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+ Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director [email protected] School of Social Work

+ Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

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Page 1: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+Taking the MSW Degree Online

Pedagogy, Challenges, and Lessons Learned

Sarah Bradley, MSSW, LCSWAssociate Professor of PracticeMSW Program [email protected]

School of Social Work

Page 2: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+Context

Who We Are

Personal and Departmental History

ReThink Grant

Page 3: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+Program DevelopmentCore Beliefs and Values

Access – state wide, as well as locally

Course content and learning outcomes same as campus 6-8 hours of active engagement

Course development by current faculty Required course co-created, anchored in best practices

Field placement process same as face-to-face

Admission standards the same as face-to-face

Relational – synchronous required, yearly face-to-face

Page 4: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+Course Design Key

Principles Pedagogy over technology – use technology to

enhance learning

Enable students to learn independently – customized and personalized

Instructions and navigation are clear and concise

Consistency and predictability (universal elements)

Content and links are easily accessed from students’ computers

Ongoing informal feedback – Week 4 and Week 8

Page 5: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+Course Development

Process Vertical and horizontal curriculum integration

Collaboration with OAI Instructional Designers

Course content developed based on learning objectives

Objectives, content, application, and assessment align

Core components each module/week

Introductions and Endings (Prerecorded/Just in Time)

Information (read, watch, listen)

Explore/Practice

Apply (doing)

Assess/Feedback

Page 6: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+Examples

Course Design Map

Weekly Overview

Outcome Course Home Page Course Content Page

Page 7: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+Instructional Interaction

Clear standards set for instructor communication and responsiveness to students

Social, cognitive, and instructional presence expected

Variety of opportunities for interaction between instructor and student – large group, small group, individual

Page 8: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+ Online Course Design Assessment

Online Course Design Rubrics

Michigan Community College Associates Online Course Development Guidelines and Rubric (public)

Quality Matters (proprietary)

Page 9: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+Challenges

Course Design Challenges Understanding the complex, interactional

components of online Letting go of favorite content and “sage

on the stage” How much content is too much content? Getting enamored of technology

innovations Discussion fatigue Reducing large assignments to smaller

chunks ADA Requirements

Page 10: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+Challenges

Faculty Instruction Challenges Different type of instruction Work force capacity Faculty skepticism Faculty responsiveness Lack of ongoing support for faculty

development

Page 11: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+Lessons Learned

Improves access Program wide support for students required

95% Retention Rate Aligns with competency based education Reimagining campus courses (Examples)

Assessment Skills Checklist A & E Assignments

Page 12: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+ Baran and Correia (2014)Exemplary Practices for Online

Teaching

Knowing and creating the course content Designing and structuring the online

courses Knowing the students Enhancing teacher-student relationships Guiding student learning Evaluating online courses Maintaining instructional presence

Page 13: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+ Professional Development NeedsIndividual, Community, Organization

Individual Tech support Pedagogical support Design/Development support – reusable

templatesCommunity

Build community/sharing networks of faculty Peer Support, sharing best practices Mentoring

Organizational Rewards/Incentives/Recognition Positive Organizational Culture – highlight

success Document benefits Leverage research passion to address

outcomesAdapted from: Baran and Correia (2014) and FTI Consulting (2015)

Page 14: + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director

+References & Resources

Baran, E. & Correia, A. (2014) A professional development framework for online teaching. TechTrends, 58(5):96-102.

Boettcher, J.V. (2011). Ten best practices for teaching online: Quick guide for new online faculty. http://www.designingforlearning.info/services/writing/ecoach/tenbest.html

FTI Consulting (2015) US Postsecondary Faculty in 2015 Diversity in people, goals and methods, but focused on students.http://postsecondary.gatesfoundation.org/wp-content/uploads/2015/02/US-Postsecondary-Faculty-in-2015.pdf

Hanover Research Council (2009) Best Practice in Online Teaching Strategies. Retrieved from:http://www.uwec.edu/AcadAff/resources/edtech/upload/Best-Practices-in-Online-Teaching-Strategies-Membership.pdf

Kelly, R. (2013) Seven Guidelines for Designing Effective Course Pages for the Online Classroom, Faculty Focus. Retrieved from:

http://www.facultyfocus.com/articles/instructional-design/seven-guidelines-for-designing-effective-course-pages-for-the-online-classroom/

Michigan Community College Associates (2015) Online Course Development Guidelines and Rubric. Michigan Community College Associates Virtual Learning Collaborative http://www.mccvlc.org/~staff/content.cfm?ID=108

Quality Matters Rubric (2014) https://www.qualitymatters.org/rubrichttp://www.elo.iastate.edu/files/2014/03/Quality_Matters_Rubric.pdf

Pelz, B. (2010) (My) Three Principles of effective online pedagogy. Journal of Asynchronous Learning Networks, 14(1):103-116

Ragan, L. (2009) 10 Principles of Effective Online Teaching: Best Practices in Distance Education. Faculty Focus. .Retrieved from:

http://www.facultyfocus.com/free-reports/principles-of-effective-online-teaching-best-practices-in-distance-education/