authors: alicia k. russell director, edtech center cathy mccarron curriculum developer deanna...

AUTHORS:

Alicia K. RussellDirector, EdTech Center

Cathy McCarronCurriculum Developer

Deanna Brown-AhoSr Web Designer

© Educational Technology Center, Northeastern University, 2002

This work is the intellectual property of the

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presented by:

Alicia K. RussellDirector, EdTech Center

Cathy McCarronCurriculum Developer

Deanna Brown-AhoSr Web Designer

The Teaching with Technology Fund

provides support to faculty teams

developing effective strategies

for incorporating learning-related

technologies into curricula.

© Educational Technology Center, NU, 2002

Part 1: Institutional Change

Part 2: Case Study, Hybrid Writing Program

Conclusion:

Implementing Change at your University (Q&A)


“Change itself has changed. What used to be

seen as an incremental and methodical process

now often appears as a chaotic series of rapid

adjustments in an increasingly turbulent

environment. In this context, it is critical for

change agents to reexamine basic assumptions

as to how organizations function and to develop

the skills to deal with organizations, not as

rational, but as negotiated systems.”

Samuel B. Bacharach, McKelvey-Grant Professor of Labor Management RelationsDirector, Institute for Workplace Studies, Cornell University

PART 1: Institutional Change


Making Change at Your Institution

• Assess academic and administrative leadership

• Understand how decisions are made

• Identify potential stakeholders

• Develop a plan that supports university goals



Decision Makers

63% University Administrators

40% Faculty and Departments

36% Campus Technology Support Units

27% CIOs

20% Teaching and Learning Center Directors



From “Online Teaching in an Online World, Curtis J. Bonk, Ph.D., May 2001, www.courseshares.com/reports.php


A. Align IS Objectives & Faculty Incentives with University Mission

Key Equation:

University Mission = Information Services Objectives + Faculty Incentives


University Mission

• Enter the ranks of the top 100 research and teaching institutions

• Increase retention

• Attract top caliber students

• Increase outreach to nontraditional students

• Develop signature graduate programs

• Reduce dependence on tuition




Information Services Objectives

R.O.I. on Teaching with Technology infrastructure

• # of students using IT in courses

• # of faculty using IT in courses

• # of research projects related to IT use




Faculty Incentives

• Course Release Time 70%

• Instructional Development Grants & Stipends

68%

• Recognition68%

• Technical Support 68%

• Time to Learn About & Use the Web60%

• Instructional Development Support 58%

• Training in how to use the web in Teaching

45%





Faculty Obstacles to Web-Based Teaching

• Preparation Time62%

• Support for Technical Support andCourse Development

40%

• Time to Learn to Use the Web37%

• Inability to Display the Web in the Classroom

29%

• Lack of Training in how to use Web24%

• Inadequate Hardware in One’s Office 18%





B. Implement Plan


Phase 1: Launch TTF

Phase 2: Restructure TTF


B. Implement Plan


TTF Phase 1

• Stimulate use of learning

related

technology

• Fund 12 projects

at $25K each


B. Implement Plan


TTF Phase 2: Realign TTF criteria with president’s four goals for DL

• Enhance traditional courses withtechnology

• Use technology to improve co-opexperience

• Enroll increased numbers of non-traditional students

• Establish limited number of signatureDL grad programs



C. Gain Momentum

• Formally Establish the Division of Distributed Learning

• Work with deans of each college to establish College Teaching with Technology Plans

• Identify scalable programs

• Seek external funding


C. Gain Momentum


Formally Establish the Division of Distributed Learning

• Centralize DL initiative

• Align units that support instructional technology


C. Gain Momentum


Work with deans of each college to establish College Teaching with Technology Plans

• Support university mission

• Support college mission

• Enhance existing programs

• Build distance learning programs

• Establish faculty incentives

• Develop programs that can be adapted for other colleges


C. Gain Momentum


Identify successful programs that can:

• Serve as a model

• Be expanded to include students and faculty from other colleges



D. Institutionalize

• Incentives

• Policies


D. Institutionalize


Offer Faculty Incentives

Deans must determine incentives suggested in College Technology Plans:

• course release time

• stipends

• merit consideration

• tenure consideration

• other


D. Institutionalize


Set Policy

• Deans or Provost will decide if integrating technology will become

part of teaching load requirements

• Intellectual Property: TLTR will work with college deans and provost to determine policies


Survey Results on Course Material Ownership

• Online Courses are the Property of

the Institution16%

• The Institution Does Not Have

Clear Ownership Policies63%• Unsure of Ownership Policies21%


D. Institutionalize



PART 2: Case Study: The Hybrid Writing Program

• Find a program that would kick off the TTF initiative

• Work with academic department to shape program

• Develop a pilot and plan for expansion

The Hybrid Writing Program© Educational Technology Center, NU, 2002


What is a hybrid course?

"Hybrid" is the name used to describe a course

that combines face-to-face classroom instruction

with computer-based learning. In a Hybrid course,

a significant part of the course learning is online

and as a result, the amount of classroom seat-

time is reduced. This allows the student much

more flexible scheduling, while maintaining the

face-to-face contact with the instructor that is

typical of traditional education.

- University of Wisconsin-Milwaukee

http://www.uwm.edu/Dept/LTC/our-project.htmlHybrid Project at University of Wisconsin at Milwaukee


http://www.uwm.edu/Dept/LTC/our-project.html





Universities with Hybrid Courses

• George Mason University

• Penn State University

• Princeton University

• Sonoma State University

• SUNY-Buffalo

• University of Central Florida

• U of Ill.-Urbana-Champaign

• U of New Mexico

• U of Wisconsin-Madison

• U of Wisconsin-Milwaukee

• Virginia Tech University




Hybrid Writing Program Goals

• Introduce technology into the Middler Year Writing Program.

• Determine the pedagogical effectiveness of the various

elements of hybrid courses.

• Expand the number of faculty integrating technology into their courses.

• Raise the Web skills of students and faculty.


Hybrid Writing Program Goals (continued)

• Improve the outcomes of the writing curriculum.

• Design a course that will translate to the semester calendar.

• Develop a model that could be used in other writing courses, such as the Freshman English sequence, and courses in other disciplines.




Hybrid Writing Program Plan

• Train three writing instructors in the use of technology to be integrated

into the Middler Year Writing Requirement (MYWR) curriculum.

• Develop the MYWR hybrid curriculum.

• Develop a strategy for extending the curriculum from one quarter to

one semester.

• Design a pre- and post-course evaluation to determine

effectiveness of the hybrid pilot.



Hybrid Writing Program Plan (continued)

• Conduct three pilot Hybrid Writing Courses.

• Review evaluations & expand program.

• Redesign MYWR website and build CD for course instructors



Post-Course Student Evaluation Results

• 80% of students would enroll in another hybrid course.

• 85% of students would recommend taking a course in the hybrid format

to a friend.

• 90% of students indicated that access to the instructor was the same or easier than in a traditional course

environment.

• 95% of students indicated that access to other students was the same or

easier than in a traditional course environment.

• 85% of students believed there was a good balance between time spent in-

class and time spent online.



• 15 instructors were funded as Davis Teaching Fellows; the 3 pilot

instructors and another professor were named Davis Mentors.

• Instructors were trained at a 20-hour faculty workshop facilitated by the

Davis Mentors.

• Fellows received compensation for attending faculty institute,

developing syllabus, teaching the course, attending follow-up workshops.

Impact of Davis Educational Foundation Grant



• Today, 17 sections have been taught using the hybrid format, 8 new

sections will begin in the spring quarter.

• Davis will fund a two-college wide First-Year Experience program this year.

Impact of Davis Educational Foundation Grant (continued)



How the Hybrid Program Responded to Faculty Incentives

• Instructional development grants and stipends

• Recognition

• Technical support

• Instructional design support

• Training on how to use the Web in teaching

• Did not receive release time or extra time to learn about and use the

web© Educational Technology Center, NU, 2002


What We’ve Learned

• The hybrid model can be adapted to other disciplines.

• Course design is critical to expansion of program – if the course is not

“better” to teach with the online component, the faculty will revert to the traditional delivery mode.

• Compensation and recognition are key to participation.


Additional Resources

• Bruce, Bertram C., Joy Kreeft Peyton & Trent Batson, Network-based

Classrooms, Promises and Realities. (1991) Cambridge University Press.

• Palloff, Rena M. & Keith Pratt. Building Learning Communities in Cyberspace. (1999) Jossey-Bass Publishers.

• Links to examples of good hybrid courseshttp://www.uwm.edu/Dept/LTC/ examples.html

• University of Central Florida Research Initiative for Teaching Effectiveness

http://pegasus.cc.ucf.edu/~rite/index.html


http://www.uwm.edu/Dept/LTC/examples.html





Summary

• Develop a plan that supports the university’s goals

• Incorporate a plan for evaluating success

• Find a champion who will secure institutional funding

• Build a broad base of support

• Be flexible


authors: alicia k. russell director, edtech center cathy mccarron curriculum developer deanna...

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