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ITC12 Five Effective Practices for eLearning Professional Development
This document outlines 5 effective practices for professional development in online education. Practice #1 involves administrators participating in collaborative online conferences to discuss topics like e-learning quality. Practice #2 brings these conferences on-site in a customizable format. Practice #3 provides accessibility training for online faculty. Practices #4 and #5 involve webinars and peer/external course reviews respectively to improve course design quality. The document advocates setting clear expectations for students, faculty and administration to improve the online experience.
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ITC12 Five Effective Practices for eLearning Professional Development
- 1. Five Effective Practicesfor Professional Development Pick One Barry Dahl Excellence in e-Education
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- 6. Effective Practices • Or…Promising Practices • Or… Practices that don’t totally suck • Or… Practices that don’t totally suck out loud!
- 7. Effective Practices forPD • Professional Development for –Online faculty –Online administrators –Instructional designers and technologists
- 8. How would thischange for online?
- 9. Can we pleasemove on?
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- 13. What is CCOBLA? Sharing Collaboration Focused
- 14. 1st CCOBLA Conference •Not a traditional conference – very hands on and interactive • 2 days w/small group (25-50) Topic: e-Learning Quality
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- 17. CCTY – PossiblePresenters
- 18. Possible Topics • e-Learning - for beginners to advanced • Web 2.0 uses in education • e-Learning Quality • Digital Storytelling (very hands-on) • EdTech - wide range of topics • Roll your own: we'll customize for you
- 19. Fully Customizable • One-day,two days, or three - you decide, and we make it happen for you • One, two, or three featured presenters • Fully-immersive, hands-on learning, or traditional conference experience • Breakouts, meals, and materials arranged • You pay one fee - no surprises, no extras
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- 21. End result ofCCTY • In a nutshell… • You provide the facility and the attendees • We do all the work •Learning ensues
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- 23. Accessibility Training Particularlyfor Online Faculty
- 24. Accessibility Training Butyour faculty probably don’t need that, right?
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- 30. Suggested Steps 1. Createan accessibility “course” in your LMS. 2. Create 8-10 question quiz on each of the Access eLearning modules (10). 3. REQUIRE your online faculty to complete modules 1 & 2, plus choose 1 or 2 of the additional modules.
- 31. WebAIM, another goodoption
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- 33. Webinars? Yes, they area dime a dozen
- 34. Customized Webinars • Forthe price of one or two seats in many other webinars, get: – the topic of your choice – the date and time of your choice – access for your entire college – Unlimited use of the recorded archive
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- 39. Peer Review Faculty-Driven &Voluntary
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- 43. Do it YourWay • Use your own course design rubric, or mine, or something else. • Pay one fee to have external reviewer work one-on-one with your instructor to improve the course design quality. • Pay only for those courses that have an identified need to improvement.
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- 46. You Already HaveExpectations • The questions are … – How clearly have they been communicated? – How easy are they for the following to find? • Students? • Faculty? • Staff and Administration?
- 47. Have you clearlydefined the following items? • What the college expects from online students. • What online students should expect from the college. • What the college expects from online faculty members. • What the online faculty should expect from the college (administration).
- 48. Setting Expectations • Createa task force – cross-functional • Provide list of topics for discussion • Reserve right to approve final wording
- 49. Example #1 –for faculty • Online Office Hours • Faculty teaching online are expected to maintain office hours for online (distance) students: • Faculty who teach completely online are expected to post information about their available weekly hours within the online course shell, including information to inform the students of the various modes in which the instructor is available to students who need to contact the instructor from a distance.
- 50. Example #1 –for faculty • Online Office Hours • Modes of communication can include, but are not limited, the following: face- to-face on campus, telephone, email, live chat room, instant messaging, webcast or webinar room, Skype or similar Internet calling service, etc.
- 51. Example #2 –for faculty • Class Size Maximums • Maximum class enrollments are not dependent upon the delivery method employed. • Class size maximums are established through the college’s curriculum approval process and per the faculty collective bargaining agreement.
- 52. Example #1 –for students • Online Course “Attendance” • The college expects online students to attend courses on a regular basis. In the online learning system, “attendance” is determined by student engagement with the classroom tools, with other students, and with the instructor.
- 53. Example #1 –for students • Online Course “Attendance” • Students are expected to be aware of the Failure for Non-Attendance policy and how it applies to online courses. • For online courses, students will be assigned an FN if they do not demonstrate attendance by completing scheduled tasks or communicating with the instructor for 14 consecutive calendar days.
- 54. Student expectations • Collegeexpectations: • Student expectations: – First week of class – Course syllabi – Attendance – Course length – Test proctoring – Internet access – Evaluation & oversight – Textbooks & materials – Feedback/response – College communications times – Policies & Conduct Code – Textbook availability – Academic Honesty – Interaction – Netiquette (civility) – Time flexibility – Computer skills – Calendar due dates – Resolving tech issues – Academic support – Course evaluations – Technical support
- 55. Faculty expectations • Collegeexpectations • Faculty expectations – Course design – Course offerings – Teaching loads – Program offerings – Interaction w/students – Evaluation/oversight – Online office hours – New online faculty – Feedback/response – Feedback/response – Final exams – Technology support – Proctored exams – Off-campus faculty – Due dates/times – Professional develop – Sick/Personal leave – I.P. rights/claims
- 56. Five Effective Practicesfor Professional Development - Pick One Barry Dahl Excellence in e-Education