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+Taking the MSW Degree Online
Pedagogy, Challenges, and Lessons Learned
Sarah Bradley, MSSW, LCSWAssociate Professor of PracticeMSW Program [email protected]
School of Social Work
+Context
Who We Are
Personal and Departmental History
ReThink Grant
+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
+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
+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
+Examples
Course Design Map
Weekly Overview
Outcome Course Home Page Course Content Page
+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
+ Online Course Design Assessment
Online Course Design Rubrics
Michigan Community College Associates Online Course Development Guidelines and Rubric (public)
Quality Matters (proprietary)
+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
+Challenges
Faculty Instruction Challenges Different type of instruction Work force capacity Faculty skepticism Faculty responsiveness Lack of ongoing support for faculty
development
+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
+ 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
+ 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)
+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/