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Determining the Effectiveness of
Your Faculty Development Program
March 17th, 2014
Tanya Joosten, Dylan Barth, and Nicole ...
Overview
Introduction to UWM
Breakout activity, questions to consider in planning
to determine faculty development effecti...
University of Wisconsin –Milwaukee
Learning Technology Center (LTC)
Tanya Joosten, tjoosten@uwm.edu, @tjoosten
Dylan Barth...
Outcomes
Identify the characteristics of a good blended
and online course, including the pedagogical
model
Determine what ...
Outcomes
Share strategies for evaluating the effectiveness
of your faculty development program at the
course, program, and...
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
or Online)
• Instructor
demographics
• Discipline
• Course level
Process
• Definin...
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?
Step 2:
Facilitating
success
2. What elements and format should be
considered in designing and developing a faculty
development program?
What opportuni...
Step 3:
Documenting
success
3. How will you know when faculty are
providing quality online and blended
courses? What tools or services could be
provid...
DISCUSS!
1.) Break into discussion groups using Adobe Connect.
You will be able to use audio or text chat.
2.) Access the ...
Times up!
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 online and blended
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
Check out some resources:
ELIOnlineSeminar.wikispaces.com
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Determining the Effectiveness of Your Faculty Development Program

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Published on

Date: March 17, 2014
Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours.


Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee.

As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes.

This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared.

Learning Objectives

By actively participating in this seminar, attendees will be able to:

Identify the characteristics of a good blended and online course, including the pedagogical model
Determine what elements and formats should be considered in designing a faculty development program
Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration
Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation

Published in: Education
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Determining the Effectiveness of Your Faculty Development Program

  1. 1. Determining the Effectiveness of Your Faculty Development Program March 17th, 2014 Tanya Joosten, Dylan Barth, and Nicole Weber Learning Technology Center, LTC@uwm.edu University of Wisconsin - Milwaukee
  2. 2. Overview Introduction to UWM Breakout activity, questions to consider in planning to determine faculty development effectiveness Sharing of UWM’s model, faculty development, evaluation strategies, and evaluation tools as well as other institutions Conclusions
  3. 3. University of Wisconsin –Milwaukee Learning Technology Center (LTC) Tanya Joosten, tjoosten@uwm.edu, @tjoosten Dylan Barth, djbarth@uwm.edu , @dylanbarth Nicole Weber, nicolea5@uwm.edu, @nwebs LTC.uwm.edu | LTC@uwm.edu | @UWMLTC Introductions
  4. 4. Outcomes Identify the characteristics of a good blended and online course, including the pedagogical model Determine what elements and formats should be considered in designing a faculty development program
  5. 5. Outcomes Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
  6. 6. Tech Enhanced Blended Online Traditional Self-paced MOOCs Flex Faculty development programs and pedagogical consultation Technology training and support Evaluation and research About us
  7. 7. About UWM Online
  8. 8. What is blended and online?
  9. 9. A Backwards Design Approach to Evaluation
  10. 10. Evaluation planning Input • Medium (F2F or Online) • Instructor demographics • Discipline • Course level Process • Defining good blended and online course • Defining pedagogical model • Designing faculty development program Output • Course level • Program and Institutional level
  11. 11. F2F is not the gold standard Focus on the process…the pedagogy Inputs
  12. 12. Define a good blended and online course Define pedagogical model Design a faculty development program Process
  13. 13. What are we doing today?
  14. 14. 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: ELIOnlineSeminar.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.
  15. 15. Step 1: Defining effective
  16. 16. 1. What is a “good” blended or online course? What pedagogical model facilitates a “good” blended or online course?
  17. 17. Step 2: Facilitating success
  18. 18. 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 online and blended courses?
  19. 19. Step 3: Documenting success
  20. 20. 3. How will you know when faculty are providing quality online and blended courses? What tools or services could be provided for evaluating the effectiveness of online and blended courses? How will quality be communicated to others?
  21. 21. DISCUSS! 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: ELIOnlineSeminar.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.
  22. 22. Times up!
  23. 23. Step 1: Defining effective
  24. 24. 1. What is a “good” blended or online course? What pedagogical model facilitates a “good” blended or online course?
  25. 25. Good course Higher retention Better grades on assessment • Quizzes and exams • Projects and papers • Overall Satisfied students • Future enrollments Learning Engaging Enrollments
  26. 26. Pedagogical model Content • Text • Images • Audio • Video Interactivity • Discussions • Groups • Feedback Assessment • Written and oral examination • Discursive • Portfolio
  27. 27. Content
  28. 28. Interactivity
  29. 29. Assessment Cognitive Affective Psychomotor or Behavioral Individual Group Projects Discussions Writing Quizzes
  30. 30. Step 2: Facilitating success
  31. 31. 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 online and blended courses?
  32. 32. UWM’s faculty development
  33. 33. • 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
  34. 34. Experience
  35. 35. F2F 1 3 hrs Online 1 F2F 2 3 hrs Online 2 F2F 3 3 hrs Showcase 3 hrs Post- Program Blended
  36. 36. Backwards design
  37. 37. Active learning
  38. 38. Practice-based
  39. 39. Participant Self- Reflection Progressive Participant Evaluation Facilitator Self- Reflection Summative Participant Evaluation Program evaluation
  40. 40. Step 3: Documenting success
  41. 41. 3. How will you know when faculty are providing quality online and blended courses? What tools or services could be provided for evaluating the effectiveness of online and blended courses? How will quality be communicated to others?
  42. 42. Did it work? CC Flickr katherine.a
  43. 43. Course evaluation
  44. 44. Course evaluation
  45. 45. Student Evaluation Data Course evaluation
  46. 46. Course evaluation
  47. 47. 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
  48. 48. Audience
  49. 49. 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
  50. 50. Collecting
  51. 51. Analyzing
  52. 52. Dissemination CC Flickr bengray
  53. 53. Human Resources CC Flickr Vandy CFT
  54. 54. Timeline CC Flickr zamboni.andrea
  55. 55. Challenges CC Flickr EverExplore
  56. 56. Check out some resources: ELIOnlineSeminar.wikispaces.com

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