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Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction
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Tanya Joosten
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Presented at Sloan-C Blended Conference, Denver, CO, 7.9.14.
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MCCA Carla Bradley
MCCA Carla Bradley
Carla Bradley
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber Visit DTL2014.wikispaces.com for more info
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Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course. Learn how and why the Quality Matters standards were integrated into an existing faculty development workshop and how the workshop has evolved over time. Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
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Date: March 17, 2014 Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours. Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee. As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes. This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared. Learning Objectives By actively participating in this seminar, attendees will be able to: Identify the characteristics of a good blended and online course, including the pedagogical model Determine what elements and formats should be considered in designing a faculty development program Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Determining the Effectiveness of Your Faculty Development Program
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Tanya Joosten
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards. Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
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Blackboard APAC
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MCCA Carla Bradley
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Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber Visit DTL2014.wikispaces.com for more info
Evaluation of Online and Blended
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Tanya Joosten
How and why OTC Online updated review process
Fall 2011 Online Reviews: An Interactive Approach
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Carla Bradley
Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course. Learn how and why the Quality Matters standards were integrated into an existing faculty development workshop and how the workshop has evolved over time. Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
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Date: March 17, 2014 Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours. Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee. As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes. This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared. Learning Objectives By actively participating in this seminar, attendees will be able to: Identify the characteristics of a good blended and online course, including the pedagogical model Determine what elements and formats should be considered in designing a faculty development program Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Determining the Effectiveness of Your Faculty Development Program
Determining the Effectiveness of Your Faculty Development Program
Tanya Joosten
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards. Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
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Blackboard APAC
As many institutions have invested in faculty development programming and understand that it is pivotal to the success of innovation in course designs and academic programming, there is a need to ensure that the products resulting from these efforts are meeting institutional standards of quality for student learning and other outcomes. We have seen an array of mediated forms of learning (hybrid, blended, flipped, online, self-paced, competency-based, MOOCs, and more) being diffused across campuses and systems, and many of us have been asked to provide evidence of the effectiveness of our faculty development programming to ensure the quality of classes and programs. Administrators are looking for an ROI in faculty development as we are seeing decreases in funding, enrollments, and budgets. This presentation will share an approach to ensuring quality and evaluating the effectiveness of faculty development, including the sharing of resources. Outcomes: Learn about a life cycle of ensuring quality in faculty development * Identify steps in a backward-design approach to evaluating the effectiveness of faculty development * Share potential resources to use in future efforts Tuesday, Apr 1st, 2014, 12:15 PM - 12:40 PM, Eastern Time
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