itc12 five effective practices for elearning professional development

Download ITC12 Five Effective Practices for eLearning Professional Development

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Vendor session at #ITC12 by Barry Dahl of Excellence in e-Education

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  • 1. Five Effective Practices forProfessional Development Pick One Barry Dahl Excellence in e-Education
  • 2. XLENTS.com
  • 3. BarryDahl.com
  • 4. Best Practices?
  • 5. Best Practices?
  • 6. Effective Practices Or Promising Practices Or Practices that dont totally suck Or Practices that dont totally suck out loud!
  • 7. Effective Practices for PD Professional Development for Online faculty Online administrators Instructional designers and technologists
  • 8. How would this change for online?
  • 9. Can we please move on?
  • 10. #1For Administrators
  • 11. CCOBLA.org
  • 12. CCOBLA.org Community
  • 13. What is CCOBLA? Sharing CollaborationFocused
  • 14. 1st CCOBLA Conference Not a traditional conference very hands on and interactive 2 days w/small group (25-50) Topic: e-Learning Quality
  • 15. #2For Everyone
  • 16. Conference Comes to You
  • 17. CCTY Possible Presenters
  • 18. Possible Topics e-Learning - for beginners to advanced Web 2.0 uses in education e-Learning Quality Digital Storytelling (very hands-on) EdTech - wide range of topics Roll your own: well customize for you
  • 19. Fully Customizable One-day, two days, or three - you decide, and we make it happen for you One, two, or three featured presenters Fully-immersive, hands-on learning, or traditional conference experience Breakouts, meals, and materials arranged You pay one fee - no surprises, no extras
  • 20. TaLDA- Muskegon, MIhttp://bit.ly/TaLDA2012
  • 21. End result of CCTY In a nutshell You provide the facility and the attendees We do all the work Learning ensues
  • 22. #3For Faculty
  • 23. Accessibility Training Particularly for Online Faculty
  • 24. Accessibility Training But your faculty probably dont need that, right?
  • 25. No big deal?
  • 26. Are you sure?
  • 27. Access eLearning
  • 28. GeoTech GRADE Project
  • 29. GRADE Fact Sheets
  • 30. Suggested Steps1. Create an accessibility course in your LMS.2. Create 8-10 question quiz on each of the Access eLearning modules (10).3. REQUIRE your online faculty to complete modules 1 & 2, plus choose 1 or 2 of the additional modules.
  • 31. WebAIM, another good option
  • 32. #4For Everyone
  • 33. Webinars?Yes, they are a dime a dozen
  • 34. Customized Webinars For the price of one or two seats in many other webinars, get: the topic of your choice the date and time of your choice access for your entire college Unlimited use of the recorded archive
  • 35. Example Webinar #1
  • 36. Example Webinar #2
  • 37. Example Webinar #3
  • 38. #5For Faculty
  • 39. Peer ReviewFaculty-Driven & Voluntary
  • 40. LSC Blog Site
  • 41. #6For Faculty
  • 42. ExternalCourse ReviewOne-on-One Coaching
  • 43. Do it Your Way Use your own course design rubric, or mine, or something else. Pay one fee to have external reviewer work one-on-one with your instructor to improve the course design quality. Pay only for those courses that have an identified need to improvement.
  • 44. #7For Everyone
  • 45. ExpectationsGreat Learning Tool
  • 46. You Already Have Expectations The questions are How clearly have they been communicated? How easy are they for the following to find? Students? Faculty? Staff and Administration?
  • 47. Have you clearly defined the following items? What the college expects from online students. What online students should expect from the college. What the college expects from online faculty members. What the online faculty should expect from the college (administration).
  • 48. Setting Expectations Create a task force cross-functional Provide list of topics for discussion Reserve right to approve final wording
  • 49. Example #1 for faculty Online Office Hours Faculty teaching online are expected to maintain office hours for online (distance) students: Faculty who teach completely online are expected to post information about their available weekly hours within the online course shell, including information to inform the students of the various modes in which the instructor is available to students who need to contact the instructor from a distance.
  • 50. Example #1 for faculty Online Office Hours Modes of communication can include, but are not limited, the following: face- to-face on campus, telephone, email, live chat room, instant messaging, webcast or webinar room, Skype or similar Internet calling service, etc.
  • 51. Example #2 for faculty Class Size Maximums Maximum class enrollments are not dependent upon the delivery method employed. Class size maximums are established through the colleges curriculum approval process and per the faculty collective bargaining agreement.
  • 52. Example #1 for students Online Course Attendance The college expects online students to attend courses on a regular basis. In the online learning system, attendance is determined by student engagement with the classroom tools, with other students, and with the instructor.
  • 53. Example #1 for students Online Course Attendance Students are expected to be aware of the Failure for Non-Attendance policy and how it applies to online courses. For online courses, students will be assigned an FN if they do not demonstrate attendance by completing scheduled tasks or communicating with the instructor for 14 consecutive calendar days.

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