Evaluating the Effectiveness of Faculty
Development Programs for Blended
and Online Programs
August 12th, 2014
Distance Te...
Overview
Introduction to UWM
(3) Breakout activities, questions to consider in
planning to determine faculty development
e...
University of Wisconsin –Milwaukee
Tanya Joosten, tjoosten@uwm.edu, @tjoosten
Dylan Barth, djbarth@uwm.edu , @dylanbarth
N...
Tech
Enhanced
Blended
Online
Traditional
Self-paced
MOOCs
Flex
Faculty development
programs and pedagogical
consultation
T...
About
UWM Online
What is
blended and online?
A Backwards
Design Approach
to Evaluation
Evaluation planning
Input
• Medium (F2F,
Tech)
• Instructor
demographics
• Discipline
• Course level
• Instructor
past
exp...
F2F is not the gold
standard
Focus on the
process…the
pedagogy
Inputs
Define a good
blended and
online course
Define
pedagogical
model
Design a faculty
development
program
Process
What are we
doing today?
Discuss: Steps to evaluating effectiveness
1.) Break into discussion groups using Adobe Connect.
You will be able to use a...
Step 1: Defining
effective
1. What is a “good” blended or online
course? What pedagogical model
facilitates a “good” blended or online
course?
Good course
Higher retention
Better grades on assessment
• Quizzes and exams
• Projects and papers
• Overall
Satisfied stu...
Pedagogical model
Content
• Text
• Images
• Audio
• Video
Interactivity
• Discussions
• Groups
• Feedback
Assessment
• Wri...
Content
Interactivity
Assessment
Cognitive
Affective
Psychomotor
or Behavioral
Individual Group
Projects
Discussions
Writing
Quizzes
Step 2:
Facilitating
success
2. What elements and format should be
considered in designing and developing a faculty
development program?
What opportuni...
UWM’s
faculty
development
• Ten questions
• Designing learning modules
• Online vs. F2F - Integration
• Decision rubric for
content choices
• Learni...
Experience
F2F 1
3 hrs
Online 1
F2F 2
3 hrs
Online 2
F2F 3
3 hrs
Showcase
3 hrs
Post-
Program
Blended
Backwards design
Active learning
Practice-based
Participant
Self-
Reflection
Progressive
Participant
Evaluation
Facilitator
Self-
Reflection
Summative
Participant
Evaluat...
Step 3:
Documenting
success
3. How will you know when faculty are
providing quality blended and online
courses?
What tools or services could be provid...
Did it work?
CC Flickr katherine.a
Course evaluation
Course evaluation
Student Evaluation Data
Course evaluation
Course evaluation
Who is your audience?
What variables will be
examined?
How will the data be collected?
analyzed?
How (and where) will the ...
Audience
Input Process Output
Students Interactivity Students/Faculty
Demographics Communication Learning
Age Engagement Satisfacti...
Collecting
Analyzing
Dissemination
CC Flickr bengray
Human Resources
CC Flickr Vandy CFT
Timeline
CC Flickr zamboni.andrea
Challenges
CC Flickr EverExplore
Questions
Thank you!
Tanya Joosten, tjoosten@uwm.edu, @tjoosten
Dylan Barth, djbarth@uwm.edu, @dylanbarth
Nicole Weber, nicolea5@uwm...
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Evaluation of Online and Blended

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Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber

Visit DTL2014.wikispaces.com for more info

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Evaluation of Online and Blended

  1. 1. Evaluating the Effectiveness of Faculty Development Programs for Blended and Online Programs August 12th, 2014 Distance Teaching and Learning Conference Tanya Joosten, @tjoosten, Dylan Barth, @dylanbarth, Nicole Weber, @nwebs University of Wisconsin – Milwaukee tjoosten@uwm.edu | djbarth@uwm.edu | nicolea5@uwm.edu
  2. 2. Overview Introduction to UWM (3) Breakout activities, questions to consider in planning to determine faculty development effectiveness Sharing of UWM’s pedagogical model, faculty development, evaluation strategies, and evaluation tools as well as other institutions Conclusions
  3. 3. University of Wisconsin –Milwaukee Tanya Joosten, tjoosten@uwm.edu, @tjoosten Dylan Barth, djbarth@uwm.edu , @dylanbarth Nicole Weber, nicolea5@uwm.edu, @nwebs Introductions
  4. 4. Tech Enhanced Blended Online Traditional Self-paced MOOCs Flex Faculty development programs and pedagogical consultation Technology training and support Evaluation and research About us
  5. 5. About UWM Online
  6. 6. What is blended and online?
  7. 7. A Backwards Design Approach to Evaluation
  8. 8. Evaluation planning Input • Medium (F2F, Tech) • Instructor demographics • Discipline • Course level • Instructor past experiences • Social information Process • Defining good blended and online course • Defining pedagogical model • Designing faculty development program Output • Course level • Program level • Institutional level
  9. 9. F2F is not the gold standard Focus on the process…the pedagogy Inputs
  10. 10. Define a good blended and online course Define pedagogical model Design a faculty development program Process
  11. 11. What are we doing today?
  12. 12. Discuss: Steps to evaluating effectiveness 1.) Break into discussion groups using Adobe Connect. You will be able to use audio or text chat. 2.) Access the Google Docs to document your activities at: DTL2014.wikispaces.com 3.) Discuss, share, and brainstorm responses to the following series of questions on the 3 steps to planning evaluation. Don’t forget to identify the member of your group and document your group’s response in the Google Doc.
  13. 13. Step 1: Defining effective
  14. 14. 1. What is a “good” blended or online course? What pedagogical model facilitates a “good” blended or online course?
  15. 15. Good course Higher retention Better grades on assessment • Quizzes and exams • Projects and papers • Overall Satisfied students • Future enrollments Learning Engaging Enrollments
  16. 16. Pedagogical model Content • Text • Images • Audio • Video Interactivity • Discussions • Groups • Feedback Assessment • Written and oral examination • Discursive • Portfolio
  17. 17. Content
  18. 18. Interactivity
  19. 19. Assessment Cognitive Affective Psychomotor or Behavioral Individual Group Projects Discussions Writing Quizzes
  20. 20. Step 2: Facilitating success
  21. 21. 2. What elements and format should be considered in designing and developing a faculty development program? What opportunities and experiences should be available to help instructors learn effective practices in design, delivery, and teaching blended and online courses?
  22. 22. UWM’s faculty development
  23. 23. • Ten questions • Designing learning modules • Online vs. F2F - Integration • Decision rubric for content choices • Learning objects Content • Progressive/summative • Before, during, and after • Self evaluation • Peer evaluation • Student evaluation Course Evaluation • Rubrics • CATs • Templates • Traditional formats Assessment • Synchronous/asynchronous • Establishing voice • Discussion forums • Small groups Interactivity • Managing expectations • Time management • Technology support Helping Your Students • Staying organized • Managing workload • Avoiding course and a half Course Management Course Redesign Transitioning to online and blended teaching Pedagogy and more
  24. 24. Experience
  25. 25. F2F 1 3 hrs Online 1 F2F 2 3 hrs Online 2 F2F 3 3 hrs Showcase 3 hrs Post- Program Blended
  26. 26. Backwards design
  27. 27. Active learning
  28. 28. Practice-based
  29. 29. Participant Self- Reflection Progressive Participant Evaluation Facilitator Self- Reflection Summative Participant Evaluation Program evaluation
  30. 30. Step 3: Documenting success
  31. 31. 3. How will you know when faculty are providing quality blended and online courses? What tools or services could be provided for evaluating the effectiveness of blended and online courses? How will quality be communicated to others?
  32. 32. Did it work? CC Flickr katherine.a
  33. 33. Course evaluation
  34. 34. Course evaluation
  35. 35. Student Evaluation Data Course evaluation
  36. 36. Course evaluation
  37. 37. Who is your audience? What variables will be examined? How will the data be collected? analyzed? How (and where) will the data be presented? Who will be involved in the evaluation process? When will the evaluation be completed? Evaluation plan
  38. 38. Audience
  39. 39. Input Process Output Students Interactivity Students/Faculty Demographics Communication Learning Age Engagement Satisfaction Gender Social Presence Performance Ethnicity Content Student Status Assessment Course/Institutional Data Full time/Part time Retention Employment Status Drop/Withdrawal Rate Zip Code Grade Course/Instructor Evaluation Course Discipline Course Level Instructor Mode of Delivery Variables
  40. 40. Collecting
  41. 41. Analyzing
  42. 42. Dissemination CC Flickr bengray
  43. 43. Human Resources CC Flickr Vandy CFT
  44. 44. Timeline CC Flickr zamboni.andrea
  45. 45. Challenges CC Flickr EverExplore
  46. 46. Questions
  47. 47. Thank you! Tanya Joosten, tjoosten@uwm.edu, @tjoosten Dylan Barth, djbarth@uwm.edu, @dylanbarth Nicole Weber, nicolea5@uwm.edu, @nwebs

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