certificate program foracademic deans and department chairs responsible for evaluating online instruction
    17. 17. • Designed to give those responsible for evaluatingfaculty who teach onlineo Understanding of the differences between thetraditional face-to-face and online classroomso Impacts of course design and pedagogy• Alignment of online teaching with existing facultyteaching effectiveness evaluation systemRationale for the Evaluator’sCourse
    18. 18. • Pilot in Spring 2013• 100% online• 3-week session• 10 participants (deans and department chairs)Structure of the Evaluator’s Course
    19. 19. • Trying to reach more adjunct faculty• Offering multiple sessions simultaneously• Having a dedicated instructor for online certification• Need instructional designer to follow-up/assist withcourse design and development• Emphasize need for incentives to administrationWhere We Are Now...