Upload
brucebgsu
View
1.161
Download
1
Embed Size (px)
DESCRIPTION
Joint presentation from the University of Wyoming and Bowling Green State University.Presenters: Christi Boggs, UW; Bruce Edwards, BGSU.
Citation preview
1Effective Online Faculty Development 1
Effective Online Faculty Development
2Effective Online Faculty Development 2
But first, tell us something about you . . .
•Institutional size, public/private, for profit/non-profit?•Depth of investment in distance learning?•Location of DL initiative?•Faculty profile — who is your audience?•Distinctive training needs•LMS of choice
3Effective Online Faculty Development 3
Administering and Incentivizing Online Faculty Development
Dr. Bruce L. EdwardsBowling Green State University
http://cobl.bgsu.edu
3
4Effective Online Faculty Development 4
BGSU DL Development Timeline
1999-2000 — Campus Task Force commissioned to explore possibilities for online delivery of BGSU course work and programs
2000-01 — Building infrastructure and staffing, naming of associate dean for distance education, LMS move from WEBCT™ to Blackboard™, initial program identification & delivery
2002-04 — Developing inventory, approval policies, business plan; HLC-NCA report authored, visit from team, accreditation for all degree programs granted
2005-present — Continuous development and refinement of incentives policy, faculty training programs, expansion & diversity of online & blended programs, transition from Continuing Ed to Academic Affairs.
4
5Effective Online Faculty Development 5Effective Online Faculty Development
Crucial Junctures in Development
• Establishing DL operation base that is academically-driven (not primarily tech-driven)
• Seeking low hanging fruit (BGSU examples: Advanced Technology Education; Liberal Studies)
• Niche program forecasting, assessment of market, and development & staffing costs
• Course inventory building – general education, key upper-division, graduate
• Cultivating collaborative relationships between college(s) and program developers (admin., faculty, staff, IT)
35
6Effective Online Faculty Development 6Effective Online Faculty Development
Key Questions for Faculty Development Planning @ BGSU
Target Audience(s): faculty & student Delivery Mode(s) for instruction Technology &/vs. Pedagogy Implementing Quality Matters™
standards Incentives for participation in
development/instruction
6
7Effective Online Faculty Development 7Effective Online Faculty Developmenta
Primary Goals of Online Faculty Development @ BGSU (1)
• Modeling the instructor’s role in an online classroom by simulating an immersive student experience during the training
• Differentiating course development goals:• Replication — Goal: identical as possible to F2F classroom
• Commensuration — Goal: equivalency
• Maximization — Goal: exploitation of new medium
• Distinguishing LMS “training” from true pedagogical instruction
• Promoting/demo-ing multiple forms of assessment and evaluation uniquely available in online media
7
8Effective Online Faculty Development 8
• Cataloguing and demonstrating the diverse learner style and suggest appropriate adaptive strategies to monitor and facilitate students’ online learning
• Identifying and applying effective strategies for facilitating and assessing online interaction and transactional discourse between peers and between students/faculty
• Developing repertoire of appropriate classroom strategies to promote active learning (using basic LMS, other stand alone online tools, QM design principles, etc.)
• Addressing effective time management skills and workload expectations related to teaching effectively online
Primary Goals of Online Faculty Development @ BGSU (2)
Effective Online Faculty Development8
9Effective Online Faculty Development 9Effective Online Faculty Development
BGSU Incentives Policy in a Nutshell
• Incentives apply to program-based development not single courses
• Faculty receive up to $2000 per course developed• Faculty receive $1000 bonus per course taught, each
time it is taught• Prior to 2009, colleges & departments also received a
bonus of $500 and $750 respectively per course. • Dept. chairs received reimbursement for any temporary
hire needed to replace faculty member on DL assignment.
• Training program and “certification” now mandatory.
39
10Effective Online Faculty Development 10
CODA: Reflections on BGSU Faculty Development
• Since 2005, Bowling Green State University has offered faculty development course work for online pedagogy and strategic use of Web 2.0 tech tools in a fully-online format.
• More than 400 part- and full-time faculty have completed the course designed to be both comprehensive and compact.
10Effective Online Faculty Development
11Effective Online Faculty Development 11
Outcomes
• Over the past three years, BGSU has collaborated with staff among several two-year and private colleges in Ohio to continue to refine, extend, promote, and share faculty development opportunities that enrich faculty experience and grow expertise in the region.
• This has had the desired effect of growing partnerships and articulation agreements that advantage distance learners in this region as well as developing a cooperative of well-trained faculty who can respond to staffing needs throughout the state.
11Effective Online Faculty Development
12Effective Online Faculty Development 12
Ongoing Challenges
• Maintaining currency: platforms, tools, rising expectations, staff development
• Training vs. retraining: overcoming faculty reluctance to refresh knowledge
• “Quality” battles: addressing the campus climate
• Budget shrinkage for incentives and basic operating expenses and staffing
12Effective Online Faculty Development
For more info: http://cobl.bgsu.eduhttp://online.bgsu.edu
13Effective Online Faculty Development
T I ETechnology Instructional
EnhancementsOutreach Credit Programs
Outreach SchoolUniversity of Wyoming
14Effective Online Faculty Development
Identify, explore and evaluate new technologies and
their application to teaching and learning.
Purpose
15Effective Online Faculty Development
Process
• Encourage faculty innovation• Support faculty in this innovation • Develop “Best Practice” models• Evaluate innovations
16Effective Online Faculty Development
Projects
• Web Conferencing
• Streaming Video
• Podcasting
• Advanced technologies
Outreach faculty were invited by instructional designers to participate in one of the development program projects
17Effective Online Faculty Development
Incentives• Monetary, material, and support incentives• Varying monetary stipends, depending on
level of participation• “Tech toy” of voice recorder or Flip Video
18Effective Online Faculty Development
Commitmentsfrom faculty•Participate in training•Assess outcomes•Present on experience•Revise class design•Use it !
from UW Outreach•Monetary stipend•“Tech toy”•Software & hardware•Training•Instructional design•Technical support
19Effective Online Faculty Development
What motivated you to participate in this TIE Development Program?
• Monetary stipend• “Tech Toy”• Provision of hardware and software• Instructional training, design, and support from OCP
instructional designer• Interest to expand teaching skills• Desire to use this technology for specific teaching and
learning activities in this class
20Effective Online Faculty Development
Faculty Motivations
Most important
21Effective Online Faculty Development
22Effective Online Faculty Development
Conclusions• Technology adoption extends beyond TIE
•e-volution Tech Forum success• Evidence for continuing Elluminate• Greater understanding of faculty motivations• Demonstrated “what we do.” (internal
marketing)• Institutionalizes the exception as the standard
23Effective Online Faculty Development
Thanks for your time!
• Dr. Christi Boggs, [email protected]
Outreach Credit Programs
307-766-4300
http://www.uwyo.edu/TIE