2. 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
3. 3Effective Online Faculty Development 3
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.
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4. 4Effective Online Faculty Development 4
Effective 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)
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5. 5Effective Online Faculty Development 5
Effective 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
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6. 6Effective Online Faculty Development 6Effective Online Faculty Development
Primary Goals of Online Faculty Development @ BGSU (1)
• Model the instructor’s role in an online classroom by
simulating an immersive student experience during the
training
• Differentiate course development goals:
•
Replication — Goal: identical as possible to F2F classroom
•
Commensuration — Goal: equivalency
•
Maximization — Goal: exploitation of new medium
• Distinguish LMS “training” from true pedagogical instruction
• Promote and demo multiple forms of assessment and
evaluation uniquely available in online media
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7. 7Effective Online Faculty Development 7
• Catalogue and demonstrate the diverse learner style
and suggest appropriate adaptive strategies to monitor
and facilitate students’ online learning
• Identify and apply effective strategies for facilitating and
assessing online interaction and transactional discourse
between peers and between students/faculty
• Develop repertoire of appropriate classroom strategies
to promote active learning (using basic LMS, other
stand alone online tools, QM design principles, etc.)
• Address effective time management skills and workload
expectations related to teaching effectively online
Defining Goals of Online Faculty Development
@ BGSU (2)
Effective Online Faculty Development 7
8. 8Effective Online Faculty Development 8
Effective 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.
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9. 9Effective Online Faculty Development 9
CODA: 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.
9Effective Online Faculty Development
10. 10Effective Online Faculty Development 10
Effects
• 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.
10Effective Online Faculty Development
11. 11Effective Online Faculty Development 11
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
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For more info: http://cobl.bgsu.edu
http://online.bgsu.edu
12. 12Effective Online Faculty Development
T I E
Technology Instructional Enhancements
Outreach Credit Programs
Outreach School
University of Wyoming
13. 13Effective Online Faculty Development
Identify, explore and evaluate new
technologies and
their application to
teaching and learning.
Purpose
14. 14Effective Online Faculty Development
Process
• Encourage faculty innovation
• Support faculty in this innovation
• Develop “Best Practice” models
• Evaluate innovations
15. 15Effective 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
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Incentives
• Monetary, material, and support incentives
• Varying monetary stipends, depending on
level of participation
• “Tech toy” of voice recorder or Flip Video
17. 17Effective Online Faculty Development
Commitments
from 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
18. 18Effective 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
21. 21Effective 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
22. 22Effective Online Faculty Development
Thanks for your time!
• Dr. Christi Boggs, cboggs@uwyo.edu
Outreach Credit Programs
307-766-4300
http://www.uwyo.edu/TIE