Five Effective Practices for Professional Development

Pick One

Barry DahlExcellence in e-Education

XLENTS.com

BarryDahl.com

“Best” Practices?

“Best” Practices?

Effective Practices• Or… Promising Practices• Or… Practices that don’t

totally suck• Or… Practices that don’t

totally suck out loud!

Effective Practices for PD• Professional Development for–Online faculty–Online administrators–Instructional designers and technologists

How would this change for online?

Can we please move on?

#1For Administrators

CCOBLA.org

CCOBLA.org Community

What is CCOBLA?

Focused

CollaborationSharing

1st CCOBLA Conference• Not a traditional conference –

very hands on and interactive• 2 days w/small group (25-50)

Topic: e-Learning Quality

#2For Everyone

Conference Comes to You

CCTY – Possible Presenters

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: we'll customize for you

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

TaLDA- Muskegon, MI

http://bit.ly/TaLDA2012

End result of CCTY• In a nutshell…• You provide the facility and the attendees•We do all the work•Learning ensues

#3For Faculty

Accessibility TrainingParticularly for Online Faculty

Accessibility TrainingBut your faculty

probably don’t need that, right?

No big deal?

Are you sure?

Access eLearning

GeoTech GRADE Project

GRADE Fact Sheets

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.

WebAIM, another good option

#4For Everyone

Webinars?

Yes, they are a dime a dozen

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

Example Webinar #1

Example Webinar #2

Example Webinar #3

#5For Faculty

Peer Review

Faculty-Driven & Voluntary

LSC Blog Site

#6For Faculty

ExternalCourse Review

One-on-One Coaching

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.

#7For Everyone

Expectations

Great Learning Tool

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?

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).

Setting Expectations• Create a task force – cross-functional• Provide list of topics for discussion• Reserve right to approve final

wording

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.

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.

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 college’s curriculum approval process and per the faculty collective bargaining agreement.

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.

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.

Student expectations• College expectations:

– First week of class– Attendance– Internet access– Textbooks & materials– College

communications– Policies & Conduct Code– Academic Honesty– Netiquette (civility)– Computer skills– Resolving tech issues– Course evaluations

• Student expectations:– Course syllabi– Course length– Test proctoring– Evaluation & oversight– Feedback/response times– Textbook availability– Interaction– Time flexibility– Calendar due dates– Academic support– Technical support

Faculty expectations• College expectations– Course design– Teaching loads– Interaction

w/students– Online office hours– Feedback/response– Final exams– Proctored exams– Due dates/times– Sick/Personal leave

• Faculty expectations– Course offerings– Program offerings– Evaluation/oversight– New online faculty– Feedback/response– Technology support– Off-campus faculty– Professional develop– I.P. rights/claims

Five Effective Practices for Professional Development

- Pick OneBarry Dahl

Excellence in e-EducationOr TWO!!

SEVEN