uncovering the promise of faculty success online lawrence c. ragan, ph.d. penn state’s world...
TRANSCRIPT
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Uncovering the Promise of Faculty
Success Online
Lawrence C. Ragan, Ph.D.
Penn State’s World Campus
NERCOMPBoston 2005
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Program Agenda1:00 Program Introductions and Expectation Setting
Presenter and Participants . . .
1:30 Elements of Faculty Success
2:30 Team Assignments I
3:00 BREAK
3:30 Team Report Outs
4:30 Summary and Evaluations
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Introductions
• Lawrence C. Ragan . . .
Desired outcomes . . .
• Participants . . .
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Elements of Faculty Success
What are the critical elements that must be in place for faculty to
succeed in the online environment?
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To be successful in the OLE faculty need . . .
BRAINSTORM ACTIVITY
• motivation . . .
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The Right Stuff . . .
• . . . are sincerely committed to providing a quality learning experience for their students
• . . . are willing to take risks and carry through when failure occurs
• . . . thrive in new “dynamics” of online learning
• . . . interested in doing things differently
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Skills and Competencies
• Pedagogical skills of online learning
• Technical skills
• Changing dynamics of the online classroom
– Social (individual and group)
– rules of balance (student-to-student and students & faculty)
– time and place
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External Motivation/Incentives
• Monetary rewards
• Academic rewards and recognition
• Promotion and tenure
• Self-serving (saving faculty time, increasing flexibility)
• Balanced/reasonable workload
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Internal Faculty Motivation
• Understanding why/what brings faculty to the OLE
• Addressing motivational needs
– experimentation
– increasing quality of instructional experience
– increasing financial returns
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Internal Faculty Motivation
• Want to improve teaching and learning
• Want to address specific course issue
• Want to reach new audiences
• Want to increase income
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Support Services
• Instructional design consultation
• Technical support (for both faculty & students)
• Advising/counseling
• Administrivia
• Infrastructure
• Teaching (GAs/TAs)
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Team Assignment
Challenges and solutions
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Elements and Strategies
• Select one or more element
– See next page for list
• Briefly describe the issue
• Identify potential solutions
• Report out . . .
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Elements• Internal Faculty Motivation• Support Services• External Motivation/Incentives• Skills and Competencies• The Right Stuff• Faculty Workload Management• Instructional Support Services (working
w/faculty in course production)
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Strategies for Managing the
Online Workload Ways to keep faculty engaged
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RESEARCH PROBLEM
• Real or perceived barrier to faculty participation in online learning:
Online education is MUCH MORE WORK than face-to-face instruction
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SMOW Project Purpose
To identify and refine those strategies, techniques, and methods that enable
faculty to manage their workload in the online teaching and learning environment
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Workshop Outcome
Create a document which captures the most effective workload management strategies for an online environment in order to help
faculty manage the online teaching workload
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Categories for Strategy Teams
from Survey• Authoring Strategies
• Teaching Strategies
• Revision & Improvement Strategies
• Institutional Strategies
• New category: Support Services
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Review Team
• New teams were arranged to review the output of the prior teams
• Add/modify/refine strategies
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Workshop Results
• Collection of strategies organized into four categories (8 to 11 strategies/category)
• Includes
– Brief description of the strategy
– Benefits
– Limitations
– Effectiveness rating
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Authoring Strategies• Adopting a course development model,
• Identifying and acquiring existing learning resources,
• Establishing and distributing reusable templates,
• Providing the course author with a sample online course,
• Providing students with specific instruction for assignments,
• Applying project planning and management methods to the course development process,
• Establishing a course development team,
• Designing balanced instructional activities
• Finalizing one module or unit before developing the remainder of the course,
• Developing rubrics for each graded student assignment, and
• Creating a learning object database
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Teaching Strategies• Clarifying and enhancing students’ technical skills before
registration,
• Providing a detailed syllabus,
• Defining the operating parameters of the course,
• Creating feedback rubrics,
• Establishing a routine,
• Incorporating a learning management system for recording course transactions,
• Fostering group dynamics within the course,
• Beginning the course with an activity that encourages interaction, and
• Establishing consistent, effective methods of electronic communication
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Revision & Improvement Strategies
• Projecting the volume and frequency of revision necessary and budgeting accordingly
• Conducting multiple evaluations of the courses,
• Conducting a pilot run or initiating an expert internal review before release of the course,
• Managing the revision cycle as an integral part of the course,
• Developing methods for managing dynamic course elements (updates),
• Inviting student feedback at the close of the course,
• Developing and maintaining a course history,
• Involving the original course author in the revision process, and
• Rewarding students for reporting errors in the course material
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Institutional Strategies• Ensuring faculty access to instructional design and systems support,
• Providing adequate faculty development opportunities,
• Providing technical support for faculty and students,
• Providing an adequate learning management system,
• Establishing institutional parameters for online operation,
• Integrating institutional administrative systems and tools,
• Providing clear institutional policies on intellectual property rights,
• Defining the role of online education in the mission of the institution,
• Developing institutional policy for compensating and rewarding faculty and academic units, and
• Providing copyright and permissions support and policies