sakai11 williams jhu ep faculty development

Faculty  Development:    It  is  more  than  technology  training!  

Denille  Williams,  Instruc:onal  Designer  

About  JHU-­‐EP  Online  

Staff  

1  ITDE  Manager   4  Instruc4onal  Designers   3  Web  Developers   1  Training  and  

Delivery  Specialist  Borrowed  

mul4media  support  

Faculty  

130  Online  Faculty   10-­‐20  new  per  year   Primarily  Adjunct  

Courses  

Graduate  Engineering  /  Sciences   106  online  course  /  4  fully  online  degrees   Develop  20-­‐24  new  per  year  

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First  Five  Years  

•  Slow  growth  online  program  •  Instruc4onal  Design  outsourced  •  One  WebCT  tools  training  session  •  No  targeted  faculty  development  available  •  General  face-­‐to-­‐face  sessions  (2x  year)  •  Focused  specifically  on  classroom  teaching  

•  Approximately  30-­‐35  online  courses  

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Ini:al  Findings  

•  Online  Instructors  have  different  needs  •  Technology  (good  and  bad)  •  Diverse  and  oVen  distant  faculty  •  Pedagogical  considera4ons  •  Changing  Roles  • Misconcep4ons  

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Ini:al  Findings  

•  Quality  &  Consistency  did  not  exist  •  Varied  /  poor  tool  usage  •  Inconsistent  content  presenta4on  •  Almost  nothing  followed  best  prac4ces  • Missing  content  /  broken  links  •  Frustrated  faculty  

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Ini:al  Findings  

Tools  training  isn’t  cu]ng  it  

• Faculty  require  more  than  tools  training  • Need  ongoing  development  (pedagogical  techniques  and  proper  USE  of  technology)  

• Never  assume  they  just  “know”  

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Three  More  Years  

•  Hired  addi4onal  staff  (trainer,  instruc4onal  designer,  web  developers)  •  Designed  new  course  development  process  •  Offered  more  training  to  faculty    • Mostly  technology  /  tools  training  •  Developed  some  online  resources  

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Are  we  there  yet?  

•  Increased  quality  and  consistency  •  Knowledge  of  technology  increased  •  Recognizing  problems  with  new  course  development  process  •  Mixed  reviews  from  students  •  S4ll  not  really  thinking  about  faculty  development  program  

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Two  years  and  coun:ng  

•  Online  Faculty  surveyed  early  2010  •  Felt  needs  not  being  met  •  100%  felt  they  would  benefit  from  targeted  development  • Most  willing  to  go  online  for  opportuni4es  (4me  constraints)  •  Surprising  interest  in  things  other  than  technology  

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What  are  they  looking  for?  

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Mee:ng  the  Demands  

•  How  can  we…  •  Improve  our  online  course  development  process?  •  Increase  faculty  development  opportuni4es?  

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First  Step  –  Two  Birds…One  Stone  

•  Designed  Introduc4on  to  Online  Course  Development    •  Offered  Spring  2011  •  Focuses  on  best  prac4ces  not  technology  •  Subliminal  goals  •  immerse  them  online  •  let  them  see  good  course  design  

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Introduc:on  to  Online  Course  Development    

•  2  week  Sakai  course  for  new  faculty  •  Cohort  based  –  new  online  courses  only  

•  6  modules      •  Introduc4on  to  teaching  online  •  Online  Course  Components  • Wri4ng  Learning  Objec4ves  •  Preparing  Content  •  Learning  Ac4vi4es    •  Assessments  

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Pilot  Findings  

2  Weeks  was  not  enough  4me  

Enjoyed  interac4ng  with  peers  

Caught  on  quickly  to  “online”    

Prepared  for  course  development  

More  open  -­‐  to  new  ideas  &  new  techniques  

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Room  for  Improvement  

Improving  course  based  on  faculty  

feedback  

• More  prac4cal  examples  

• Less  “edu-­‐speak”  • Extending  dura4on  

Increasing  development  opportuni4es  

• We  shouldn’t  stop  here  

• Consider  the  “muddiest  points”  

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Present  Plans  

•  Redesign  Intro  to  Online  Development  (FA11)  •  Topics  revised  /  reorganized  •  Revised  learning  ac4vi4es  •  Added  periodic  and  final  deliverables  as  evidence  of  comple4on  

•  Extending  4me  to  3  weeks  

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Iden:fying  the  Next  Steps  at  EP  

•  Evolve  and  maintain  standards  for  quality  in  online    •  Increase  faculty  development  to  meet  demand  for  quality  •  Increase  faculty  development  for  reten4on  •  Need  more  just-­‐in-­‐4me  opportuni4es  •  Blended  and  online  

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Future  Plans  

•  Create  transi4onal  “Development  to  Delivery”  online  course  (2012)  •  Create  “portal”  of  focused  short  courses  on  specific  topics    •  Engaging  Online  Learners  •  Learning  Ac4vi4es  •  Crea4ng  beoer  Assessments  •  Etc.    

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Ques:ons?  

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THE  STATE  OF  FACULTY  DEVELOPMENT  

Open  Discussion  

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Why  is  Faculty  Development  Important?  

•  Most  faculty  were  not  trained  to  teach  •  Faculty  are  important  to  student  reten4on  &  recruitment  •  Demand  for  online  and  hybrid  courses  •  Higher  educa4on  is  evolving  

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What  is  Fueling  the  Evolu:on?  

•  Ins4tu4onal  change  • Moving  from  industrialized  era  to  knowledge  era  (half  way  there)  •  Interest  in  technology  •  Concern  for  quality  

•  ShiV  from  pedagogy  to  andragogy  •  Transforma4on  of  K-­‐12  system  •  Genera4onal  learning  styles  

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Open  Discussion:  How  are  we  doing?    

What  is  your  ins4tu4on  doing  to  meet  the  needs  of  online  faculty?  

Do  you  already  have  an  ongoing  faculty  

development  program  in  place?  

What  is  the  future  of  faculty  

development?  (online,  hybrid)  

What  factors  will  influence  how  we  prepare  our  faculty  for  the  future?    

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Thank  You!  

Denille  Williams,  Instruc:onal  Designer  Johns  Hopkins  University  

denille@jhu.edu  

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