faculty as students: one model for faculty to develop and teach online
TRANSCRIPT
Faculty as Students:
August 12, 2015
Distance Teaching & Learning Conference
Kathy Keairns & Heather Tobin
One Model for Preparing Faculty to Develop & Teach Online
Presentation Agenda
Discussion
Faculty & Student Feedback
Benefits & Challenges
Workshop Tour
Why Quality Matters?
History & Evolution
The Model
Design
Build
Learn
Theoretical Reasoning
“Most faculty learn how to teach by absorbing teaching skills & Style informally from a mentor, or learn along the way through trial and error”
(Sener, 2012).
“College teaching may be the only skilled profession for which no
preparation or training is provided or required. You get a Ph.D., join a faculty, they show you your office,
and then tell you ‘by the way, you’re teaching 205 next semester.
See you later” (Felder, 2015).
History & Evolution Teaching Online Workshop (TOW)
Distance Learning Workshop
Teaching Online Initiative
Requirement/Expectation for All
QM Standards Integrated1 2 3 42
00
52
01
5
TOW: Early Results
98%
92%
91%
I want to teach online again at DU.“ “
I received adequate support from OTL to
teach online.“ “Learning to teach an online course has
influenced how I teach my on-campus courses
in positive ways.
“ “
TOW: Stats3+ Sessions
Offered per Year
200+ GraduatesSince 2010
Tenure-Track, Full-Time, Adjuncts,
and Staff
TOW: Structure
• 1 Week• 1-3 Hours• Readiness
& Introductions
Pre-Workshop
• 5-10 Hrs/Week
• Discussions, QM Activities, Peer-Reviews
Workshop Weeks 1-3 • 1-2 weeks
• 3-5 hrs/week
• Presentations, Self-Reviews
Post-Workshop5Weeks
TOW: Before Quality Matters (ECP Rubric)
Course Design
Interaction &
Collaboration
Assessment
Learner Support
2
4
1
3
Why Quality Matters?
Adds LegitimacyNot tied to an LMSCustomizable rubric & reviewPromotes student learning
Workshop Tour
Workshop: QM Internal Standards
Workshop: Structure
• 1 Week• 1-3 Hours• Readiness
& Introductions
Pre-Workshop
• 5-10 Hrs/Week
• Discussions, QM Activities, Peer-Reviews
Workshop Weeks 1-3 • 1-2 weeks
• 3-5 hrs/week
• Presentations, Self-Reviews
Post-Workshop5Weeks
Workshop: ObjectivesI. Identify how & where to locate resources for the design & facilitation of your online course.
II. Develop an organized and effective syllabus appropriate for an online class.
III. Design an organized and logically structured online course.
IV. Identify types of activities most appropriate for online learning.
V. Demonstrate the use of evaluation tools within the Learning Management System.
VI. Identify components of a quality online course using the Quality Matters rubric.
Workshop: Alignment
Assignment/Activity
Learning Material
Assessment
Workshop: Syllabus
OverviewLearning ObjectivesPrerequisite, Textbook, &
Instructor info
Communication Policies
ExpectationsGrading StructureScheduleRubrics & GuidelinesTechnical
RequirementsSupport info
Privacy, FERPA, Disability, & Conduct
Code Policies
Workshop: Design
Workshop: Design – Course Resources
Workshop: Design – Module
Workshop: Design – Module
Workshop: Design – Module
Workshop: Design – Module
Workshop: Design – Module
Workshop: Design – Assignments
Benefits
TOWNo Silos
Peer Learning
Faculty Advocates
Improved Teaching
Flexibility
Student Satisfaction
Challenges
TOWLMS Accounts
Lack of Buy-In
Instructor hasn’t taken
TOW
Time Commitment
Constant Re-development
Lack of Time
Faculty & Student FeedbackWho’s taking TOW?
Who are they teaching?
Faculty Testimonials
“I think my perception of teaching/completing online courses has completely changed! I really enjoyed
learning about the content and connecting with other professionals who are teaching online courses!”
-Sports Psychology Instructor (Graduate School)
Faculty Testimonials
“Participating in the TOW helped me recognize what quality online learning looks like and changed my
perception of online courses for the better.”-Assistant Professor (Department of Psychology)
Faculty Testimonials
“This was my first experience in taking an online class and I had many reservations that I realize now
were misconceptions. I did not feel the “loss” of community that I originally anticipated. I feel as if I
learned (and will hopefully retain) an incredible amount of information in a short amount of time.”
-Field Instructor Trainer (Social Work)
Faculty Testimonials
“Being a student in an online class was a practical way to experience what our students will encounter and it
was a helpful first look for me, since I have never taken an online class before.”
-Gender & Health Instructor (International Studies)
2014 Student Survey
83%Requirements for my interaction with the
instructor, content, and other students were clearly
explained.
2014 Student Survey
78%The course and learning
activities provided multiple opportunities to interact
with fellow students.
2014 Student Survey
87%The course learning objectives describe
outcomes that I was able to achieve.
2014 Student Survey
84%It was clear how the
assignments and activities were connected to the
learning objectives of the course.
Research Project
2015 Student Survey Research Questions• Does faculty participation in professional development activities
impact the quality of their courses (as measured by selected QM standards)?• Do undergraduate students in face-to-face courses rate quality
standards and course satisfaction higher, lower, or the same as students in online courses?
Resourceshttp://www4.ncsu.edu/unity/lockers/users/f/felder/public/http://otl.du.edu/our-programs/teaching-online/http://otl.du.edu/our-programs/teaching-online-workshop/http://otl.du.edu/our-programs/hybrid-3d-workshop/2014 Student Survey InfoGraphichttp://www4.ncsu.edu/unity/lockers/users/f/felder/public/Sener, J. (2012). The seven futures of American education: Improving learning and teaching in a screen captured world. North Charleston, SC: CreateSpace Independent Publishing.
Discussion
Questions?
Similar Experiences?
Contact Us
Kathy KeairnsDirector of Web-Based Learning
http://kathykeairns.com
Heather TobinInstructional Designer
https://www.linkedin.com/in/heatherdeck