Six main outcomes are highlighted as central to the faculty development program. First, faculty start with concrete development of both broad-perspective elements of their new course, such as a course redesign plan and a syllabus, and the development of more specific features of the course such as learning modules. This is especially appropriate in disciplines or areas where “learning modules” are not typically the unit of course redesign, thus requiring faculty to re-examine their conceptual basis for instruction from the bottom up. Second, faculty must acquire new teaching skills and knowledge appropriate to a blended learning frame, such as how to facilitate a peer learning community both face-to-face and online, and how to assess student learning in a manner that is quite distinct from the usual “three exams and a term paper” of a traditional face-to-face course. In the latter context, it is important to note that faculty are often committed to the use of summative assessments such as exams and term papers without ever having questioned previously their efficacy. The prospect of a blended course redesign thus holds out the possibility of a paradigm shift from modes of instruction that once seemed satisfactory to a model of teaching and learning that problematizes everything that has once been taken for granted. This is a source of considerable skepticism and anxiety for faculty who have been teaching for many years in a more traditional manner, often unreflectively.
GOAL: UWM will lead the state in MOOC delivery.The means to do this will be built off of the knowledge of blended and online faculty development and course design, upace model, and flex programming.
We need a way for students to self register (username, password), self-enroll, and potentially pay for courses or assessmentsWe need to encourage Lorna Wong, UW Systems, Learn@UW Exec Committee, Common Systems, etc., to make sure our new D2L contract and technologies facilities MOOCs, users that are not UWM students – future UWM students. Further, what is the load on d2L? Efforts need to be harnessed to explore.Oracle has a solution as well (CUNY, Long State CC) price tag starting at $100,000We also could develop a D2L LTI integration for facebook possibly…mobile developers initiative…UWM needs more programming development initiatives that re entreprenuerial and innovative AND interdipsclinary
UWM's Learning Technology Center
About the LTCFollow @UWMLTC, twitter.com/uwmltcPreso at: http://www.slideshare.net/tjoosten/
TechEnhancedBlendedOnlineTraditionalSelf-pacedMOOCsFlexFaculty developmentprograms and pedagogicalconsultationTechnology training andsupportEvaluation and researchThe LTC provides facultydevelopment and pedagogicalconsultation, technology trainingand support, and evaluation andresearch of an array of coursedelivery modes, including techenhanced, blended, and online.Delivery modesWhat we do?
Delivery modesTechEnhancedBlendedOnlineTraditionalSelf-pacedMOOCsFlexContent• Text• Images• Audio• VideoInteractivity• Discussions• Groups• FeedbackAssessment• Written and oral examination• Discursive• PortfolioPedagogical considerationsFor each delivery mode, there arepedagogical considerations to be madewith regard to content delivery,interactivity, and assessment.The UWMLTC faculty developmentprogram and pedagogical consultationswith our team guide instructors inmaking decisions about theseconsiderations.
UW-MilwaukeeFaculty Development Program:Purpose | Format | Outcomes
Overall purpose or goals• Design, develop, teach, and advocate forblended courses• A practical approach– Get started– Redesign course– Develop course material– Acquire teaching skills
Program format• Taught in a blended format and in multipleformats during the academic year• Face-to-face meetings and online assignments– Model good blended practices– Experience blended course as a student– Effective teaching model• Experienced blended teachers are programfacilitators
Schematic of Faculty Development Program1stface-to-facesessionOut-of-classassignmentand discussion(learningmodule)2ndface-to-facesessionOut-of-classassignmentand discussion(assessmentplan)Out-of-classactivityand discussion(syllabus)Friday FridayWednesday WednesdaySunday
Program activities• Presentation, demonstration, small-groupactivities, facilitator feedback, peerfeedback, online discussion, consultation• Emphasis on faculty “active learning”– Discussing– Questioning– Developing
Six Main Program Outcomes1. Start of a redesigned course– Course redesign plan– Course syllabus– Learning modules2. New teaching skills and knowledge– Building a learning community– Assessment of student learning
Six Main Program Outcomes3. Re-examine both face-to-face and online component4. Faculty know what to expect– Student expectations– Technology issues– Teaching challenges5. Faculty get their questions answered6. Faculty make an early start on course development
• Ten questions• Online vs. F2F - Integration• Designing learning modules• Decision rubric forcontent choices• Learning objectsCourse Content• Progressive/summative• Before, during, and after• Self evaluation• Peer evaluation• Student evaluationCourse Evaluation• Rubrics• CATs• Templates• Traditional formatsAssessment Plan• Synchronous/asynchronous• Establishing voice• Discussion forums• Small groupsOnline Learning Community• Managing expectations• Time management• Technology supportHelping Your Students• Staying organized• Managing workload• Avoiding course and a halfCourse ManagementCourse RedesignTransitioning toblended Teaching
An array ofjourneys todegreeDegreeOpenAccessFlexBlendedSelf-pacedTraditionalOnlineProviding you moreaccess and a choice inplanning your flexiblejourney to degreethrough –blended, openaccess, flex, self-paced, and traditionalonline –courses and program.
Sloan-C Blended Learning Conference and Workshop
Recent PublicationsJoosten, T., Barth, D., Harness, L., & Weber, N.(2013, anticipated) Impact of blended facultydevelopment. In Research perspectives in blendedlearning (Eds . Anthony G. Picciano, Charles D.Dziuban, and Charles R. Graham). Taylor and Francis.Joosten, T., Pasquini, L, & Harness, L. (2013). Guidinginstitutions use of social media. Planning for HigherEducation, 41, 2.Joosten, T. (2012). Social media foreducators. Wiley/Jossey-Bass, San Francisco.
Upcoming Presentations2013, July 8th. Strategies to ensure quality in online and blended courses.Workshop. Sloan Consortium Blended Workshop and Conference.Milwaukee, WI.2013, July 9th. Using MOOCs for Blended Learning. Featured Session. SloanConsortium Blended Workshop and Conference. Milwaukee, WI.2013, August 7th. Strategies to ensure quality in online and blended courses.Workshop. Annual Distance Teaching and Learning Conference. Madison, WI.2013, August 8th. Survey says! Uncovering faculty support needs andinstructional technology preferences .Annual Distance Teaching and LearningConference. Madison, WI.2013, October 15th. Ensuring quality in online and blended programs.Workshop. EDUCAUSE Annual Conference, Boston, MA.2013, October 15th. Social media for teaching and learning. Workshop.EDUCAUSE Annual Online Conference, Boston, MA.2013, November 22nd. The flipped classroom: Taking advantage of renewedopportunities. Workshop. Sloan Consortium International Conference forOnline Learning. Orlando, FL.