Training Mainstream Faculty to Use Course Manageme

Slide2: 

Copyright Diane Davis, Nick Laudato, Paulette Robinson, Janet R. de Vry, 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

Training Mainstream Faculty to Use Course Management Systems: 

Training Mainstream Faculty to Use Course Management Systems Copyright by Diane Davis, University of Pittsburgh Nick Laudato, University of Pittsburgh Paulette Robinson, University of Maryland Janet R. de Vry, University of Delaware, Coordinator

CMS’s are catching on: 

CMS’s are catching on students % student body Pitt 19,000 60% UMD 13,000 40% UD 10,500 50%

When did we begin?: 

When did we begin? Pittsburgh Fall 1998 U Maryland Fall 1998 U Delaware Fall 2000

Mainstream faculty: 

Mainstream faculty Diffusion of Innovations (Everett Rogers) Innovators Early Adopters Early Majority Late Majority Laggards

Mainstream Faculty: 

Mainstream Faculty Care about teaching; not about technology Focused on their own discipline Risk Averse Prefer incremental change Need technical support

Early training efforts: 

Early training efforts Features-based Mixed disciplines in attendance Step-by-step instructions Differing early requirements

Training now: 

Training now All 3 universities moving in same general direction Including instructional design Increasing custom training sessions for departments Including faculty best practices All have involved more staff in supporting faculty efforts

Topics: 

Topics Faculty IMS Training at Pitt Finding the Target: Customizing Faculty Training Incorporating Faculty Best Practices

Slide11: 

Faculty IMS Training at Pitt University of Pittsburgh Diane J. Davis and Nick Laudato

Sections Offered in Blackboard: 

Sections Offered in Blackboard 99-1: 21 sections 99-2: 115 sections 99-3: 80 sections 00-1: 351 sections 00-2: 362 sections 00-3: 126 sections 01-1: 642 sections 01-2: 430 sections 01-3: 125 sections 02-1: 745 sections 02-2: 677 sections 02-3: 205 sections 03-1: 1003 sections Statistics as of 10/6/2002 About 60% of the University’s students use Blackboard for at least one course per term

Faculty Taking Core Blackboard Training: 

Faculty Taking Core Blackboard Training

Blackboard Training: 

Blackboard Training Types of training Novice (12 hours with extensive hands-on) Standard (8 hours with some hands-on) Expert (1 to 2 hours with no hands-on) On-line (self-instructional with 1 hour intro) Supporting tools, e.g. Word, PowerPoint, graphics and images, video clips, copyright issues, etc. When: Offered throughout the year Where to Signup: visit the Web site http://www.pitt.edu/~ciddeweb/COURSEWEB/ and select “Faculty”, then “Training Schedule”

Instructional Design Model: 

Instructional Design Model

Some Things I’ve Learned…: 

Some Things I’ve Learned… Faculty appreciate ID help Faculty appreciate ID help ONLY after the fact --most don’t know what it is We are not good at explaining ID and ID assistance

The Syllabus Template: 

The Syllabus Template Introduction Class Meeting Times Course Description Course Rationale Course Goals Course Outline Course Materials Course Requirements and Grading Course Policies Course Schedule

Course Documents: 

Course Documents Blackboard as “Container” Blackboard Contains Documents Folders Learning Units Folders Contain Documents Folders Learning Units Organize Modules of Instruction into Folders

The “Module” Template: 

The “Module” Template Introduction Learning Objectives Lecture Notes Handouts Exercises Quizzes or Sample Tests Related Readings

Instructional Design Component: 

Instructional Design Component Presented through real examples Emphasizes instructional concepts, e.g. Active Learning Collaboration Interactivity Organization Feedback

Finding the Target: Customizing Faculty Training : 

Finding the Target: Customizing Faculty Training University of Maryland Paulette Robinson, PhD

Teaching and Learning Support: 

Teaching and Learning Support Support for: WebCT, Teaching Theaters, Technology Classrooms WebCT Support: 3 instructional designers, 1 administrator, 1 graphic artist (part-time) Adopted WebCT Spring 1998

Influences Shaping Training: 

Influences Shaping Training Diffusion of Innovations (Everett Rogers) Innovators (Venturesome) Early Adopters (Respect) Early Majority (Deliberate) Late Majority (Skeptical) Laggards (Traditional)

Influences Shaping Training: 

Influences Shaping Training Faculty Development Continuum Skill Development Pedagogy & Interaction Look & Feel Reconceptualize Course

Modular Training Series: 

Modular Training Series 5 three-hour modules (no longer required) Getting Started Course Content Course Management Communication & Collaboration Assessment & Evaluation Getting Started Course Content Communication & Collaboration Course Management Assessment & Evaluation What is WebCT?

Module Elements: 

Module Elements Workshop Components Skills training Demonstrate related tools (in template) Design and pedagogical tips Additional exercises Activity (30 minute practice) Resources

Faculty Support: 

Faculty Support Access to instructional designers Online Student Manual Online WebCT User Support “Course” Listserv for announcements Monthly WebCT Brown Bag lunches Academic Technology Coordinators for local support OIT Help Desk for student user support Catching up with WebCT (new features)

Meeting Faculty Needs: 

Meeting Faculty Needs Collecting Information about Faculty Needs Focus Groups (low, middle, high) Teaching and Learning Advisory Committee Customized Training—Focus on solving particular instructional problems Individuals Programs Special focus (i.e., large classes) More use of Instructional Development Teams—more accountability and better designs

Redesigning Materials: 

Redesigning Materials Redesign training manual as a general reference manual. Easier to use after training is completed. Trainers will use outlines for planning the training sequence. Provide separate job aids. Vista (2004) Implementation plan for the integration of Vista Learning Objects Training Materials Base – facilitate customization and minimize time spent on updating and redesigning materials

Resources: 

Resources WebCT @ Maryland http://www.courses.umd.edu

Slide31: 

Incorporating Faculty Best Practices University of Delaware Janet de Vry

Early Training: 

Early Training Step-by-step training Optional 1.5 hour overview Required one 3 hour introduction Four optional additional 3 hour sessions Still doing all of above, but with a difference…

Incorporating Best Practices: 

Incorporating Best Practices Faculty testimonials online Faculty profiles online Co-teaching with faculty

Online WebCT Overview: 

Online WebCT Overview

Profiles of faculty projects: 

Profiles of faculty projects Create visibility for faculty efforts Harry Shipman and E-lab for Shadows of Light Bridge gap between lecture and lab Pre and post lab exercises Follow up PBL mystery to solve

Co-teaching—the scenario: 

Co-teaching—the scenario Faculty member skilled in both PBL and WebCT Led class through a problem on justice for the terrorists Used online groups in class to address the problem

Co-teaching—the Tools: 

Co-teaching—the Tools E-mail and discussions to frame the issues Chat to ask the expert Success--the issue of terrorism dominated while technology served as the support tool.

Resources: 

Resources WebCT Resources www.udel.edu/webct Faculty Profiles www.udel.edu/present/showcase

Summary: 

Summary More inclusion of pedagogy and real world faculty experiences More flexible training options Go to the department Customize to needs Online training options More support New approaches to providing reference materials

Contact us: 

Contact us Nick Laudato, PhD laudato@pitt.edu Paulette Robinson, PhD paulette@umd.edu Janet de Vry janet@udel.edu url for today’s presentation: http://www.udel.edu/present/presentations/2003marc/ Special thanks for Diane Davis (davis@pitt.edu) for preparing University of Pittsburgh slides and to Nick Laudato for filling in at the last minute.