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Presented at the ITC e-Learning 2009 Conference Melanie Bartlett Asst. Director – Virtual Learning David Rausch, PhD Director – Center for Teaching and Learning Macomb Community College As colleges recognize the opportunities and advantages technology brings to the face-to-face and virtual classroom, the distinction between those who provide instructional design, IT, and academic development support blurs. Quality faculty support requires an understanding of adult learning and a focused approach to reducing unnessary faculty effort. Simple tools such as learning object repositories provide an array of resources that can make things easier for faculty and college's support teams. The presenters will discuss techniques for successfully supporting faculty in the virtual classroom including certification training, the use of open labs, workshop formats, and virtual meeting/training tools.
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Supporting Faculty in the Virtual Supporting Faculty in the Virtual ClassroomClassroom
Melanie BartlettAsst. Director – Virtual Learning
David Rausch, PhDDirector – Center for Teaching and Learning
Supporting The Faculty-Technology Supporting The Faculty-Technology RelationshipRelationship
Advantages◦ Enabling Learners◦ Increasing Immediacy
Challenges◦ Enabling Learners◦ Increasing Immediacy
Instructor/Student ExpectationsInstructor/Student Expectations
Set clear expectations for turnaround time
Establish types of feedback (acknowledgement, content, automated)
Distinguish variety and level of support and developmental interaction
Manage perceptions of legitimate feedback
Learner Centered InstructorsLearner Centered Instructors Learner Centered Faculty Support◦ Reconceptualized documentation◦ Peer to Peer mentoring / modeling◦ Focus on technologies inside and outside the
face-to-face classroom◦ Learning support is active, collaborative and
social◦ Support recognizes individual pace and
capabilities
Faculty Support PhilosophyFaculty Support Philosophy
Communicating our model
Keeping in touch
Maintaining quality standards
Support gaps harm faculty
Faculty as Students in the Virtual Faculty as Students in the Virtual ClassroomClassroom
Technology Readiness Assessment
Technology Primer3 hours synchronous instruction
Macomb Online Instructor Training Certification (MOITC)Eight week online course
Pass No
Yes
Macomb Online Instructor Training Macomb Online Instructor Training Certification (MOITC)Certification (MOITC)
Technology Readiness Assessment
Technology Primer3 hours synchronous instruction
Macomb Online Instructor Training Certification (MOITC)Eight week online course
orVirtual Basics-Three hours synchronous instruction or asynchronous tutorial-Three online modules
Pass
Yes
No
Virtual BasicsVirtual Basics
Technology Readiness Assessment
Technology Primer3 hours live or virtual instruction
Macomb Online Instructor Training Course (MOITC)Eight week online course
or
Assessments and Assignments
Learning Object Repositories
Gradebook
Synchronous Discussion Forums
Communication
-Two and one/half hours synchronous instruction-One online module
Virtual Basics-Three hours synchronous instruction or asynchronous tutorial-Three online modules
Pass
Yes
No
Certified
Assessment of Instructor Assessment of Instructor ReadinessReadiness
What happens when faculty do not What happens when faculty do not complete an exercise successfully?complete an exercise successfully?
Training FormatsTraining FormatsSynchronous, Asynchronous
Synchronous F2F Synchronous F2F
Synchronous VirtualSynchronous Virtual
AsynchronousAsynchronous Tutorials
Discussion Forums
Faculty SupportFaculty Support
Technical Support for FacultyTechnical Support for Faculty Support team◦ Asynchronous support◦ Synchronous sessions
Other ServicesOther Services
Course Design Support for FacultyCourse Design Support for Faculty
Provide Course Review course(s)◦ Asynchronous support◦ Synchronous sessions
Asynchronous Support
Open LabOpen Lab
Adobe Connect ProAdobe Connect Pro
WebExWebEx
Questions?Questions?
ReferencesReferences Kubala, 1998 Collison et al., 2000 Eklund & Eklund, 1996 Newman et al., 1999; Shapley, 2000 Haggerty et al., 2001 Kassop, 2003 Rovai, 2004 (Hiltz & Wellman, 1997; Markel, 2001; Sullivan, 2002). Adam Finkelstein, [email protected] Brendan Guenther [email protected] Brandon Blinkenberg [email protected]
