FOOD For Thought: Fast Online OnDemand Development

Roberta Ambrosino, EdD

Contrasting Other FacDev Activities

Workshops

Consults

Independent Reading

Online Recorded Lectures

Podcasts

Evidence-based

Student SurveysThe Instructor:

Strongly Disagree

Disagree AgreeStrongly

AgreeN/A

1. Informed students of the specific goal(s) or objective(s) for each lesson. e.g. By the end of this lesson, you should know or be able to do the following.

1 2 3 4 0

2. Reviewed information that was taught in a previous instruction(s) that helped me understand the new information or perform the new task.

1 2 3 4 0

3. Provided relevant practice-specific feedback about the practice problems to help me understand the correct answer.

1 2 3 4 0

4. Began the lesson with an interesting or exciting fact, demonstration, or question related to the lesson topic.

1 2 3 4 0

5. Informed students of the specific goal(s) or objective(s) for each lesson. e.g. By the end of this lesson, you should know or be able to do the following…

1 2 3 4 0

Reiser, R. and Dick, W. (1996). Instructional Planning: A Guide for Teachers (2nd Ed.), Allyn and Bacon, Boston.

Reflection

Classroom Demo

Workshops

UT Health Science Centerat San Antonio

Teaching Excellence Course (UTEC)

ConsultsDebriefing Interview Checklist

Reserve a one-hour studio recording session for self-reflection.Your promptness is appreciated. Reflection is a monologue describing teaching and learning environment as captured in the video, self-evaluation of strengths/areas for improvement, experimental techniques and results, faculty participant’s perception of students’ motivation and learning.

Schedule a follow-up class to video and survey (before Dec. 3 & 4, 2008).

Date: _______________________________Time:_________________________

Location: ____________________________ No. of students: _______________

Provide faculty participant with a copy of the student survey questions and results.

Review student survey results with faculty participant.

Identify at least one teaching improvement skill that will be the focus of the follow-up class video. Refer to student survey items.

Provide faculty participant with a copy of the video recording of her/his first class lecture.If time permits, review specific portions of CD and point out strengths/areas for improvement.

Kirkpatrick’s 4 Levels of Evaluation

Impact

Performance

Learning

Reaction

Kirkpatrick, D. L. (1994). Evaluating Training Programs. San Francisco: Berrett-Koehler Publishers, Inc.

Performance

1) inform students of objectives

2) help students recall prerequisite knowledge

3) present information and examples

4) provide practice and feedback

5) summarize the lesson

Student Impact

• “She is very enthusiastic while teaching and makes content interesting while applying to real-life scenarios & practice.”

• “I enjoy that she always uses real life examples to explain the content instead of leaving it to our imaginations.”

• “Detail, examples are rich and diversified. Feedbacks are instant.”

Faculty Impact

“Really, I think the course was helpful for me to think outside the box. Identify other areas that I hadn't really explored [sic]. It really opened up a lot more ideas as to how we can teach. How we can identify where we need to focus more attention [sic].”

Study Outcome

Online

• Elixr. Merlot.org

• http://elixr.merlot.org/case-stories/developing-instructional-expertise/faculty-development-activities2/the-impact-of-faculty-development-activities