Peer to-peer development with media-rich faculty case studies
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Presentation given by Gail Matthews-DeNatale to the 2009 Sloan Conference for online learning.
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Peer to-peer development with media-rich faculty case studies
- 1. Peer-to-Peer Development with Media-Rich Faculty Case Studies Gail Matthews-DeNatale, Ph.D. Associate Director, Academic Technology Elizabeth Santiago, Ed.M. Senior Instructional Designer, Academic Technology 2008 Sloan-C International Conference on Online Learning
- 14. Thank You To receive notification on the release of the cases, please use the sign-up sheet or email gmdenatale@simmons.edu
Notes de l'éditeur
- Note: Our work with these case studies grew out of our Blended Learning Initiative, which is funded through a Localness grant from the Sloan Foundation
- Helpful to provide some of the institutional context in which these case studies have developed
- FOCUS ON THE LAST BULLET POINT – THE HIGH TOUCH Private institutions of higher education have been slower to adopt blended learning. We hypothesize that this has to do with institutional culture, particularly that of liberal arts institutions, which values a personalized or “high touch” approach to teaching and learning. In fact, our Sloan proposal was titled “High Touch in a Small Footprint.” What does this mean? Characteristics of “high touch”: A welcoming and highly supportive learning environment Everyone knows your name Faculty and peers care about your success As opposed to increasing the sense of distance , Simmons’s blended programs will increase the sense of presence that our College has in the lives of our students. We realized that, for the blended learning initiative to be successful, our model for faculty professional development needed to also model this high touch approach
- GO THROUGH THIS QUICKLY Progress So Far Worked with Deans and faculty to develop policies in support of blended (e.g., tenure and promotion, sabbatical consideration) Developed guiding questions and recommendations for curriculum committees Offer an intensive faculty institute twice per year Project assessment instruments designed to gather data on student engagement and the extent to which they feel a sense of belonging/caring in their blended courses.
- Based on a survey Ann Taylor and Carol McQuiggan conducted among 260 faculty who teach through Penn State’s World Campus, see the article in Educause Quarterly entitled “Faculty Development Programming: If We Build It, Will They Come?” http://connect.educause.edu/Library/EDUCAUSE+Quarterly/FacultyDevelopmentProgram/47086
- OUR FIRST CHALLENGE: how to offer professional development that is personalized (high touch), conveys a range of faculty perspectives on blended teaching, Multiple perspectives (stereoptical view) that yields depth of insight into blended and shows how a range of teaching styles can work in this mode. Institute format – asked each presenter to focus on a topic central to successful blended teaching (for example, planning strategies, effective discussion prompts, assessment strategies). Over the course of 3 face-to-face sessions, participants hear from 5-6 people who talk about their firsthand experiences in course redesign and blended teaching. This is a critical component in the “personalized” touch of the institute. Each presentation is followed with an exercise that is designed to scaffold the participants’ planning and course redesign with their own courses. We try to coordinate the theme and content of the presentations with the exercises that follow. The scheduling of each day’s agenda is challenging – to create something that hangs together as a learning sequence that builds and flows. Comments from Participants: The presentations were all uniformly fantastic (but each in their own way)! The institute changed my thinking about teaching and learning. Our teaching responsibilities have pulled us in many directions over the past five years and I feel through this medium, we are reconnecting in ways we did in our early years teaching when the department was smaller and our responsibilities more focused. OUR SECOND CHALLENGE: To develop a scalable and sustainable method – one that can meet the needs of adjuncts and that can accommodate times when key presenters can’t be present. Used an enthographic process to document our face-to-face institute so that portions (or all) of it could be transitioned into a virtual format, without losing the power and personalization of the faculty presenter voices.
- Why is this ethnographic? Ethnography = writing culture. Not just a summary of a course assignment, but deeper understanding of the faculty member’s work a rich (thick) description of the course. To accomplish this goal, we need to see inside the actual courses, to get a sense of what it feels like to be in the online component of the course (WITHOUT VIOLATING FERPA) read modules, assignments, and other course materials get a sense of the faculty member, her voice and perspective understand the language of blended learning and other terms associated with pedagogy We then take things one step further by offering companion exercises that could be part of a faculty institute (online or face-to-face).
- Each person we interviewed has a theme that she focuses on, an aspect of blended or blended course redesign. So each case focuses on a PERSON and on a THEME or TOPIC that’s important to faculty professional development for blended learning. As in the “live” institute, each case is paired with recommended exercises that the participant can use to apply what she’s learned to a course that she is blending. These cases will be made available through a website that we are developing for our Sloan project.
- Turn to your neighbor. Take 2-3 minutes to discuss these questions with your neighbor. We’ll share back. Should we provide them with a worksheet so that we can capture notes as well?