The Learning Technology ConsortiumIndiana University ● University of Delaware ● University of Florida ● University of Georgia ● University of North Carolina ● University of

Notre Dame ● University of Pittsburgh ● Virginia Tech ● Wake Forest University

Faculty Workshop Strategies

David G. Brown, Wake Forest UniversityNicholas C. Laudato, University of Pittsburgh

Thomas C. Laughner, University of Notre DameJohn F. Moore, Virginia Tech

Copyright © David G. Brown, Nicholas C. Laudato, Thomas C. Laughner, and John F. Moore, 2002

Faculty Workshop Strategies

Wake Forest UniversityBy David G. Brown, Vice

President

Types of Workshops (for blended teaching)

● Basic Training provided by Library Professionals, in two-hour segments and groups of 5-15, usually around Course Management System routines

● Discipline-Specific Training provided by Computer Specialists within Each Discipline, in groups of 1-5.

● Highly sophisticated programs taught by Campus-wide computer experts, in three-hour segments to “the same” highly motivated group of about 15 faculty members

● Other one-on-one training is done by departmentally based specialists, by specially training students, and by the staff of our multi- media center (in the library)

Getting Faculty to Attend

● Use respected faculty as instructors

● Garner the sponsorship of the Teaching-Learning Center (not the technology center)

● Hold sessions in the library (or a location equally respectable even to reluctant adopters)

● Limit the aspirations of each session, so that faculty leave with a sense of achievement

● Be prepared to take the workshop to a particular department, if asked

Focusing Upon Meaningful Content

● Start from Teaching Strategies, not educational theory & not specific software

● Emphasize first the strategies that are best supported by technology--- i.e. interactive, collaborative, customized learning that is presented in a controversial format with assistance from adjuncts & consultants

● Teach and support the low hanging fruit

● Stress just-in-time sessions centered around the use of a Course Management System (e.g., Blackboard or WebCT)

KISS

Running the Workshops

● Always coffee, soda, and cookies

● Lunch for all day sessions

● Roving support staff who enable the “podium instructor” to keep moving, even when a particular individual needs special help

● Printed material that accompanies presentation

● Computers that are “identical” to the ones faculty will actually be using

● Note to each faculty member’s department chair and dean regarding his/her participation

Other Tips

● Form learning pairs, so that each person has a “buddy” in the group

● Identify an expert who will be ready to assist workshop participants after workshop day

● Ask each department chair to name a faculty member within the department to serve as liaison to the technology training effort

● Recognize that different disciplines use the computer in very different ways, and therefore require different training and help-desk support

Faculty Workshop Strategies

University of Pittsburgh

Nick LaudatoCenter for Instructional

Development & Distance Education

Pittsburgh

GreensburgJohnstown

Bradford

Titusville

University of Pittsburgh

●Founded in 1787

●Five campuses

●Nineteen schools

●Graduate, undergraduate, professional, and continuing education programs

●28,800 Fall-term FTE

●4,100 full- and part-time faculty members

Interactive Television Services

Classroom Engineering

Academic Testing Services

Instructional Media Services

Manuscript Production

Video Production

Electronic Graphics and Design

Photographic and Electronic Imaging

Services

Instructional Computing

Faculty Instructional Development LabInstructional Design

Inst

ruct

iona

l

Dev

elop

men

tInstructional

Support

Unive

rsity

Serv

ice

Faculty

Developm

ent

Center for Instructional Development

& Distance Education

Faculty Support Strategies

Process

TechnologySupp

ort

• Instructional Development

• Faculty Development

• Faculty Training

• Ad Hoc Assistance

• User Help

• Course Management System

• Instructional Technologies

ProcessInstructional Design Model

Goals & Objectives

Goals & Objectives

Instructional Activities

Instructional Activities

Assessment of Learning

Assessment of Learning

Learner

TechnologySections Offered in Blackboard

• 99-1: 21 sections• 99-2: 115 sections• 99-3: 80 sections• 00-1: 351 sections• 00-2: 362 sections• 00-3: 126 sections• 01-1: 642 sections• 01-2: 430 sections• 01-3: 125 sections• 02-1: 745 sections• 02-2: 677 sections• 02-3: 205 sections• 03-1: >990 sections

Statistics as of 9/30/2002

216

839

1197

1627

0

200

400

600

800

1000

1200

1400

1600

1800

AY 1999 AY 2000 AY 2001 AY 2002

Nearly 60% of the University’s students use Blackboard for at least one course per term

TechnologyFaculty Instructional Development

Lab

SupportBlackboard-Related Training

● Core (Required)● Summer Institute (3-4 days)

● Novice (12 hours; extensive hands-on)

● Standard (8 hours; some hands-on)

● Expert (1-2 hours; no hands-on)

● On-line (1-hour intro; self-instructional)

● Instructional Design Workshop

● Copyright and Legal Issues

● Supporting Technologies● MS Word, MS PowerPoint, graphics and

images, video clips, HTML

SupportFaculty Taking Core Blackboard

Training

AcademicYear

Faculty Trained

1997-1998 24

1998-1999 325

1999-2000 404

2000-2001 244

2001-2002 330

Total 1,327

Support

● Summer Instructional Development Institute

● Teaching Excellence Fair

● Innovation in Education Grants

● School Liaisons

● Teaching Times Publication

● Starting Off Right● New Faculty Orientation

● New TA/TF Orientation

Summary

Process

TechnologySupp

ort

• Instructional Development

• Faculty Development

• Faculty Training

• Ad Hoc Assistance

• User Help

• Course Management System

• Instructional Technologies

Faculty Workshop Strategies

Thomas C. LaughnerUniversity of Notre Dame

University of Notre Dame Workshops

● Most hands-on training provided by computer center staff.

● WebCT training sponsored by computer center, but mostly provided by teaching and learning center staff.

● Other workshops sponsored by Teaching and Learning Center focus on effective uses of technology.

● Workshops given in context of “Teaching Well Using Technology” workshop.

Getting Faculty to Attend

● Workshops are kept short (WebCT courses are no longer than two hours)

● Workshops are developed around a pedagogical principle (Increasing faculty-student interaction with WebCT)

● Allow faculty to focus on their own course, so the time is well spent

● Offer discipline-specific workshops

Running the Workshops

● Refreshments for Teaching and Learning Center events, not for hands-on workshops

● No all day sessions held

● Hands-on workshops are kept small (maximum of ten)

● Detailed handouts so participants can replicate exercises in their offices

Faculty Workshop Strategies

Virginia TechJohn F. Moore

Director, Educational Technologies

Virginia Tech Faculty Development

Institute ●Year-round program reaching >25% of faculty each year● 400 faculty allocated a 3-day summer workshop and a

computer• 24 workshops across 12 Tracks

● 40 mini-workshops each semester● ElementK on-line tutorials available 24x7

●Computer replacement tied to participation in a 3-day summer workshop, on a 4-year cycle● Summer participants select computer: 12 choices

●Combined instructor-led and web-based training for improved access

●New Media Center’s Open Lab offers 1:1 help; production ‘coupons’

Getting Faculty to Participate

●New computer and software every 4 years

●Variety of Summer Tracks helps faculty choose suitable content

●Clearly stated objectives and outcomes for all workshops are available during registration

●Targeted communications through direct e-mail and through department heads

●Advanced topics open to faculty & GTA teams

●ElementK on-line tutorials help address just-in-time needs and extend “FDI brand” beyond workshops

Focusing Upon Meaningful Content

●Broad content spectrum, project oriented● Basic Skills● Digital Content Creation & Web Page Development● Web-based Pedagogy, Interaction, and Blackboard● Emerging Technologies ● Research-related special topics

●Multiple levels to serve a variety of needs, interests, and skill levels

●Practical applications and case studies●Connect new workshops to curricular

initiatives

●Help faculty understand how to leverage on-line ElementK tutorials, to extend student learning

Running the Workshops

● On-line registration database helps profile attendees

● Evaluation every 90 minutes; results online

● Lunch often includes short presentation by faculty

● Graduate student tutors coach participants. Also help synthesize during project times

● Handouts remain available on-line. Manuals and software subsidized as needed

Other Tips

●‘Blitz Week’ before semester starts: 90 minute sessions all day long; drop-in

●Many workshops taught by same people who will provide assistance afterwards

●Expand workshop enrollment to include staff and graduate students, to broaden value and strengthen support for your program

Let’s Hear From YOU!

● Questions and Comments Related to the Presentations

● On an index card, write one word to identify the category of your “effective practice” (i.e. getting vs running vs focusing vs other). Then, describe your faculty workshop practice that you believe others might wish to consider (give your card to one of us at the end of the session)

● Put your email address on the sheet that is being passed around if you would like to receive a copy of the ideas that you and others have put on the cards.