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(PDF) Shea, P. (2007). Bridges and barriers to teaching online college courses: A study of experienced online faculty at 36 colleges. Journal of Asynchronous Learning Networks, 11(2), 73-128. From abstract, "This paper reports on initial findings from a research study of factors that enable and constrain faculty participation in online teaching and learning environments."

Citation provided in Engaging Faculty thread in Jam.

Author posted in Jam sections from his article to highlight some significant differences that might shape adoption of innovation among faculty: Gender - Two differences were identified with regards to gender. First, female respondents were more likely to report that they were motivated to teach online because online teaching accommodated other life needs (such as child care, transportation, and other family needs). Additionally females identified reduced commuting time or hassle as a motivator more frequently than their male counterparts (Tables 3 and 4). Age - With regards to age, more "mature" faculty (those 45 or over) were more motivated by opportunities to experiment with new pedagogy then were younger faculty (Table 5). Younger faculty were more motivated (perhaps unrealistically) by opportunities to demonstrate competencies important for tenure or promotion that they believed online teaching provided (Table 6). Younger faculty also reported being motivated by other material incentives that might be available for online teaching (Table 7) and were more likely to report that online teaching might be a condition of employment as a motivating factor (Table 8). Full-Time/Traditional versus Part-Time/Non Traditional. - Motivational differences were also identified by the employment status of the faculty. Part-time/Non-Traditional faculty (lecturers,instructors, and adjuncts) were over represented as a group that identified the capacity of online teaching to accommodate other life needs as a motivator for online teaching, while Full-time/Traditional faculty (assistant, associate, and full professors) were under represented in this category (Table 9). Part-time faculty were also somewhat more motivated by the possibility that online teaching could provide more free time for other professional activities and reduce commuting time or hassle (Tables 10 and 11). Parttime instructors were also more motivated by the opportunity to teach a new subject area and b

"(1) How well are students learning? and (2) How effectively are teachers teaching? Classroom Research and Classroom Assessment respond directly to concerns about better learning and more effective teaching. "

By Nick DeSantis on Wired Campus - The Chronicle of Higher Education, January 23, 2012. Article is about Sebastian Thrun, a research professor of computer science at Stanford who has given up teaching to found Udacity, a start-up offering low-cost online classes.

"JISC's new guide Effective Assessment in a Digital Age demonstrates how technology can significantly improve the experience of assessment and feedback. As many higher education institutions are reviewing their assessment strategies, JISC is looking at the transformative effects of technology that increase learner autonomy, enhances the quality of the assessment experience and improves teaching efficiency. "

This is the project page for cPLTL, a '"cyber" evolution of Peer-Led Team Learning (PLTL) to an online format.' From the overview, "PLTL is a model of teaching that preserves the lecture and replaces recitation in science courses with a weekly two-hour session. During these interactive sessions (workshops), six to eight students work as a team to solve carefully constructed problems under the guidance of a peer leader." With web conferencing, students can work virtually.

This project is a wave 1 grantee.

"simSchool is a classroom simulation that supports the rapid accumulation of a teacher's experience in analyzing student differences, adapting instruction to individual learner needs, gathering data about the impacts of instruction, and seeing the results of their teaching." -from About page

"Deep and Surface Approaches to Learning"

"Faculty Adoption of Educational Technology Educational technology support plays a critical role in helping faculty add technology to their teaching"

Franziska Zellweger Moser. 2007. EDUCAUSE Quarterly (EQ) Volume 30 (2007). In depth case studies at three highly interesting but very different universities-MIT, Tufts, and Northeastern- based on interviews about the issue of faculty adoption of educational technology.

The Higher Education Academy (HEA) is a UK organisation that provides services to the higher education sector in order to enhance the quality and impact of learning and teaching. The website offers a Resources Centre section with links to reports and OERs.

On EDUCAUSE. Archived webcast (see link, session archive, on this page) "focused on wider campus efforts rather than encouraging faculty to adopt a single tool." -CP

ANGEL Learning Management System - merged with Blackboard

Mentioned in Integrating into Traditional Systems thread as one of the technologies used at campus where OTTS is being introduced "...challenge is: disparate current practices moving to a common innovation."

By David Gibson and Stacy Kruse in Educause Quarterly (EQ), vol 34(4), 2011. SimSchool is an application that enables pre-service teachers to practice with a classroom simulation.

SimSchool is a wave 1 grantee.