Active and Engaged
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Transcript of Active and Engaged
Active and Engaged : Developing Exceptional Online & Blended Learning
NORI BARAJAS
Faculty members interested in designing engaging course content should be supported by learning technologies that enhance course design, by policies that promote teaching effectiveness, and with conversations that acknowledge academic validity as well as scholarship.
One Faculty Developer’s Journey
Where can faculty learn online and blended teaching strategies that match their teaching style and discipline?
How can faculty build time into their professional responsibilities to learn engaging online and blended teaching strategies?
What policies would support faculty developing or redesigning online or blended course content?
Choose Your Own Adventure FormatA story in four parts
#Barrier1
#Barrier2
#Barrier3
#Barrier4
Introduce yourself to the members of your table◦ Name + role you play at your
institution or organization
Shhh. Don’t Say the T-word.CHAPTER ONE
Existing ConditionsNEW Center for Teaching & Learning evolved out of the Instructional Technology Unit
Reporting line shifted to Academic Affairs
New Director
LMS recently connected to Registrar/scheduling systems
Annual Bb Week established (LMS)
LMS - Skills DevelopmentYear 1:
Year 2:
Year 3:
Year 4:
Year 5:
Novice
Intermediate
Extreme
NoviceGeneral overview of LMS interfaceSetting up the instructor contact fieldsUploading documents (syllabus)Creating content:• Item• Folder• Items in folders
IntermediateCustomizing navigation barBuilding pagesCreating items as on screen contentFolders vs. Lessons• Nesting content by unit, week, or topicCreating assignment dropboxes
ExtremeBlogsWikis
…The Grade Center
Novice
Intermediate
Extreme
Op
po
rtu
nit
yGrant funding to create a fully online
degree program
Learning Management System
CONVERT
LMS - Skills Development
Online/Hybrid Certification Course – LMS Skills Focus
Year 1:
Year 2:
Year 3:
Year 4:
Year 5:
#Barrier1How does a liberal arts university integrate learning technology into productive academic conversations?
Suggestions for a lively discussion•Select a table member to facilitate discussion by encouraging balanced participation
•Select a table member to record/tweet responses
•Select a table member to keep track of time
•Listen as much as you share
•Share as much as you listen
Op
po
rtu
nit
y
Op
po
rtu
nit
y
Hybrid and Online Courses
are not
Canvas or
Uploading or
Converting
Developing curriculum for hybrid and online courses is significantly different than developing curriculum for on ground, face-to-face courses.
The PitchDOWNSIDE
Might alienate faculty who prefer “private practice”
Might appear to be evaluative rather than supportive
UPSIDE
Learning outcomes and learning assessments could drive the conversations
Content could be viewed critically for alignment to learning outcomes
Programs could be viewed holistically
Content could be redeveloped with teaching focus
Content could be redeveloped for course type-online/hybrid
Different Course Design Elements-LMS Functions
Getting Started
Organizing Content
Assignment Tool
Communicating with Students
Grouping Students
Discussion, Reflection, and Collaboration
Archive, Export, and Copy
The Grade Center
LMS Skills Development
Online/Hybrid Certification Course
Determine Instructional Purpose – Design the Content
Year 1:
Year 2:
Year 3:
Year 4:
Year 5:
Op
po
rtu
nit
y
Different Course Design Element-LMS Functions
Getting Started
Organizing Content
Assignment Tool
Communicating with Students
Grouping Students
Discussion, Reflection, and Collaboration
Archive, Export, and Copy
The Grade Center
#Barrier2How do faculty develop engaging course content in the hybrid and online environment?
Suggestions for a lively discussion•Select a table member to facilitate discussion by encouraging balanced participation
•Select a table member to record/tweet responses
•Select a table member to keep track of time
•Listen as much as you share
•Share as much as you listen
Create Individualized Professional Development PlanOngoing
Engaging Activities•Active Learning –students engaging with one another AND content
•Require clear, written structure
•Roles for each student
•Steps to each activity
•Feedback loops during group work
•Individual grades/Group grades
•Untethered– where students were
Now I Finally Know What to Do With All My Spare Time.CHAPTER THREE
LMS Skills Development
Online/Hybrid Certification Course
Determine Instructional Purpose – Design the Content
Year 1:
Year 2:
Year 3:
Year 4:
Year 5:
However…
6030
10
One Liberal Arts College
Teaching Scholarship Service
Teaching?
6030
10
Teaching Scholarship Service
Write a list of all the things that are encompass your teaching responsibilities
University of {x}The Center for Teaching & Learning hereby bestows
<Name>
with a Certificate in
Hybrid & Online TeachingGiven at College Town, California this <day> of <month>, two thousand {xx}.
Noreen Barajas-Murphy
Associate Director
Dean, College of
Education
#Barrier3How can institutions create adequate time for instructors to design and build courses using learning technologies?
LMS Skills Development
Online/Hybrid Certification Course
Determine Instructional Purpose – Design the Content
Instructional Design as a Service
Year 1:
Year 2:
Year 3:
Year 4:
Year 5:
Mine, All Mine?CHAPTER FOUR
So…60
30
10
One Liberal Arts College
Teaching Scholarship Service
Could a faculty expert use their published content and its adoptions within their discipline as evidence of teaching effectiveness?
Institutions that honor the time needed to develop exemplary digital contentwill fuel innovation
Institutions that honor the time needed to develop digital contentby providing course releases,
course development sabbaticals
or other strategies that build time into professional responsibilities
will fuel innovation
#Barrier4What institutional policies would you advocate for related to faculty who want to distribute their content?
LMS Skills Development
Online/Hybrid Certification Course
Determine Instructional Purpose – Design the Content
Instructional Design as a Service
Establish stronger, more relevant policies
Year 1:
Year 2:
Year 3:
Year 4:
Year 5:
Faculty members interested in designing engaging course content should be supported by learning technologies that enhance course design, by policies that promote teaching effectiveness, and with conversations that acknowledge academic validity as well as scholarship.
One Faculty Developer’s Journey
In Groups:1. Using established definitions related to online and blended teaching,
determine whether updates to Chaminade's definitions, policies or practices would be recommended;
2. Developing a digital policy (communication, response time, student –student work platform) for inclusion in each course syllabus;
3. Creating a goal for programmatic professional development and plan a schedule for training with benchmarks to determine progress;
4. Selecting a topic from the plenary and creating a program level strategy for implementation.