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 Agree Strongly Agree N/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.

Performance1) 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