Using an online course to prepare faculty v4.0
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The document discusses a faculty development initiative at Virginia Commonwealth University to prepare faculty to teach online. Faculty participated in a one week face-to-face institute on online pedagogy, then took a two week online course as students. The goals were to experience online learning from a student perspective and receive support for developing their own online courses. Faculty found the online course experience too short and wanted more preparation. Key aspects of a successful online course identified were interaction between students and content, students and instructor, and preparation for learning through clear expectations and tutorials.
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Using an online course to prepare faculty v4.0
- 1. USING AN ONLINE COURSE TO PREPARE FACULTY TO TEACH ONLINE: FACULTY PERSPECTIVES Britt Watwood, William “Bud” Deihl, Joyce Kincannon, David A. McLeod Virginia Commonwealth University January 12, 2012
- 2. Who's Here? Who is Here?
- 3. GROWTH OF ONLINE NATIONALLY Allen and Seaman (2011) Going the Distance: Online Education in the United States, 2011
- 5. NEED FOR FACULTY DEVELOPMENT
- 8. Allen and Seaman (2011) Going the Distance: Online Education in the United States, 2011
- 9. ONLINE COURSE DEVELOPMENT INITIATIVE One week F2F institute on pedagogy in May Two week online course as student in July 2010 – Quality Matters BYOC 2011 – Home Grown Course Peer groups / consultation for course development through Fall and Spring
- 10. MAY INSTITUTE
- 16. Two Weeks Is Too Short
- 24. Preparation
- 25. Preparation
- 26. Preparation
- 27. Preparation
- 28. Preparation to Learn: • Key Questions • Learning Outcomes • Task List • Tool Tutorial • Group Assignments
- 29. Interaction
- 30. Interaction
- 31. Interaction
- 32. INTERACTION
- 33. INTERACTION TO LEARN Student with content Student to student Student with instructor Student with self
- 34. Evaluation
- 35. Evaluation
- 36. Evaluation
- 37. Evaluation
- 38. Evaluation Assessment and Self-Reflection
- 39. QUESTIONS ?
- 40. THANK YOU
Editor's Notes
- In an increasingly online world, we still need a humanizing forceto remind us of the big picture and to help us be successful.the instructor is responsible for creating a learning experience for the learner in which that person is actually shown a way of doing something, invited to do it under a watchful eye, and then provided with feedback and an opportunity for further exploration.Helping learners to create needed relationships and providing an introduction to this real-world they're supposed to be proficient in, is the true value-add that coaching should provide.our role is to be the human voice that guides problem-solving.Challenges and opportunities You can teach to individuals.
- Be a curatorThe resources and archives are amazing! And will continue to be created and sharedThe focus questions before the video or readingThe summary of ideas after a conversation about the presented conceptsCreating knowledge is better done collaboratively
- Choose wisely Begin to Curate.Responsive with assignment feedbackSafe for questions. Safe for studentssaying out loud what they think!
- Create collaborationUse expert questions to guide reading and use of multimedia.
- Our Preparation sections consistently hadKey QuestionsLearning OutcomesTask list with datesTool tutorialsGroup membership assigned
- the design of the course can assure that various communication channels are utilized. your expertise is critical help the students make sense of the material and work with it as they are readingbuilding it into the structure of the course can facilitate the process. Unique about this design model Evaluation of learning by student self\\
- Evaluation as Self ReflectionMetacognition
- Finally, Evaluation is an opportunity for the students to demonstrate that they have achieved the objectives they were challenged to master. The evaluation at the end of each module may be informal (resulting in feedback) or formal (resulting in a grade with feedback).