Active and Engaged
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This document discusses supporting faculty who want to develop engaging online and blended course content. It begins by outlining some common questions and barriers faculty may face, such as where to learn strategies, finding time to develop courses, and supportive policies. It then describes one institution's journey in establishing an online teaching certification program through their Center for Teaching and Learning. The program provides training on using the learning management system at different skill levels over 5 years. Barriers discussed include how to integrate technology into academic conversations, how faculty can develop engaging content, finding time for course development, and policies around faculty distributing their own content. Overall it advocates for supporting faculty with technologies, policies, and conversations that acknowledge both teaching effectiveness and scholarship
Active and Engaged
- 1. Active and Engaged : Developing Exceptional Online & Blended Learning NORI BARAJAS
- 2. Faculty members interested in designing engaging course content should be supported by learning technologies that enhance course design, by policies that promote teaching effectiveness, and with conversations that acknowledge academic validity as well as scholarship. One Faculty Developer’s Journey
- 3. Where can faculty learn online and blended teaching strategies that match their teaching style and discipline? How can faculty build time into their professional responsibilities to learn engaging online and blended teaching strategies? What policies would support faculty developing or redesigning online or blended course content?
- 4. Choose Your Own Adventure Format A story in four parts #Barrier1 #Barrier2 #Barrier3 #Barrier4 Introduce yourself to the members of your table ◦ Name + role you play at your institution or organization
- 5. Shhh. Don’t Say the T-word. CHAPTER ONE
- 6. Existing Conditions NEW Center for Teaching & Learning evolved out of the Instructional Technology Unit Reporting line shifted to Academic Affairs New Director LMS recently connected to Registrar/scheduling systems Annual Bb Week established (LMS)
- 7. LMS - Skills DevelopmentYear 1: Year 2: Year 3: Year 4: Year 5:
- 9. Novice General overview of LMS interface Setting up the instructor contact fields Uploading documents (syllabus) Creating content: • Item • Folder • Items in folders
- 10. Intermediate Customizing navigation bar Building pages Creating items as on screen content Folders vs. Lessons • Nesting content by unit, week, or topic Creating assignment dropboxes
- 13. Opportunity Grant funding to create a fully online degree program
- 16. CONVERT
- 17. LMS - Skills Development Online/Hybrid Certification Course – LMS Skills Focus Year 1: Year 2: Year 3: Year 4: Year 5:
- 18. #Barrier1 How does a liberal arts university integrate learning technology into productive academic conversations?
- 19. Suggestions for a lively discussion •Select a table member to facilitate discussion by encouraging balanced participation •Select a table member to record/tweet responses •Select a table member to keep track of time •Listen as much as you share •Share as much as you listen
- 20. Opportunity
- 21. Opportunity
- 22. Hybrid and Online Courses are not Canvas or Uploading or Converting
- 23. Developing curriculum for hybrid and online courses is significantly different than developing curriculum for on ground, face-to-face courses.
- 24. The Pitch DOWNSIDE Might alienate faculty who prefer “private practice” Might appear to be evaluative rather than supportive UPSIDE Learning outcomes and learning assessments could drive the conversations Content could be viewed critically for alignment to learning outcomes Programs could be viewed holistically Content could be redeveloped with teaching focus Content could be redeveloped for course type- online/hybrid
- 25. Different Course Design Elements- LMS Functions Getting Started Organizing Content Assignment Tool Communicating with Students Grouping Students Discussion, Reflection, and Collaboration Archive, Export, and Copy The Grade Center
- 26. LMS Skills Development Online/Hybrid Certification Course Determine Instructional Purpose – Design the Content Year 1: Year 2: Year 3: Year 4: Year 5:
- 27. Opportunity
- 28. Different Course Design Element- LMS Functions Getting Started Organizing Content Assignment Tool Communicating with Students Grouping Students Discussion, Reflection, and Collaboration Archive, Export, and Copy The Grade Center
- 35. #Barrier2 How do faculty develop engaging course content in the hybrid and online environment?
- 36. Suggestions for a lively discussion •Select a table member to facilitate discussion by encouraging balanced participation •Select a table member to record/tweet responses •Select a table member to keep track of time •Listen as much as you share •Share as much as you listen
- 38. Create Individualized Professional Development PlanOngoing
- 40. Engaging Activities •Active Learning – students engaging with one another AND content •Require clear, written structure •Roles for each student •Steps to each activity •Feedback loops during group work •Individual grades/Group grades •Untethered– where students were
- 41. Now I Finally Know What to Do With All My Spare Time. CHAPTER THREE
- 42. LMS Skills Development Online/Hybrid Certification Course Determine Instructional Purpose – Design the Content Year 1: Year 2: Year 3: Year 4: Year 5:
- 44. However… 60 30 10 One Liberal Arts College Teaching Scholarship Service
- 45. Teaching? 60 30 10 Teaching Scholarship Service Write a list of all the things that are encompass your teaching responsibilities
- 47. University of {x} The Center for Teaching & Learning hereby bestows <Name> with a Certificate in Hybrid & Online Teaching Given at College Town, California this <day> of <month>, two thousand {xx}. Noreen Barajas-Murphy Associate Director Dean, College of Education
- 49. #Barrier3 How can institutions create adequate time for instructors to design and build courses using learning technologies?
- 50. LMS Skills Development Online/Hybrid Certification Course Determine Instructional Purpose – Design the Content Instructional Design as a Service Year 1: Year 2: Year 3: Year 4: Year 5:
- 53. Mine, All Mine? CHAPTER FOUR
- 54. So… 60 30 10 One Liberal Arts College Teaching Scholarship Service
- 55. Could a faculty expert use their published content and its adoptions within their discipline as evidence of teaching effectiveness?
- 56. Institutions that honor the time needed to develop exemplary digital content will fuel innovation
- 57. Institutions that honor the time needed to develop digital content by providing course releases, course development sabbaticals or other strategies that build time into professional responsibilities will fuel innovation
- 60. #Barrier4 What institutional policies would you advocate for related to faculty who want to distribute their content?
- 61. LMS Skills Development Online/Hybrid Certification Course Determine Instructional Purpose – Design the Content Instructional Design as a Service Establish stronger, more relevant policies Year 1: Year 2: Year 3: Year 4: Year 5:
- 62. Faculty members interested in designing engaging course content should be supported by learning technologies that enhance course design, by policies that promote teaching effectiveness, and with conversations that acknowledge academic validity as well as scholarship. One Faculty Developer’s Journey
- 64. In Groups: 1. Using established definitions related to online and blended teaching, determine whether updates to Chaminade's definitions, policies or practices would be recommended; 2. Developing a digital policy (communication, response time, student – student work platform) for inclusion in each course syllabus; 3. Creating a goal for programmatic professional development and plan a schedule for training with benchmarks to determine progress; 4. Selecting a topic from the plenary and creating a program level strategy for implementation.
Editor's Notes
- #3: My conclusion at the end of 5 years
- #4: The questions I ultimately struggled with
- #5: The way I am going to tell you this story
- #7: Org charts- academic affairs and C & I M.Ed. Curriculum & Instruction – focus on professional development
- #21: Faculty retreat
- #22: New dealer, new dean
- #23: Create a college of ed specific certification
- #24: My conclusion
- #25: To the new dean
- #28: One program chair’s off-hand story brought about a fantastic analogy that was at the heart of the college of ed identity
- #52: I’ll admit up front that my project was an epic fail and I'll tell you why Six years ago, I believed I fInally figured out the barrier to faculty innovation. Sounds silly now But countless times working with faculty I'd heard “I wish you could do this for me so I could focus on the teaching”
- #63: My conclusion at the end of 5 years