approaches to online faculty development, from community college to research university
DESCRIPTION
Faculty development is often a key component of a higher education-positioned instructional designer’s profession. This presentation offers an instructional designer’s comparison of the needs of online faculty situated in two types of SUNY institutions, a community college and a tier-one research university.TRANSCRIPT
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COTE Fellow Chat
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Community of Practice
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Learn More: http://commons.suny.edu/cote/
Join: http://commons.suny.edu/cote/join-community-of-practice/
3 Submit a Proposal: http://bit.ly/COTEproposal
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Anne Reed, Expert Instructional Designer
Instructional Designer University at Buffalo Open SUNY Fellow Role: Expert Instructional Designer Topic: Approaches to Online Faculty Development from University Center to Community College Theme: Online Faculty Development COTE NOTE: http://bit.ly/COTENOTEfacdev
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Approaches to Faculty Development, from Community College to Research University Anne Reed Instructional Designer University at Buffalo, Graduate School of Education
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design & deliver training
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2 CONTEXT
3 COMPARE
5 DISCUSS
ID DUTIES
develop course materials
conduct course reviews
trouble-shoot tech issues
serve as LMS expert
suggest multimedia strategies
design courses
6 CITED
4 ANALYSIS
1 INTRO
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--The institutions’ history of online education practices --Levels of institutional support --Expectations on the faculty members
INFLUENCES
2 CONTEXT
3 COMPARE
4 ANALYSIS
5 DISCUSS
1 INTRO
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--The institutions’ history of online education practices --Levels of institutional support --Expectations on the faculty members
INFLUENCES
2 CONTEXT
3 COMPARE
4 ANALYSIS
5 DISCUSS
1 INTRO
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CONTEXT 1
INTRO
2 CONTEXT
3 COMPARE
4 ANALYZE
5 DISCUSS
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1 INTRO
2 CONTEXT
3 COMPARE
4 ANALYZE
5 DISCUSS
First three online courses were created in 1999. They were developed with the ID support of the SUNY Learning Network (SLN). E-learning department has existed since 2000. A Coordinator of Distance Learning was hired in 2002 FT.
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First online course Offered in ‘93/’94. John Ellison: “My first Distance Education course was Academic and Research Libraries in the School of Information and Library Studies the spring of either 1993 or 1994, as I can best recall. I went to the first class session…. and announced the option of taking the course either over the Internet or in the classroom. For the next three weeks I came back to the classroom to meet those students who selected the "classroom option" and never had one student return to the classroom.” 11
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620
Graduate School of Education (250)
UB
Graduate School of Education (250)
Online courses per academic year
-Counseling, School, and Educational Psychology (CSEP)
-Educational Leadership and Policy (ELP)
-Learning and Instruction (LAI)
-Library and Information Studies (LIS).
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nccc 210
620 UB
Graduate School of Education (250)
Online courses per academic year
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-UB
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-UB
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-UB
-NCCC
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2 CONTEXT
4 ANALYZE
5 DISCUSS
3 COMPARE
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e-learning blog weekly newsletters
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ongoing support
formal peer review process
SLN workshop series
asynchronous training course
faculty coffee chats
informal course reviews one-on-one
trainings
special topics workshops
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Invest in Yourself this Fall! Connect with
your colleagues
GSE Professional Development Fall 2013 Offerings For complete descriptions and to register please visit
http://gse.buffalo.edu/online/pd
● Oct. 3 Coffee Chat– Using Synchronous Components in Your Online Course. Featured Faculty Speaker: Professor Kathleen Conroy (CSEP) ● Nov. 4 Coffee Chat– Differentiated Instruction in Online Education. Featured Faculty Speaker: Professor Ming Ming Chiu (LAI)
Participate on campus
Faculty Workshops offered throughout the semester: • Sept. 19- Resources for Online
Faculty • Oct. 25- Faculty Motivation • Nov. 20- Revise and Refresh
your Online Course
Participate online
● Sept. 18 to Oct. 16- 4 Week Online Course via UBlearns: Designing an Exemplary Course ● Attend faculty workshops remotely via Blackboard Collaborate
For more information or to schedule a meeting with an Instructional Designer please contact Anne Reed (645-1357/ [email protected])
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2 CONTEXT
3 COMPARE
5 DISCUSS
4 ANALYZE
personalization, on-going support, and community
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3 COMPARE
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personalization, on-going support, and community
responsiveness, continuity, and community
23 Source: Gallant (2000)
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1 INTRO
2 CONTEXT
3 COMPARE
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4 ANALYZE
responsiveness, continuity, and community
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--includes personalization, individualized trainings, creating opportunities for reflection, and forming a relationships of trust
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responsiveness, continuity, and community
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--includes incremental and cumulative training, opportunities for continual improvement, and ongoing support
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1 INTRO
2 CONTEXT
3 COMPARE
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4 ANALYZE
responsiveness, continuity, and community
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--includes collegial idea sharing, promotes a culture that values and supports online education
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continuity
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How can we better
prepare faculty to teach online?
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1 INTRO
3 COMPARE
4 ANALYZE
DISCUSS
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QUESTIONS Go ahead don‘t hesitate
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CITED
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Bower, B. (2001, Summer). Distance Education: Facing the Faculty Challenge. Online Journal of Distance Learning Administration, IV(II). Retrieved from http://www.westga.edu/~distance/ojdla/summer42/bower42.html Clay, M. (1999, Fall). Development of Training and Support Programs for Distance Education Instructors. Online Journal of Distance Learning Administration, II(III). Retrieved from http://www.westga.edu/~distance/ojdla/fall23/clay23.pdf Gallant, G. (2000, Winter). Professional development for Web-based teaching: Overcoming innocence and resistance. In E. J. Burge (Ed.), New directions for adult and continuing education (pp. 69-78). San Francisco: Jossey-Bass. Batts, D., Mallett, W., McFadden, C., & Pagliari, L. (2010). Training for faculty who teach online. Community College Enterprise, 16(2), 21+. Retrieved from Academic OneFile Lackey, K. (2011, Winter). Faculty Development: An Analysis of Current and Effective Training Strategies for Preparing Faculty to Teach Online. Online Journal of Distance Learning Administration, XIV(V). Retrieved from http://www.westga.edu/~distance/ojdla/winter144/lackey144.html Lewis, T. (2007). The Preparation of Faculty to Teach Online: A Qualitative Approach (Doctoral Dissertation, Virginia Polytechnic Institute and State University). Retrieved from http://scholar.lib.vt.edu/theses/available/etd-04102007-150601/ Lorenzetti, J.P. (2002). Giving Online Faculty Full Circle Support. Distance Education Report, 6(5), 6-7 Piña, A.A. (2008). Factors influencing the institutionalization of distance education in higher education . Quarterly Review of Distance Education, 9(4), 427–438. Retrieved from Academic Search Elite database.
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Thank You! Join the SUNY Learning Commons http:///commons.suny.edu for access to the COTE Community group to continue the conversation! View a Recording of today’s Fellow Chat: http://bit.ly/COTEfellowchatRECORDING View the COTE NOTE: http://bit.ly/COTENOTEfacdev Become an Open SUNY Fellow: http://bit.ly/joinCOTE Submit a Proposal: http://bit.ly/COTEproposal
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Next Fellow Chat Open SUNY Fellow: Jim Greenberg, Distinguished Teaching Professor, SUNY Oneonta Open SUNY Fellow Role: Innovator or Researcher Topic: A Virtual Infrastructure for Data intensive Analysis (VIDIA) Date: Wednesday, July 16, 2014 12:00 PM