Dances with faculty

Dances with Faculty:Elements of Success in the Online Environment: 

Dances with Faculty: Elements of Success in the Online Environment Act I

Dances w/Faculty Agenda: 

Dances w/Faculty Agenda 8:30 Program Introductions and Expectation Setting Presenter and Participants . . . What are the pressing issues? What are the “elephants in the room”? 9:00 Elements of Faculty Success Act I 10:00 Team Assignments I 10:30 Team Report Outs 11:00 Team Assignment II 11:30 Team Report Outs 12:00 Lunch 1:00 Helping Faculty Succeed Act II 2:30 Break 3:00 What Faculty Want Act III 4:30 Adjournment

Introductions: 

Introductions Lawrence C. Ragan . . . Desired outcomes . . . Participants . . . WHO ARE YOU & WHAT DO YOU HOPE TO GET FROM THE WORKSHOP?--within small groups

Faculty Profile: 

Faculty Profile Table Exercise: Create a faculty profile for one of the following “classifications” (tell a story) Pick One Non-tenured track Tenure tracked Tenured Instructor Full-time Part-time Adjunct Others. . . .

Faculty Characters: 

Faculty Characters Table 1: Dr. I Don’t Need Your Help Tenured, resistant to change, cling-on, IT is problem, afraid--hard sell, content focused Table 2: Dr. Tenured Older, big ego, somewhat sensitive, listen to advice from certain people, nervous of tech and somewhat ignorant, “his way works” Table: Tenured-track Dr. Hopeful somewhat comfortable with tech, limited teaching experience, concentrated on publications, doesn’t want to rock the boat, limited resources--working on grants trying to get money, nothing in P&T that values technology

Exploring the nature of the relationship between faculty and IT/IDs: 

Exploring the nature of the relationship between faculty and IT/IDs Reflection exercise (info on next slide)

Nature of Relationship . . .: 

Nature of Relationship . . . Support system Servant Teacher Translator Skills developer Motivator Project manager Confidant Protector Whipping post Whining resource Sounding board Champion Others . . . .

Team Discussion Questions: 

Team Discussion Questions What might be the needs of the faculty in your story? What is the currency of your faculty? Table Exercise: Define the range of services, training, support systems etc… required in your case.

Services to Address the Need: 

Services to Address the Need Dr. IDNYH--peer motivation, --”forget them”--peer recognition-award--tools, Dr. I’m All Set, elevate status and improve instruction--needs-one on one training, need a trusted confidant, need a peer recommendation Dr. Hopeful-assess needs, identify style of teaching, free-time for “research project”, manage expectations, innovate techniques and opp for publication, pairing with mentor

Report Outs: 

Report Outs Describe needs and currency (motivation) of your faculty.

Team Discussion Questions What if . . .?: 

Team Discussion Questions What if . . .? Your “case” faculty is an entire department or multiple departments? Do the services you describe scale up to the institutional level? What changes as you move from servicing individuals to groups? How will the existing relationships change? What must be in place for this change to be effective?

Report Outs: 

Report Outs Moving from one to many?

Elements of the Dance: 

Elements of the Dance Institutional Factors Faculty Selection Skills and Competencies Approach and Style

1) Institutional Factors . . .: 

1) Institutional Factors . . . Institutional will--definition of purpose and resources and desire Clarity and fit to the institutional mission Provide appropriate incentives -Financial (on load/off load) -Recognition (promotion and tenure) -Support services Inform and engage faculty early on

Institutional Strategies: 

Institutional Strategies Ensure Faculty Access to Instructional Design and Systems Support Provide Adequate Faculty Development Opportunities Provide Technical Support for Faculty and Students Provide Adequate Learning Management System Establish Institutional Parameters for Online Operation Integrate Institutional Administrative Systems and Tools Provide Clear Institutional Policies on Intellectual Property Define the Role of Online Education in the Mission of the Institution Develop Institutional Policy for Compensating and Rewarding Faculty and Academic Units Provide Copyright and Permissions Support and Policies

2) Faculty Selection:  The Right Stuff . . .: 

2) Faculty Selection: The Right Stuff . . . . . . are sincerely committed to providing a quality learning experience for their students . . . are willing to take risks and carry through when failure occurs . . . thrive in new “dynamics” of online learning . . . interested in doing things differently

Finding the “Right” Faculty: 

Finding the “Right” Faculty Develop method of determining who the right faculty are (and aren’t) Determine assessment strategies of the gaps in skills Determine faculty “personal” motivation

Faculty Motivation: 

Faculty Motivation Understanding why/what brings faculty to the OLE Addressing motivational needs Internal and external

External Motivation/Incentives: 

External Motivation/Incentives Monetary rewards Academic rewards and recognition Promotion and tenure Self-serving (saving faculty time, increasing flexibility) Balanced/reasonable workload Status/recognition (FOB syndrome)

Internal Faculty Motivation: 

Internal Faculty Motivation Addressing motivational needs --experimentation --increasing quality of instructional experience --increasing financial returns --make “life” easier

3) Skills and Competencies . . .: 

3) Skills and Competencies . . . Pedagogical skills of online learning Technical skills Some tolerance of “new” systems/processes Changing dynamics of the online classroom --social --rules of balance (between students & faculty) --change in comfort of time and place

Instructional Design Services: 

Instructional Design Services Project management & leadership Instructional design (pedagogy) Technology issues Teaching and learning at a distance Administrivia Course readiness Implementation Morale support!

Faculty Development . . .: 

Faculty Development . . . Process and procedures (navigating the administrative waters) Pedagogy (understanding the new dynamics) Technical skills (being able to survive) Maybe not so interested in distance learning as a field of study

5 Core Principles of Faculty Development: 

5 Core Principles of Faculty Development Must be in faculty voice (their issues and concerns) Must address faculty’s delivery system Must be concise and palatable Must be served when they need it (JIT) Must be convenient! Sc.maricopia.edu/scconline Elearing travel guide

Dynamics of Faculty Development: 

Dynamics of Faculty Development Provide incentives “Certification” to teach at-a-distance Mandatory (if you can--go for it) Make it “part of the expectations” Make it “part of the process”

4) Approach & Style: 

4) Approach & Style Overall goal: help faculty to SUCCEED! Start where they are most comfortable Be respectful and somewhat accommodating (be careful what you say “no” and “yes” to) The loudest critic may be your best friend Include faculty in discussions on what impacts them!

Approach & Style (continued): 

Approach & Style (continued) Provide varied approaches Provide opportunities within the “domain” Provide a mix and match menu Provide a “path” through the PD experience Remain flexible

Team Discussion Activity:Identifying Barriers and Challenges: 

Team Discussion Activity: Identifying Barriers and Challenges 1. Institutional Factors 2. Faculty Selection 3. Skills and Competencies 4. Approach and Style Select one of the 4 elements of success and discuss the barriers & challenges restricting that element.

Identifying Solutions: 

Identifying Solutions Select one or more of the challenges and brainstorm potential solutions that address a barrier or challenge. (example on next slide)

Skills and Competencies: 

Skills and Competencies Faculty not producing content in timely manner. Create incentives for faculty reaching production goals Establish “doable” chunks for content delivery Provide “ghostwriters” Barriers/Challenges Solution(s)

Report Outs: 

Report Outs Barrier/challenge Solutions

Dances with Faculty:Helping Faculty SucceedAct II: 

Dances with Faculty: Helping Faculty Succeed Act II Ways to keep faculty balanced and engaged

DEFINITION OF PROBLEM: 

DEFINITION OF PROBLEM Real or perceived barrier to faculty participation in online learning: Online education is MUCH MORE WORK than face-to-face instruction

SMOW Purpose: 

SMOW Purpose To identify and refine those strategies, techniques, and methods that enable faculty to manage their workload in the online teaching and learning environment

Outcome: 

Outcome Develop a list of effective strategies that can be employed to help faculty manage time effectively in the online environment

Categories for Strategy Teams : 

Categories for Strategy Teams Authoring Strategies Teaching Strategies Revision & Improvement Strategies Institutional Strategies Support Services

Format for Results: 

Format for Results Collection of strategies organized into four (+1) categories (8 to 11 strategies/category) Includes Brief description of the strategy Benefits Limitations Effectiveness rating

Review Team: 

Review Team New teams were arranged to review the output of the prior teams Add/modify/refine strategies

Authoring Strategies: 

Authoring Strategies Adopting a course development model, Identifying and acquiring existing learning resources, Establishing and distributing reusable templates, Providing the course author with a sample online course, Providing students with specific instruction for assignments, Applying project planning and management methods to the course development process, Establishing a course development team, Designing balanced instructional activities Finalizing one module or unit before developing the remainder of the course, Developing rubrics for each graded student assignment, and Creating a learning object database

Teaching Strategies: 

Teaching Strategies Clarifying and enhancing students’ technical skills before registration, Providing a detailed syllabus, Defining the operating parameters of the course, Creating feedback rubrics, Establishing a routine, Incorporating a learning management system for recording course transactions, Fostering group dynamics within the course, Beginning the course with an activity that encourages interaction, and Establishing consistent, effective methods of electronic communication

Revision & Improvement Strategies: 

Revision & Improvement Strategies Projecting the volume and frequency of revision necessary and budgeting accordingly Conducting multiple evaluations of the courses, Conducting a pilot run or initiating an expert internal review before release of the course, Managing the revision cycle as an integral part of the course, Developing methods for managing dynamic course elements (updates), Inviting student feedback at the close of the course, Developing and maintaining a course history, Involving the original course author in the revision process, and Rewarding students for reporting errors in the course material

Institutional Strategies: 

Institutional Strategies Ensuring faculty access to instructional design and systems support, Providing adequate faculty development opportunities, Providing technical support for faculty and students, Providing an adequate learning management system, Establishing institutional parameters for online operation, Integrating institutional administrative systems and tools, Providing clear institutional policies on intellectual property rights, Defining the role of online education in the mission of the institution, Developing institutional policy for compensating and rewarding faculty and academic units, and Providing copyright and permissions support and policies

Support Services Strategies: 

Support Services Strategies Guide/roadmap to support services--including a set of documents with information about my problems Assessment tool to determine initial skill and competencies level of faculty--identify where additional information/training materials would be available Provide “personal guide” to faculty to help navigate through system

Team Discussion Activity: 

Team Discussion Activity Authoring Teaching Revisions Institutional Support Services Select one of the five categories and “add” or improve on a suggested strategy.

Report Outs: 

Report Outs SMOW Strategy Category and strategy

Review of Existing Information: 

Review of Existing Information Sloan-funded Strategies for Managing the Online Workload http://www.worldcampus.psu.edu/wc/AboutUs_DETeaching.shtml

Dances with Faculty:What Faculty Want: 

Act III Dances with Faculty: What Faculty Want Research findings by Lawrence C. Ragan and Denise Nelson

Faculty Survey: 

Faculty Survey Question: Briefly list and describe the three key processes/systems/services that supported you during the development of your online course(s)? In other words, what did your development team do for you that made your experience a success?

Potential Responses: 

Potential Responses Briefly discuss at your table what you think the top 3 responses might be to this question. What did your ID or development team do for you that made your experience a success?

Types of Responses: 

Types of Responses General observations of satisfaction General gratitude for services “Functional performance” remarks Attitude/morale booster NO REAL NEGATIVE COMMENTS (of course we didn’t ask for any either)

General Categories: 

General Categories

Distance Education Pedagogy: 

Distance Education Pedagogy Faculty appreciated . . . Online learning expertise and experience Each (team member) was able to make suggestions and improvements. Designers providing Web site links/ journal articles related to rubrics, how to make course interactive and providing ideas of how to develop a quality course.

Distance Education Pedagogy: 

Distance Education Pedagogy Focus on possibilities and identification of resources. Having someone who knew what can be done virtually- what works/doesn't work virtually; what bells and whistles can be used to make the course 'zing.’

Distance Education Pedagogy: 

Distance Education Pedagogy The understanding of the types of learning objects and activities that were possible in an online learning environment. The designer offered me guidance and support on how to moderate online learning activities such as chats and discussions and techniques that might help me best support online learners.

Distance Education Pedagogy: 

Distance Education Pedagogy Suggestions as to how certain theory could be presented. The ability to draw on the experience of the course designer and use ideas presented in previous online courses.

Distance Education Pedagogy: 

Distance Education Pedagogy • The designer tactfully suggesting ideas that would work in an online environment. There is an inherent difficulty in working with faculty who typically do not have an education background or courses in teaching OR technology. • Discussing (strategies) early in the process (which) gave me an opportunity to consider this while we made decisions about development and prepared me for the point when we delivered courses to the online learners.

Faculty Perspectives…: 

Faculty Perspectives…

Instructional Design/Technology: 

Instructional Design/Technology Faculty appreciated . . . The different perspective helped. Other people look at the content from a different view, which helps identify strengths and weaknesses. Synergy created by the instructional designer + faculty

Instructional Design/Technology: 

Instructional Design/Technology • The support and the exchange of ideas during the blueprinting process which aided in the development of learning activities. The guidance given to organize the learning steps in a sequence to increase the learning for the online student. The instructional designers remained so focused on assisting with a variety of learning activities, in particular, the review exercises. • The designer needs to be a teacher at heart - willing to help and nurture instructors who are inexperienced in web design, learn and grow!

Instructional Design/Technology: 

Instructional Design/Technology • The opportunity to review a number of other online courses that had recently been developed. This introduced me to the online environment and provided me with a variety of examples of how the technology could be used for effective course design/delivery. •(Providing) a template to follow during development. This helped me to keep focused throughout the development process.

Instructional Design/Technology: 

Instructional Design/Technology • Another important strategy was being encouraged to develop more structured learning activities with concrete evaluation rubrics. • Another strategy I found helpful was using PBL. • The first key process is the blueprint development. It is a relatively simple tool, but serves to ensure organization and thorough examination of the course prior to the start of actual development.

Instructional Design/Technology: 

Instructional Design/Technology • Introductory meeting. Setting up a meeting before summer break so we had an idea of what needed to be done over the summer was useful. There was a lot of pre design work that needed to be done before our first meeting in September. • Clear communication of RESPECT for faculty’s content expertise

Instructional Design/Technology: 

Instructional Design/Technology • Informing faculty of the technological & related novel learning activity options available & encouraging creative application of these to the content/process • Keeping me abreast of new technologies and supporting my (sometimes steep) learning curve in creating dynamic learning activities.

Instructional Design: 

Instructional Design Faculty appreciated . . . My ID allowed me to work and think in the way that I do best. ID being adaptable in helping to create my online classes by using techniques comfortable to me. Creating continuity within and across courses. My instructional designer had answers to all my questions, and I had hundreds.

Instructional Design: 

Instructional Design • She always provided me with options and alternatives and then, let me make the decision. She always knew who to go to to solve a particular issue. Expertise was the most important service provided during my experience authoring the study guide. • The suggestion to move away from proctored exams to timed (1-hour) online exams. This eliminated perhaps the most annoying activity in teaching the Turf 235 course.

Instructional Design: 

Instructional Design • How to "chunk" course content into manageable portions. • How to truly interact via message boards: ask additional questions, change direction of discussion, add breadth and depth, get discussion back on track, etc.

Faculty Development: 

Faculty Development Faculty appreciated . . . The ongoing (faculty) support. The orientation at the beginning was good, but as a first time designer, the orientation information was hard to absorb until I was actually in the thick of things. SUPPORT, SUPPORT, SUPPORT!!!!!!!!! Cannot emphasize that enough, especially for the novice & terrified computer user/typist.

Faculty Development: 

Faculty Development • The designer could not have been more patient...which is exactly what I needed. She supported my limited strengths as a developer, and encouraged my areas of interest. She has a very good ‘take’ on people. • I would think this is a MUST for any designer.

Production Services: 

Production Services Faculty appreciated . . . The support and expertise of video production and the hundreds of "attention to detail" photo images used in the course. The graphic development to enrich the course (e.g., the drop and drag exercises). The virtual campus team was always willing to go the extra step to enhance the learning of the online student.

Production Services: 

Production Services • Access to a graphics specialist - to add interest, to develop animations really helped me a lot • Another key component for success was the tremendous skill and creativity of both the educational technologist in obtaining photo and video assets, and of the graphic artist in creating such a wide variety of assets for the courses. • Editing: This was also extremely important because it made me feel confident that any mistakes I made in the process of writing would be detected and corrected.

Project Management/Leadership: 

Project Management/Leadership Faculty appreciated . . . Working collectively as a team to achieve a high quality, high interactivity course (i.e., working with graphic artist, course developer and media technician who all strive for excellence). Course designer consistently checking in re: course and its progress, showing enthusiasm and support Attention to detail + timelines

Project Management/Leadership: 

Project Management/Leadership • Giving faculty enough lead time to locate a variety of resources/assigned time to focus solely on course development • My ID was infinitely flexible in working with me. • Defining what I needed to do by when! This way I didn’t need to worry about those details.

Morale/Attitude: 

Morale/Attitude Faculty appreciated . . . ID’s excitement about all the possibilities for online course, development is infectious! Attitude: Everyone's attitude made for a positive experience. This was especially important at the beginning of the project and was probably very time-consuming on her part. She fit my personality and my way of doing things. When I had doubts about this project, she made me feel like I could accomplish it successfully.

Morale/Attitude: 

Morale/Attitude • She never criticized and always provided positive feedback. • Positive attitude that (allowed me), without online teaching experience, to do it. This helped motivate continued development and add confidence during the first anxiety-filled weeks of delivery. • Being positive about the success of the course being developed. Kept me positive too.

Team DiscussionWhat Faculty Don’t Want!: 

Team Discussion What Faculty Don’t Want! Discuss three issues that may describe what faculty don’t appreciate/value about online teaching and learning environment.

Report Out: 

Report Out What faculty don’t want!