As colleges increase their online course offerings, so does the need to train faculty to transition to the online format. Also, with a number of these online courses being taught by adjuncts who work full time or teach elsewhere, perhaps the biggest challenge is finding the time to complete the training. How do we cover the points they need to know in the little time they have? And how do we make the training relevant or meaningful to those who have had previous training elsewhere? At American International College, we sought to address these challenges by using a competency-based badge system to support our training program for faculty teaching online. Faculty complete tasks to demonstrate their mastery of Blackboard skills, online pedagogy and AIC policies and procedures, with each set of tasks leading to a badge. Faculty who already have experience in these areas can demonstrate their competencies in alternate methods to earn their badges. This presentation will provide an overview of AIC’s redeveloped training program for faculty teaching online. We will address considerations of structure and implementation, as well as the benefits for full- and part-time faculty.

1. #NercompPDO4
bit.ly/nercomp_bbfall15

2. Speakers
Kaitlin Walsh
Instructional Designer/Technologist
American International College
@theotherkait
Jeremy Anderson
Manager of Academic Computing
American International College

3. About AIC

4. Let’s Get Some Demographics
What is your position? Fac/Staff/Admin
What is your experience with badges?
What is your experience with Bb badges?
What are you trying to solve with badges?

5. Badges

6. What are badges?
Award tokens for…
Accomplishment
Milestone
Competency

7. Achievement Types in Bb
Milestone – badge
Course completion – certificate
Custom – badge, certificate, both

8. How do they work?
Validate achievement
Issue credential
Share

9. Validation Types in Bb
Attempt
Grade
Manual Grade Center column
Marked reviewed
Group membership

10. Sharing Credentials
Saved in Bb course
Mozilla Open Backpack

11. Challenges

12. Knowing OL Students are Ready
Tech skills
School policies
Support services

13. Knowing Our Support Staff is Ready
Faculty LMS
Student LMS
Other tech

14. Knowing OL Faculty are Ready
• Early version of certification: participants did readings on
pedagogy, took tests, built content in Blackboard.
• Alternate version: take test, submit portfolio of existing work (doesn’t
necessarily have to be in Blackboard).
• Focus was on knowledge/understanding
of online pedagogy.

15. What was missing? Knowledge of Bb
• “I know Blackboard” =
• “I used Blackboard as an undergrad”
• “I used Blackboard as an instructor ten years ago”
• “I know what Blackboard is (but that doesn’t mean I know how to use
it)”
• “I know Canvas, so that must be the same, right?”
• Can work through pedagogy, but have no understanding of how
to navigate Blackboard.
?

16. What was missing? AIC Policies
• How to submit grades?
• Where to send students for help?
• What counts as attendance?

17. BB Badges

18. Faculty Certification: Three Tracks
BlackboardandTechnology
Skills
• Logging in
• Adding Content
• Communicating
• Assessments
• Grading & Feedback OnlineandBlended
Pedagogy
• Getting to KnowOL
Environment
• Planning Your Course
• Building Presence/
Engagement
• Assessing, Grading,
Feedback
AICPoliciesandProcedures
• Policies & Procedures
• Admin & Support
Resources

19. Bb and Technology Skills
• Create two folders and add an item or link to each.
• Make a course available.
• Post a welcome announcement.
• Use Big Blue Button or Skype for Business.
• Add an assignment and discussion forum.
• Grade and provide feedback on a sample paper.
• Set up a weighted total column in the Grade Center.
• Alternative Assignments: Provide a screenshot or
course ID of a course where you have completed
these tasks previously.

20. Bb and Tech Skills
• Read docs/watch
videos and mark as
reviewed.
• Complete assignment
checklist for regular or
alternative
assignments.
• Upload a screenshot of
their work with Big Blue
Button or Skype OR
answer questions
about the tool.

21. Online and Blended Pedagogy
• Quiz: Getting to Know the Online Environment
• Develop Course Matrix and Module List
• Discussions: Evaluating OER and Converting F2F Assignments
• Develop an introductory activity.
• Add readings, assignments, activities and rubrics for two
modules.
• Alternative Assignments: Provide a screenshot or
course ID for a course where you have completed
these tasks previously (course building assignments
only).

22. Course Matrix
Module # ______ Module Title: Module Description:
Module Goals
Specific & measurable
statement of what
students will do or “get”
Course Goal Addressed
Broad statement of what
students learn by end of
course
Assessment
Method to demonstrate
mastery of an outcome or
objective
Activity
Tool to drive learning by
engaging students with
content
Resource
Material that students
review & use to complete
activities

23. Discussion: Adapting a F2F Activity

24. Why the overlap?
Blackboard Track
• Knowing the steps OL & Blended
Pedagogy Track
• Understanding the theory

25. AIC Policies and Procedures
Readings
• Teaching Online at AIC
• Course Development, QA &
Maintenance
• Communication,Attendance
& Grading
• Administrative & Support
Resources
Quizzes
• AIC Policies and Procedures
• AIC Administrative and
Support Resources
• No Alternative Assignments

26. Final Assignments
• Syllabus reflecting online
policies
• Create Welcome Message/Bio
in About the Instructor section
• Create Course Tour and post in
Announcements
• Alternative Assignments:
Provide a screenshot or
course ID for a course where
you have completed
these tasks previously.

27. Tracking

28. I feel confident about teaching an online or
blended course at AIC (before)
13.64%
22.73%
45.46%
13.64%
4.55%
Strongly Agree
Agree
Neither Agree nor Disagree
Disagree
Strongly Disagree

29. I feel confident about teaching an
online or blended course at AIC (After)
50.00%
37.50%
12.50%
Strongly Agree
Agree
Neither Agree nor Disagree

30. What participants are saying…
“I did learn a lot in
the course, more
than I expected.”
“The course was
very valuable to me
in building
confidence to better
my courses in a
more creative way.
Thank you.”“Great course! Easy to follow
prompts and modules! Thank you
for your help along the way!”

31. New OL Student Orientation

32. New Support Staff Training
Faculty
Certification
Bb Badge*
Student
Orientation
Bb Badge
Blackboard
Support
Certification

33. New Support Staff Training
Helpdesk Training
• Enrolled as students
• Review videos and help docs
• Complete student tasks
• Submit instructor task
checklists
Helpdesk Sandbox
• Enrolled as instructors
• Complete instructor tasks
• Keep access to Sandbox to
use later for support

34. Lessons

35. Lessons Learned Still Learning
• “Does this course count?”
• 1:1 meetings vs. office hours vs. webinars
• Budgeting time to start the training
• Students: who to enroll & when
• Students: who tracks & how is
data used

36. Thank you!
Questions?
#NercompPDO4
bit.ly/nercomp_bbfall15