A Blended Approach to Facilitating Professional Development
- 1. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit A blended approach to facilita+ng professional development: A look into a course design program Patrick Kelly Lin Yu Haboun Bair COHERE 2015 Learning & Instruc&onal Design
- 2. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Objec+ves • Gain insight into the blended approach to the Course Design Program. • Exchange ideas about how blended professional development can be structured.
- 3. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Session 1 9:00 – 1:00 Session 2 9:00 – 1:00 Session 3 9:00 – 1:00 Follow Up Online work Online work
- 4. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Your Thoughts? What does blended professional development mean to you? -‐ what are your experiences? -‐ what quesUons might you have? hVp://padlet.com/lid_eduU/kgrolgo2eu6b
- 5. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit History – version 1 Session 1 : 9:00 – 4:00 Course Outcomes Learner Analysis QuesUons Session 2 : 9:00 – 4:00 Review of Outcomes Student Assessment T&L AcUviUes Session 3 : 9:00 – 4:00 Review of everything Course Design EvaluaUon PresentaUons Write course outcomes Content Analysis Assessment Blueprint Course Plan Website & Manual
- 6. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit History – version 2 Session 2 : 9:00 – 4:00 Review of Outcomes Student Assessment T&L AcUviUes Session 3 : 9:00 – 1:00 Review of everything Course Design EvaluaUon Q&A cerUficate Post to Discussion Board Post to Discussion Board LMS & Manual Follow Up & cerUficate Session 1 : 9:00 – 1:00 Course Outcomes Learner Analysis QuesUons Write course outcomes Content Analysis Assessment Blueprint Course Plan
- 7. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit History – version 3 Session 1 : 9:00 – 1:00 Course Outcomes Learner Analysis * Goals Session 2 : 9:00 – 1:00 Review of Outcomes Student Assessment Session 3 : 9:00 – 1:00 Review of everything T&L AcUviUes Course Design EvaluaUon CreaUve Alignment Revisit Goals LMS & Manual provide feedback online Follow Up & cerUficate Post to Discussion Board Write course outcomes Content Analysis Post to Discussion Board Assessment Plan Start of Alignment provide feedback online
- 8. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit History – version 4 Session 1 : 9:00 – 1:00 Course Outcomes Learner Analysis Goals * Values Session 2 : 9:00 – 1:00 * Review Student Assessment Start of Alignment Types of Knowledge Session 3 : 9:00 – 1:00 Review T&L AcUviUes ConstrucUve Alignment Course Design EvaluaUon Link to Values LMS & Manual provide feedback online Follow Up & Digital Badge * Post to Discussion Board Write course outcomes Content Analysis Post to Discussion Board Assessment Plan Start of Alignment provide feedback online
- 9. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Background • About 12-‐15 parUcipants • Post to online groups but groups are open to everyone • Mix of graduate students, instructors, faculty and staff • Offered 6 Umes a year • ParUcipants from all FaculUes
- 10. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Pause, Think, Share • From your experience, what are the benefits of blended professional development? • Discuss for 1 minute!
- 11. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Feedback Discussion Theories Interdisciplinary moUvaUon to complete work Facilitators can gauge needs for next class Introduced digital digital badge Rich discussions and sharing of strategies Encourage different ways of thinking about course design F2F Online
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- 15. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Learning Outcomes Aligned with Blended Content Learning Outcome 1. Write effecUve learning outcomes for your course “A Model of Learning ObjecUves” Learning Outcome 2. Select and sequence the contents for your course Engagement Indicators NSSE (naUonal survey of student engagement) Learning Outcome 3. Choose student assessment strategies that are an accurate measure of your learning outcomes “Hear This! Podcasts as an Assessment Tool in Higher EducaUon” Buddle, C. (2013) Faculty Today Learning Outcome 4. Select teaching and learning acUviUes in alignment with learning outcomes and assessment strategies ConstrucUve Alignment Hutchinson, D. (2012) Learning & Teaching
- 16. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Evidence Based Prac+ce • Provides the understanding that there is a coherent relaUonship between all aspects of course design (Biggs, 2014). • To recognize an individual’s successes and strengths towards their approach to design/redesign a course (Cockwell & McArther, 2012). • Building a reflecUve, blended community of teaching and learning (Owston, Wideman & Lupshenyuk, 2008).
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- 23. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Lessons Learned • Set expectaUons early (workload, pace) • ParUcipant voice/input (due dates, norms, depth) • Building community (establish relaUonships) • Connect online and classroom (purpose) • Incorporate a variety of acUviUes • Use of evidence-‐based theories • Be acUve online and in classroom (presence) • Try new things
- 24. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Results • ParUcipants come to class more prepared • Spend less Ume reviewing in class • Increase in quality of online feedback and thoughts • Increase parUcipant engagement • ReflecUon and Ume for re-‐work
- 25. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Pause, Think, Share • What would be the challenges of blended learning professional development? • Discuss for 1 minute!
- 26. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Challenges • Providing meaningful feedback online so that all parUcipants can be criUcal of their own work • Catching superficial feedback • Finding the Ume to keep on top of all parUcipant work and contribuUons • Some groups are less acUve online • Follow Up consultaUons compleUon rate • Scheduling • Value of course design
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- 28. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Next steps… • Course Design Studio • Semester long program with ongoing support • Condense class Ume to 9-‐12 • Increase quality of online discussions and feedback • Create a peer feedback form for structured feedback
- 29. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit References Biggs, J. (2014). ConstrucUve alignment in university teaching. HERDSA Review of Higher Educa=on, 1, 5-‐22. Retrieved from hVp://www.herdsa.org.au/wp-‐content/uploads/HERDSARHE2014v01p05.pdf Cockwell, J., & McArther-‐Blair, J. (2012). Apprecia=ve inquiry in higher educa=on: A transforma=ve force. San Francisco, CA: Jossey-‐Bass Owston, R., Wideman, J.M., & Lupshenyuk, D. (2008). Blended teacher professional development: A synthesis of three program evaluaUons. The Internet and Higher Edcua=on, 11(3-‐4), 201-‐210. doi:10.1016/ j.iheduc.2008.07.003
- 30. Taylor Ins+tute for Teaching and Learning Educa&onal Development Unit Contacts • Patrick Kelly, pwkelly@ucalgary.ca • Lin Yu, lyu@ucalgary.ca • Haboun Bair, haboun.bair@ucalgary.ca