CI Online Teaching Preparation Program: Annual Review
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The CSU Channel Islands' online teaching preparation program is designed for both new and experienced instructors to enhance their skills in creating engaging online courses, focusing on student interactions and presence. The program consists of three fully online courses offered across two semesters in 2014, assessing participants through various technologies and receiving positive feedback for fostering a supportive learning environment. Overall, the program aims to improve online teaching practices while integrating participant suggestions for future course enhancements.
CI Online Teaching Preparation Program: Annual Review
- 1. CSU Channel Islands Online Teaching Preparation Program Spring 2014-Fall 2014 Teaching and Learning Innovations TLInnovations.cikeys.com Michelle Pacansky-Brock Instructional Technologist for Online and Blended Learning 1
- 2. Online Teaching Preparation Program The CSU Channel Islands’ Online Teaching Preparation Program is for new and experienced online instructors to develop the skills necessary to design, develop, and facilitate an online course with strong student engagement, human presence, as well as faculty-student and student-student interactions. The course outcomes are aligned with the CI Quality in Online Learning and Teaching (QOLT) framework. Image Credit: CI Communication and Marketing, All Rights Reserved 2
- 3. Program Overview ❖ Consists of three 2-week, fully online courses: ❖ How to Humanize Your Online Course ❖ How to Design Your Online Course ❖ Designing Engaging Online Activities ❖ Each course is offered once per semester ❖ Courses designed and facilitated by Michelle Pacansky-Brock, Instructional Technologist for Online and Blended Learning ❖ More information is available at: http://tlinnovations.cikeys.com/online-learning/online-teaching-series-2/ 3
- 4. Dates of Offerings ❖ Spring 2014 • How to Humanize Your Online Course: Thurs, May 1 - Wed, May 14 • How to Design Your Online Course: Wed, May 21 - Tues, June 3 • Designing Engaging Online Activities: Mon, June 9 - Sun, June 22 ❖ Fall 2014 • How to Humanize Your Online Course: Thurs, Sept 11 - Wed, Sept 24 • How to Design Your Online Course: Thurs, Oct 2 - Wed, Oct 15 • Designing Engaging Online Activities: Thurs, Oct 23 - Wed, 11/5 4
- 5. Assessment Methods ❖ Courses integrate formative and summative assessments that incorporate the use of a variety of technologies: • Asynchronous voice/video discussions in VoiceThread • Discussion forums • Development of a collaborative Google presentation • Written or video reflections shared in a private Google+ community • Development of an online, interactive course syllabus • Creation of a 5-minute course introduction video using a tool from the Tool Buffet • Development (including peer review) of an online course roadmap including two modules featuring clear, measurable learning objectives, a description, and an activity involving student-student interaction with a rubric 5
- 6. Overview of Course Evaluation Survey Findings Participants were asked to complete an anonymous course evaluation at the end of each class. The survey results indicate: ❖ High faculty satisfaction rates ❖ Wide variation in the number of hours participants spent on the courses ❖ Interest and excitement in using emerging technologies outside the standard toolkit of CILearn ❖ Transformation of faculty attitudes and perspectives about online teaching ❖ A supportive, low-risk environment for experimenting with new technologies improves the confidence of faculty with limited technology skills ❖ Learning to teach online through the lens of an online student fosters a deepened awareness of the challenges and opportunities of online learning ❖ Faculty are applying what they have learned to their face-to-face classes, as well 6
- 7. Number of Program Completions 17 faculty members completed the Online Teaching Preparation Program 9 7 5 2 0 during Spring 2014 and Fall 2014. Sp 14 Fall 14 7
- 8. Online Teaching Preparation Program Completions by CI Program Business Education English History Nursing Spanish University Studies n=17 0 2 4 6 8 8
- 9. Number of Completions by Course 25 19 13 6 0 17 19 Humanize Course Design Designing Engaging Activities Humanize Course Design Designing Online Activities 25 n=62 9
- 10. Course Completions by CI Program n=25 n=19 n=18 Humanize Course Design Designing Online Activities Business Chemistry Education Computer Science English History Music Nursing Spanish University Studies 0 3 6 9 12 10
- 11. Number of Hours Participants Spent Per Week on Each Course 0-4 5-7 8-10 11-13 14-16 0 2 4 5 7 Number of Responses n=41 Humanize Course Design Designing Online Activities 11
- 12. Perceived Value to Participants 12 n=40
- 13. Rate the following elements of this class. Humanize Course Design Designing Online Activities n=16 Content Organization Clarity of Expectations Opportunities for Participation Instructor n=16 n=13 5 5 4.875 4.85 4.9 4.88 4.84 4.75 4.8 4.9 4.5 4.6 4.9 4.9 4.6 1 2 3 4 5 Unacceptable Excellent 13
- 14. In this class, I learned… 1. Strongly Disagree 5. Strongly n=16 Disagree Mean Strategies for increasing faculty-student interactions. 4.78 Why instructor-student interactions are important 4.9 Strategies for increasing student-student interactions 4.9 Why student-student interactions are important 4.73 Strategies for establishing myself online as a real person 4.82 Why establishing myself online as a real person is important 4.89 How to engage my online students 4.47 14
- 15. “I think this is a must take course for faculty who plan to teach online OR who think online learning is nothing more than a glorified correspondence school.” – Faculty member, How to Humanize Your Online Course 15
- 16. “I am heartened by the approach, of starting first with humanizing the online experience. It helped alleviate my major fears about teaching online, by being able to get right to what worries me the most and to see that there are tools and strategies and people who care about the topic. I see the possibilities so much better now.” – Faculty member, How to Humanize Your Online Course 16
- 17. “This class has been a wonderful gift. I have learned so much. Michelle… takes something that a lot of people are afraid of -- teaching online --- and helps us see it as one of the best things in the world! I really hope anyone on this campus who wants this kind of learning opportunity is able to pursue it, because it is truly life changing.” – Faculty member, How to Humanize Your Online Course 17
- 18. “I did not know anything about online learning and it is amazing all the things that learned in the two weeks. … I felt a little anxious as I started this class and, although there is so much that I still have to learn to teach online, I feel that I already have a solid foundation. ” – Faculty member, How to Humanize Your Online Course 18
- 19. “It made me realize how challenging it is being on the ‘other side of this’. I took a few online courses during my masters courses but the technology was significantly different at that time so it has been about 12 years since I was officially a student.” – Faculty member, How to Humanize Your Online Course 19
- 20. In this class, I learned… 1. Strongly Disagree Mean The principles of online course design 4.67 How to design my online course 4.5 The unique opportunities online teaching brings 4.9 The challenges involved with online teaching 4.56 The challenges with being an online student 4.81 The differences betweent the content of an online syllabus vs. a F2F syllabus 4.5 Tools for creating an interactive, online syllabus 4.5 5. Strongly Disagree n=16 20
- 21. “I see so many more opportunities to engage students as independent, reflective learners. Many of the strategies I'm learning I will be applying to flip my f2f courses.” – Faculty member, How to Design Your Online Course 21
- 22. “I have added respect for the intentionality and structure behind online courses. …Online learning requires careful, deliberate planning on multiple levels, as well as making sure …that students are cognizant of what they are learning and why. Instructors in face to face classes can get away with ‘winging it’ somewhat in a way that would not be possible online. While there are still challenges with teaching online, the work that is required to build them helps to shore up such classes against failure.” – Faculty member, How to Design Your Online Course 22
- 23. “I am more excited about teaching online. This experience has caused me to think more deeply about my face to face teaching as well. Being place in the student role, has been invaluable in helping me get a glimpse of how students might grapple with the online learning experience.” – Faculty member, How to Design Your Online Course 23
- 24. “I wish everyone at CI could/would take this class. This is the kind of professional development we need to have in order to be truly student centered.” – Faculty member, How to Design Your Online Course 24
- 25. In this class, I learned… 1. Strongly Disagree Mean How to design an online activity with clear, measurable learning objectives 4.67 How to make a rubric for an online activity 4.5 Why rubrics are important in online learning 4.9 How to develop an assessment plan for my online class 4.56 A variety of tools appropriate for different learning activities 4.81 Insights about my online teaching philosophy 4.5 5. Strongly Disagree n=13 25
- 26. “Before taking Michelle's classes, I used to feel very skeptical about online teaching. I always thought that face-to-face courses were far superior to online learning. Well, I have to say that…Michelle has made me a believer! I feel excited as I embark in this new adventure of becoming an online instructor!” – Faculty member, Designing Engaging Online Activities 26
- 27. “The beauty of this course was placing me squarely in the role of learner. This provided numerous insights in how I should go about designing my course. Being placed in the learner perspective is the ticket.” – Faculty member, Designing Engaging Online Activities 27
- 28. “I feel more confident and enthusiastic about implementing new teaching tools and strategies. ” – Faculty member, Designing Engaging Online Activities 28
- 29. “I have a clearer idea of how important it is to map out activities that align with course objectives and provide means of measuring student achievement of learning outcomes. … We should never expect that the objectives of activities in our courses are implied or obvious for students.” – Faculty member, Designing Engaging Online Activities 29
- 30. “I have learned so much about going outside of my comfort zone and taking on challenges I didn't think were within my grasp, and I want my students to be able to unearth that same potential in themselves.” – Faculty member, Designing Engaging Online Activities 30
- 31. “This class has given me a great opportunity to reflect on all that I have learned and where I want to go from here. It's helped me develop more confidence to go out there on my own and teach in an online environment. At the same time, it's helped me appreciate the value of ongoing feedback and interaction with my peers as well. …This has been an incredible opportunity that has helped me rediscover myself as a teacher and as a person. The impact is more profound than I can express. I am so, so grateful to have been able to participate in this thoroughly transformative experience. From the bottom of my heart, thank you. .” – Faculty member, Designing Engaging Online Activities 31
- 32. Improvement Plan The following changes will be made based upon participant feedback: ❖ Integrate additional course content about Universal Design for Learning (UDL) ❖ Integrate support resources for Google Docs ❖ Supplement group activity with an opportunity for participants to anonymously evaluate peer contributions 32