Unit-IV; Professional Sales Representative (PSR).pptx
Teaching Faculty Scholars, Building Professional Capacity Through Blended Learning
1. Teaching Faculty Scholars: Building Professional
Capacity Through Blended Learning
COHERE Conference 2014
Kathleen Bortolin, Curriculum, Teaching and Learning Specialist &
Michael Paskevicius, Learning Technologies Application Developer
Centre for Innovation and Excellence in Learning (CIEL)
Vancouver Island University
https://viu.ca/ciel
3. Origins of the Teaching Faculty
Scholars Program
Photo Credit: Brian Koprowski via Compfight cc
4. August 20-21, 2013
Jump start
conference
October 16th, 2013
Universal Design for
Learning F2F
December 4th,
2013 Assessment
and Evaluation F2F
February 26th, 2014
Teaching and
Learning Strategies
F2F
April 15th, 2014
Scholarship of
Teaching and
Learning F2F
Culminating
Session F2F
September 2013
Universal Design for
Learning Online
Module
November 2013
Assessment and
Evaluation Online
Module
January 2014
Teaching and
Learning Strategies
Online Module
March 2014
Scholarship of
Teaching and
Learning Online
Module
6. Online tasks prior to each F2F session
Universal Design for
Learning
Opening
discussion –
conceptualizing UDL
Review articles,
summary, handout,
video resources
Small group
reflections in forum
Small group
Collaborative Google
Doc exercise
Invite to bring
reflection artefact to
F2F
Assessment and
Evaluation
Opening
discussion - your
experiences being
assessed
Sharing of various
assessment
methods
Two participants
read same article
and digest together
in Google Doc
Docs combined
and shared
Invite to bring
assessment and
evaluation product
to F2F
Scholarship of
Teaching and
Learning (SOTL)
Readings and
videos on SOTL
philosophy
Discussion on
SOTL ideas or
present mini-inquiry
projects into
teaching
Invitation to
create eportfolio or
professional practice
portfolio
Teaching and
Learning Strategies
Review resources
http://pedagogyunbo
und.com/,
https://wordpress.viu
.ca/teachingtips/ and
readings
Create a video
reflection or digital
story
Submit your own
teaching tip for
addition to
https://wordpress.viu
.ca/teachingtips
Invite to talk about
submitted teaching
tip or strategy in F2F
VIULearn example
9. Themes Emerging
Modeling blended
teaching practices
Full-year
Blended
Faculty
Development
Online community
dynamics
Building
community on
campus
Interdisciplinarity
Increased
confidence and
enthusiasm
Emerging interest
in SoTL
10. Modeling blended
teaching practices
“The blended approach provided examples of
how I can use both D2L and F2F sessions in
my own courses”
“This worked well in a blended format as it
enabled better use of our F2F time”
“Your email prompts to participate were very
helpful nudges to continue participation”
11. Online community
dynamics
• “The blended model supported growth of the
cohort as a community”
• “Strengthened the sense of community
despite distance between the F2F sessions”
• “Acted as link from one session to the next”
• “Enabled a connection for continuity”
12. Building
community on
campus
“One thing that has happened to me is that I see
others from the program around campus
sometimes and we speak or wave to each other.
In the past, I did not know anyone outside my
faculty. One of my TFSP colleagues and I even
ran into each other and walked across campus
together. I really appreciate these new
connections and how they are expanding my
circle of resources.”
13. Interdisciplinarity
“I appreciate that other faculties on campus
have many of the same struggles as our
faculty (and I) do, as well as similar intended
outcomes for learners […] And most
importantly, the community is strengthened
when faculty members from different
disciplines come up with solutions to
challenges. Innovative ideas are also being
shared which benefits all of our collective
learners.
14. Emerging interest
in SoTL
“I am developing an inquiry regarding my
online course design that I will follow up
on”
“I would like to construct a SoTL project
that is unique to my area of interest”
15. Increased
confidence and
enthusiasm
“The program generates a lot of enthusiasm for me
and my work and I believe this is true of others
too. There is something about the synergy of
being together to talk about what we are doing
and get ideas from others on what I could do
better or different”
“I see the difference in my confidence and
enthusiasm to try new pedagogical strategies, to
take risks, and to have a "big picture" view”
16. Challenges to the program
“I think it is tough going through the year
because of workloads....I felt that there was
good energy in the summer meeting and then
people started dropping out...so I am
wondering if there is a way of doing it in a
way that keeps people involved.”
19. Thank you for your interest!
We welcome your questions
and comments
Kathleen.Bortolin@viu.ca
Michael.Paskevicius@viu.ca
@kmborto
@mpaskevi
Editor's Notes
KB
Introduce ourselves and our respective roles at the institution
Touch on how we represent the two sides of the house, and in collaborating/working together we are bringing together pedagogy and technology—mirrors in a similar way the blending of the program we are offering
Purpose of the presentation
1. Explain our rationale in coming to design and implement a blended program—how it fits with our objectives
2. Discuss the structure of the program
3. Discuss some (not time for all) of the emerging themes coming out of our data collection and analysis (our reflections, participant surveys, and analytics).
KB/MP
Teaching focused university (most faculty teach 8 courses/year)
Multi-campus
18 000 students (p/t and f/t) learners
Range of disciplines/programs offered Trades and Arts and Sciences—diplomas, certificates degrees, post-degrees, and graduate degrees—we have a lot of expertise on campus and feel our role is to build capacity and community through offering spaces and places to connect and learn.
MP: Emerging tech tools and VIU…foreshadows blended discussion
* Within the past two years we have also had a revamp of educational technology offerings on our campus, a new LMS, video streaming service, synchronous online meetings, clickers, wikis and blogs. Part of the training offered from our centre aims to model the use of these services for educational innovation and better service campuses and communities.
KB
A lot of our previous programming (prior to this year) was workshop-oriented—we wanted something bigger and more sustained.
Community-building
How can we bring principles of best practices in online learning and other best practices together?
Original name new teaching faculty scholars program
Decisions around blended format – purpose, process, Maximize access
Collaboration
Between CIEL staff - Human resources - Exemplary faculty
MP
New faculty versus all faculty conversation with HR, made inclusive and invited all
No program like this available historically at VIU
Ended up with brand new instructors as well as many with numerous years of experience
Intended outcomes
How can we model online/blended learning for instructors
How can we offer opportunities for faculty to be participants in online learning?
Model good blended learning practices
MP
We ran five total face to face sessions with participants, beginning with a 2 day jump start conference. Sessions ran every two months or so, with a blended component beginning a month prior to the face to face session. It was our goal to have the online components build towards the gathering in the face to face session by providing readings and resources for review, prompting discussion and stimulating collaborative activities. Participants were also tasked with creating and sharing an artefact to discuss at the face to face session.
MP
The Jump Start face to face conference happened just before start of semester August 20-21
We had 17 participants from a range of disciplines and with a range of experience
Program includes sessions on:
Community building, establishing rapport
Aligning your course – using objectives and outcomes
Assessment and evaluation
A student feedback panel
Interactions with exemplary/experienced faculty
Ideas for teaching and learning strategies
Lesson planning
Lots of collaborative work, creating artifacts, brainstorming
Our intent was to build the community and foster interdisciplinary relations as our blended program relied on these relationships
MP
For the blended component we used a variety of asynchronous technologies
Our learning management system Desire2Learn, facilitated the sharing readings and artefacts, discussion forums, personal and online sourced videos.
We also integrated Wordpress blogs, google docs
In addition to being able to stay connected and access readings relevant to the blended modules. Participants were asked to create resources for reflection in the face to face session or to be shared back into the community via our ‘Teaching Tips from the Trenches’ website.
KB
Online component was designed to have participants engaging and reflecting on the theme(s) in a meaningful, pedagogical way—preparing them online/spiralling toward rich sharing in the F2F session—we tried to have them create something—like an artifact—to share and discuss—noticed this most keenly in the assessment/evaluation session (story about Criminology and Nursing)—we felt this was an effective use of the online/f2f components—giving participants time to read and reflect before coming together to share and discuss.
Show the online site UDL—go over briefly
KB
Talk about how blended and f2f sessions were interrelated
how we organized online activities to optimize short f2f time
KB
In addition to how the blended format engaged/support/was experienced, we also found participants, and ourselves, reflecting and commenting on other areas of the program that were valuable, and we’d like to share those. These were some of the areas that we found, but weren’t necessarily looking for. (explain briefly the areas)
MP
Reflections on participation in blended activities
After low participation in the first blended session, we spoke about faculty challenges to participation in first F2F following jump start.
Most faculty were apologetic, were not sure if the activity was optional
After talking together about it, a commitment to more participation online was agreed to
Once we got going we found that participants valued experiencing an online course from a student perspective. Participant were able to experience certain tools and facilities in our learning environment as students rather than instructors, and I believe this gave them a more holistic view towards designing their own online learning experience with their students.
Gentle personalized nudges to participate
Faculty appreciated these subtle invitations to participate via email
One can see whose participation is missing in learning environment analytics and activity logs
We found that these nudges led to ongoing involvement after the first intervention
Not an automated notification from the system, but a personalized call to action
MP
Some feedback which indicated the growth of online community throughout the program include:
Build continuity between online and F2F component of module
After the first session, we believe this was reinforced
Online component meant to build up to the F2F discussion, and perhaps make for richer discussion
On the other hand a few participants did not feel strongly that the online component strengthened community, and rather felt that the online component provided a connection for continuity
Also worth noting were the varying degrees of participation in the online sessions. Some participated a great deal, while others participated minimally or not at all. There was a variety of feedback about participation ranging from those who felt guilty for not participating, to those who felt steamrolled and overwhelmed by really active participants. This brings to light the importance of moderation in online learning, in which we have space for improvement.
KB
KB
KB
KB
KB
Dropping out
Time commitment
Encouraging engagement online—no incentive
Balancing the level of engagement of some participants
MP
Intended outcome of the program is to have our instructors develop their own professional practice eportfolios
Collate and bring together some of the reflections they have collected in session and online throughout the TFSP
For busy faculty, try to design activities which they can actually use for their own practice of portfolio
Discussion and collaborative docs were useful for starting conversations, debates and finding synergies
Contribution to teaching tips website shows evidence of shared scholarship, possibility for more collaboration
Creation of video artefacts also useful for their own blended practice
Not yet fulfilled
KB/MP
-where do we go from here
-KB: the importance of community and how blended and full-year programs support this community—content vs. community
