Sakai11 williams jhu ep faculty development
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Faculty Development: It is more than technology training! Denille Williams, Instruc:onal Designer
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Room: Santa Anita A/BTime: 2:30 PM - 3:30 PMTitle: Faculty Development for Online Instructors: It Is More Than Technology TrainingDate: 06/14/2011Presenter(s): Denille Williams (Johns Hopkins University)Description: Faculty development is critical to the quality and success of online programs. The quality of development and delivery of online courses can be greatly enhanced by providing opportunities for faculty to learn best practices and increase faculty knowledge of online teaching and learning. During this session you will learn about the evolution of faculty development for online instructors at Johns Hopkins Engineering for Professionals as we present the past, present, and future of the JHU-EP online faculty development efforts. JHU-EP will also share our findings and experiences as we work to transition our faculty development program online using Sakai to deliver a course on best practices for online course development and plan future courses to enhance online teaching skills. After learning about online faculty development at JHU-EP, share in an open discussion about the faculty development efforts at your institution and ideas for the future of faculty development.
Transcript of 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
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