Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction
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This document outlines a backwards design approach to evaluating the effectiveness of faculty development programs for blended instruction. It discusses defining what constitutes a good blended course and appropriate pedagogical models. It also addresses designing faculty development programs, including opportunities and experiences to help instructors learn effective blended teaching practices. Finally, it discusses tools and methods for evaluating blended courses and communicating results, including collecting and analyzing student and course data and disseminating findings to relevant audiences.
Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction
- 1. Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction July 9th, 2014 Sloan-C Blended Conference Tanya Joosten, @tjoosten, and Dylan Barth, @dylanbarth University of Wisconsin – Milwaukee tjoosten@uwm.edu | djbarth@uwm.edu
- 2. Tech Enhanced Blended Online Traditional Self-paced MOOCs Flex Faculty development programs and pedagogical consultation Technology training and support Evaluation and research About us
- 5. A Backwards Design Approach to Evaluation
- 6. Evaluation planning Input • Medium (F2F or Online) • Instructor demographics • Discipline • Course level Process • Defining good blended and online course • Defining pedagogical model • Designing faculty development program Output • Course level • Program and Institutional level
- 7. F2F is not the gold standard Focus on the process…the pedagogy Inputs
- 8. Define a good blended and online course Define pedagogical model Design a faculty development program Process
- 10. 1. What is a “good” blended course? What pedagogical model facilitates a “good” blended course?
- 11. Good course Higher retention Better grades on assessment • Quizzes and exams • Projects and papers • Overall Satisfied students • Future enrollments Learning Engaging Enrollments
- 12. Pedagogical model Content • Text • Images • Audio • Video Interactivity • Discussions • Groups • Feedback Assessment • Written and oral examination • Discursive • Portfolio
- 13. Content
- 14. Interactivity
- 17. 2. What elements and format should be considered in designing and developing a faculty development program? What opportunities and experiences should be available to help instructors learn effective practices in design, delivery, and teaching blended courses?
- 19. • Ten questions • Designing learning modules • Online vs. F2F - Integration • Decision rubric for content choices • Learning objects Content • Progressive/summative • Before, during, and after • Self evaluation • Peer evaluation • Student evaluation Course Evaluation • Rubrics • CATs • Templates • Traditional formats Assessment • Synchronous/asynchronous • Establishing voice • Discussion forums • Small groups Interactivity • Managing expectations • Time management • Technology support Helping Your Students • Staying organized • Managing workload • Avoiding course and a half Course Management Course Redesign Transitioning to online and blended teaching Pedagogy and more
- 20. Experience
- 21. F2F 1 3 hrs Online 1 F2F 2 3 hrs Online 2 F2F 3 3 hrs Showcase 3 hrs Post- Program Blended
- 22. Backwards design
- 23. Active learning
- 24. Practice-based
- 27. 3. How will you know when faculty are providing quality online and blended courses? What tools or services could be provided for evaluating the effectiveness of online and blended courses? How will quality be communicated to others?
- 28. Did it work? CC Flickr katherine.a
- 31. Student Evaluation Data Course evaluation
- 33. Who is your audience? What variables will be examined? How will the data be collected? analyzed? How (and where) will the data be presented? Who will be involved in the evaluation process? When will the evaluation be completed? Evaluation plan
- 34. Audience
- 35. Input Process Output Students Interactivity Students/Faculty Demographics Communication Learning Age Engagement Satisfaction Gender Social Presence Performance Ethnicity Content Student Status Assessment Course/Institutional Data Full time/Part time Retention Employment Status Drop/Withdrawal Rate Zip Code Grade Course/Instructor Evaluation Course Discipline Course Level Instructor Mode of Delivery Variables
- 36. Collecting
- 37. Analyzing
- 39. Human Resources CC Flickr Vandy CFT
- 42. Questions
- 43. Thank you! Tanya Joosten, tjoosten@uwm.edu, @tjoosten Dylan Barth, djbarth@uwm.edu, @dylanbarth