There are numerous models for preparing faculty to develop and deliver online courses. This session examines two very different yet successful models used at diverse institutions and presents the advantages and disadvantages of each.
1. Scaling Quality for Online Education: A Comparison of Faculty Development Models Thomas B. Cavanagh Assistant Vice President, Distributed Learning University of Central Florida
2. Why Faculty Development? Rapid growth in online courses 12.9% growth in 2008 (national: Sloan) 31% growth Fall 08-09 (UCF) Minnesota State system proposes 25% of all MnSCU credits be earned online by 2015. Faculty who have never taught online are being assigned (or have expressed an interest)
3. Why Faculty Development? True online course is not simply a “remediation” of classroom presentation Video/Theater analogy Enable faculty success (and student success) As opposed to onerous administrative requirement
4. Accreditation Requirements Southern Association of Colleges and Schools Faculty support services are appropriate and specifically related to distance education. Faculty who teach in distance education programs and courses receive appropriate training.
5. Accreditation Requirements Western Association of Colleges and Schools The institution provides an ongoing program of appropriate technical, design, and production support for participating faculty members. The institution provides to those responsible for program development the orientation and training to help them become proficient in the uses of the program’s technologies, including potential changes in course design and management. The institution provides to those responsible for working directly with students the orientation and training to help them become proficient in the uses of the technologies for these purposes, including strategies for effective interaction.
6. Comparison Public Large Metropolitan Multi-disciplinary Programs Private Medium / Large Global Specialized Programs
8. Comparison – UCF / ERAU Both schools have online: UG/ G programs Individual courses (GEP) 100% online and Hybrid/Blended Different emphasis
9. ERAU Model Four Course Sequence Required to teach online All faculty – tenure track, tenured, instructor, adjunct All 100% online No incentives provided
10. ERAU Model FACD 700 / 700L – Instructional Use of Blackboard (with Lab) 5 week online course How to use CMS Why to use certain features Best practices
11. ERAU Model FACD 701 – Teaching at Embry-Riddle Worldwide 5 week online course Audience is new online and F2F faculty Responsibilities of ERAU instructors Best practices for course prep and delivery Special perspective on teaching in aerospace and military contexts
12. ERAU Model FACD 702 – Supporting Online Learners 7 week online course Teaching focused Best practices in online learning Student-centered approaches to teaching Instructional applications for web-based collaboration tools Application in a blended environment
13. ERAU Model FACD 703 – Developing Online Course Materials 5-7 week online course Design focused By invitation only For faculty developers of master course templates Objectives, interaction design, assessment, TEACH Act, ERAU course production process, etc.
15. UCF Model Different courses for different purposes Four course options Combination of online and blended facilitation All faculty required for certain levels of access Incentives provided $2,000 stipend Laptop computer (fulltime faculty only)
16. UCF Model Essentials (includes lab component) Introduces UCF’s online course policies and procedures Teaches faculty core skills needed to set-up and deliver a “web-enhanced” course Provides safe practice environment Allows faculty to demonstrate skills mastery Approx. 5 hrs contact time
17. UCF Model ADL 5000 How to teach an existing W/M course Pedagogy, logistics, technology topics Online, self-paced Approx. 35 clock hours contact time
18. UCF Model IDL 6543 Award-winning course for original design/delivery of online/blended courses Broader and deeper in scope than ADL 5000 Taught in blended format Minimum of 80 clock hours contact time $2,000 stipend incentive Laptop computer for successful completion
19. UCF Model IVD 6000 (development in progress) Training program for lecture capture streaming video. 2 parts: online self-paced and live Best Practices, examples, integrating interactivity
21. Training Based on Best Practices Sloan’s 5 Pillars Quality Matters Blackboard Greenhouse Rubric SREB/SREC Accreditation Best Practices SACS, WASC, etc. Plus others Find what works for your institution and combine/modify/amend as necessary
22. 6 Core Tenets re: Faculty Development 1) Include technology subjects Use of the CMS 2) Include pedagogy subjects Three types of interactivity 3) Model what you want, as much as you can Try to conduct at least a portion online
23. 6 Core Tenets re: Faculty Development 4) Involve faculty in design / review of program Provide peer credibility Balance against IDOL expertise of ISDs, others 5) Follow up with assessment Did it help? What could be improved? Student performance / perceptions?
24. 6 Core Tenets re: Faculty Development 6) Require faculty development Restrict modality access Provide incentive, if possible WCET / Campus Computing Project “Managing Online Education Programs” (10/09) 53% of institutions report mandatory training Average # of hrs: 27 Average # of continuing ed training hrs: 2.5
25. Conclusion / Questions Thomas Cavanagh, Ph.D. Assistant VP, Distributed Learning University of Central Florida cavanagh@mail.ucf.edu
