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Survey says! Uncovering
faculty support needs and
instructional technology
preferences.
Tanya Joosten and Amy Mangrich
Uni...
Get it
http://tinyurl.com/UWMLTCFacultySurvey
About us
TechEnhanced
Blended
Online
Traditional
Self-paced
MOOCs
Flex
Faculty development
programs and pedagogical
consultation
Te...
Digital
Content
AssessmentInteractivity
Learning
experiences
Delivery modes
TechEnhanced
Blended
Online
Traditional
Self-paced
MOOCs
Flex
Content
• Text
• Images
• Audio
• Video
Inter...
Content
• Text
• Images
• Audio
• Video
Text with
images
Voiceover
PowerPoint
Video
capture,
edit, and
distribution
Synchr...
Interactivity
• Discussions
• Groups
• Feedback
Asynchronous
Discussion
Video Chat
Text-based
Chat
Document
Collaboration
...
Assessment
• Written examination
• Oral examination
• Discursive
Blueprints
Exam
Development
Item Writing
and
Development
...
Purpose
Survey
development
Survey
methods
386 instructors
completed the survey
Gender of respondents
63%
37%
Females Males
Classification respondents
43%
40%
12%
5%
Tenure track Teaching academic staff Teaching assistants Other
Receiving support
10%
12%
18%
59%
68%
89%
0% 20% 40% 60% 80% 100%
text messaging
instant messaging
web meetings
face-to-fa...
Please identify any other means in which you would like to
receive support for a learning technology.
• “Email”
• “I’m a t...
Receiving training
51%
70%
74%
81%
86%
0% 20% 40% 60% 80% 100%
reading manual
f2f workshop
online video
working 1-1
own ex...
Implications of findings: Receiving support and training
• Narrative comments indicated instructor interest in synchronous...
Frequent course tech
37%
45%
45%
68%
86%
0% 20% 40% 60% 80% 100%
D2L dropbox
D2L discussions
online file sharing services
...
Implications of findings: Use of course technologies
• These findings coupled with the LMS Task Force findings influence
w...
Contribute
25%
26%
37%
41%
54%
0% 10% 20% 30% 40% 50% 60%
Narrated PowerPoint
Video presentation
Digital Docment
Online Di...
Implications of findings: Instructor resource sharing
• There was a high level of interest in seeing examples of
what othe...
New tech
54%
59%
60%
65%
66%
0% 10% 20% 30% 40% 50% 60% 70%
screencasting
video editing
lecture capturing
course managemen...
Implications of findings: Supporting interest in online
content creation
• Instructors showed interest in a number of lear...
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
Very interested Somewhat interested Neutral
Somewhat u...
Open Textbook Authoring
Mobile Learning
Video Sharing
eTexts
• Courseload Pilot
Overall Satisfaction
97%
3%
• “The fact that I can call and talk to someone at the LTC and they can walk
me through an aspect of D2L is priceless … th...
Contact us
Tanya Joosten and Amy Mangrich
University of Wisconsin Milwaukee
LTC.uwm.edu | LTC@uwm.edu
http://tinyurl.com/U...
Survey says!  Uncovering faculty support needs #DTL13
Survey says!  Uncovering faculty support needs #DTL13
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Survey says! Uncovering faculty support needs #DTL13

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Presented at the Distance Teaching and Learning Conference in Madison, WI, on August 8th, 2013.

Published in: Education, Technology
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Survey says! Uncovering faculty support needs #DTL13

  1. 1. Survey says! Uncovering faculty support needs and instructional technology preferences. Tanya Joosten and Amy Mangrich University of Wisconsin Milwaukee LTC.uwm.edu | LTC@uwm.edu
  2. 2. Get it http://tinyurl.com/UWMLTCFacultySurvey
  3. 3. About us
  4. 4. TechEnhanced Blended Online Traditional Self-paced MOOCs Flex Faculty development programs and pedagogical consultation Technology training and support Evaluation and research The LTC provides faculty development and pedagogical consultation, technology training and support, and evaluation and research of an array of course delivery modes, including tech enhanced, blended, and online. Delivery modes What we do?
  5. 5. Digital Content AssessmentInteractivity Learning experiences
  6. 6. Delivery modes TechEnhanced Blended Online Traditional Self-paced MOOCs Flex Content • Text • Images • Audio • Video Interactivity • Discussions • Groups • Feedback Assessment • Written and oral examination • Discursive • Portfolio Pedagogical considerations For each delivery mode, there are pedagogical considerations to be made with regard to content delivery, interactivity, and assessment. The UWMLTC faculty development program and pedagogical consultations with our team guide instructors in making decisions about these considerations.
  7. 7. Content • Text • Images • Audio • Video Text with images Voiceover PowerPoint Video capture, edit, and distribution Synchronous lecture Lecture capture Open textbook authoring Open education resources D2L Content, iSpring, Pinnacle, MediaSpace, D2L Online Rooms, BB Collaborate, Camtasia Relay, Delicious/Diigo, Pinterest, YouTube, Vimeo, Flickr, and many open resources
  8. 8. Interactivity • Discussions • Groups • Feedback Asynchronous Discussion Video Chat Text-based Chat Document Collaboration Blogs and Microblogs Student Response Systems Social Media D2L Discussions, D2L Groups, D2L Online Rooms, BB Collaborate, TurningPoint Clickers, Twitter, Blogger, Facebook, Google Docs, Google Hangouts
  9. 9. Assessment • Written examination • Oral examination • Discursive Blueprints Exam Development Item Writing and Development Criterion- referenced testing Discursive Reflection Production D2L Quizzing, D2L ePortfolio, D2L Dropbox, D2L Rubrics, D2L Competencies, Learn@UW Import Tool Respondus, iPad Assignment Grader, SPSS, Winsteps
  10. 10. Purpose
  11. 11. Survey development
  12. 12. Survey methods
  13. 13. 386 instructors completed the survey
  14. 14. Gender of respondents 63% 37% Females Males
  15. 15. Classification respondents 43% 40% 12% 5% Tenure track Teaching academic staff Teaching assistants Other
  16. 16. Receiving support 10% 12% 18% 59% 68% 89% 0% 20% 40% 60% 80% 100% text messaging instant messaging web meetings face-to-face meetings telephone email Agree/Strongly Agree/Strongly
  17. 17. Please identify any other means in which you would like to receive support for a learning technology. • “Email” • “I’m a telephone person as I am off campus—when I use LTC it because I need point-in-time “walk through” of setting up new technology…” • “My preference is to seek out help when needed. My needs have always been met” • “I like the workshops you offer the faculty—they are very helpful” • “Online text- or screen-shot based guides” • “Help sheets written specifically for UWM instructors (rather than those generated by the company that makes the software)” • “This was my first time teaching online, and would have liked to have live online, or at least delayed video access, to the in-person introductory D2L classes that are offered” • “Chat activities—audio or video” • “Could people access particularly good examples of classes to see how they look and work?”
  18. 18. Receiving training 51% 70% 74% 81% 86% 0% 20% 40% 60% 80% 100% reading manual f2f workshop online video working 1-1 own experimentation Very/Important Very/Important
  19. 19. Implications of findings: Receiving support and training • Narrative comments indicated instructor interest in synchronous online (video, audio, text, etc.) communication • The LTC is currently exploring the use of synchronous communication (e.g., Google Hangouts) for instructor support. • Narrative comments also indicated instructor interest in having online versions of the current face-to-face workshops. • The LTC has released online videos where instructors can gain the skills they would have if they had taken the “D2L: Just the Basics” face-to-face workshop. • The LTC is currently designing online opportunities for instructors to gain pedagogical and technical information regarding content, assessment, and interactivity.
  20. 20. Frequent course tech 37% 45% 45% 68% 86% 0% 20% 40% 60% 80% 100% D2L dropbox D2L discussions online file sharing services text-based content email Very/Frequently Very/Frequently
  21. 21. Implications of findings: Use of course technologies • These findings coupled with the LMS Task Force findings influence what should be included in our workshops • D2L Basics redesign looks to investigate focusing on Content, Dropbox, and Discussions
  22. 22. Contribute 25% 26% 37% 41% 54% 0% 10% 20% 30% 40% 50% 60% Narrated PowerPoint Video presentation Digital Docment Online Discussions F2F Preso Very/Likely Very/Likely
  23. 23. Implications of findings: Instructor resource sharing • There was a high level of interest in seeing examples of what other instructors might be doing in their courses. • With this in mind, the LTC is creating a Virtual Teaching Lounge which will include: – interviews with instructors using technology in innovative ways in their courses. – examples of assignments and pedagogical interventions, supplied by instructors. – information on opportunities for instructors to explore scholarship of teaching related to learning technologies. – information on opportunities to present on innovative teaching strategy.
  24. 24. New tech 54% 59% 60% 65% 66% 0% 10% 20% 30% 40% 50% 60% 70% screencasting video editing lecture capturing course management tools audio-narrated presos Very/Interested Very/Interested
  25. 25. Implications of findings: Supporting interest in online content creation • Instructors showed interest in a number of learning technologies: – narrated presentations, – learning management system tools, – lecture capturing, – editing tools (e.g., video, audio, images, etc.), – screencasting, – and webconferencing. • LTC is developing online workshops and tutorials focusing on the development of media rich content. • The LTC also offers documentation on tools found in the LMS and Online Rooms (i.e., webconferencing) on our support blog. • Through this survey, lecture capturing, and cloud-based media editing and screencasting tools have been identified as areas to be researched for allocation.
  26. 26. 0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00% 40.00% 45.00% Very interested Somewhat interested Neutral Somewhat uninterested Very uninterested
  27. 27. Open Textbook Authoring
  28. 28. Mobile Learning
  29. 29. Video Sharing
  30. 30. eTexts • Courseload Pilot
  31. 31. Overall Satisfaction 97% 3%
  32. 32. • “The fact that I can call and talk to someone at the LTC and they can walk me through an aspect of D2L is priceless … thank you!!! Your staff is excellent and I appreciate the knowledge they bring to every question.” • “I really appreciate your responsiveness – its speed is wonderful. I also appreciate the number of common questions and solutions that you have archived in a way that can be found quickly and easily…” • “The LTC staff are THE BEST! Really, every time I have called, every course I have taken, every need I have had, there is ALWAYS someone who can help me, they are excellent, I never feel dumb asking a question…you get the idea. The LTC is one of the best uses of campus funding we have! My gratitude to all.” • “I think you folks are great, and doing the right thing to keep us focused on using the pedagogical advantages of online work; it is the most stimulating interchange we have here about how to improve teaching. I very appreciate the quick and helpful response you’ve given when the musical examples in my quizzes go wonky! Bravo for your high- quality, pedagogically oriented work. “ • “They are a shining star at this university. I want some of their Kool-Aid.” • “Thank you for your constant assistance and on-going research into the capacities of technology to improve the quality of education as it is experienced by students.”
  33. 33. Contact us Tanya Joosten and Amy Mangrich University of Wisconsin Milwaukee LTC.uwm.edu | LTC@uwm.edu http://tinyurl.com/UWMLTCFacultySurvey

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