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George Bradford

Faculty Development Programming: If We Build It, Will They Come? (EDUCAUSE Quarterly) |... - 0 views

www.educause.edu/...163099

policy_development higher-education Faculty Development online learning resources

shared by George Bradford on 20 Feb 12 - Cached
  • Designers of faculty development programs typically rely on commonly held assumptions about what faculty need to know—a constant guessing game regarding what topics to cover and what training formats to use. The resulting seminars, workshops, training materials, and other resources are typically hit-or-miss in terms of faculty participation and acceptance.
    • George Bradford
      George Bradford on 20 Feb 12
       
      This is a statement without warrants - Carol should know better.
  • Research Question 1: With which aspects of teaching online do faculty need assistance?
  • With regard to designing and developing online courses, faculty were most interested in the following topics: Choosing appropriate technologies to enhance their online course (55.9 percent). Converting course materials for online use (35.3 percent). Creating effective online assessment instruments (35.3 percent). Creating video clips (33.8 percent). Determining ways to assess student progress in an online course (33.8 percent). Course delivery topics that held the most interest included: Facilitating online discussion forums (47.1 percent). Building and enhancing professor-student relationships in the online classroom (39.7 percent). Facilitating web conferencing sessions (35.3 percent). Increasing interactions in an online course (35.3 percent). Managing online teaching workloads (33.8 percent). Providing meaningful feedback on assignments (32.4 percent).
  • ...11 more annotations...
  • High-quality interaction and being there for the students is the best way to combat the commonly held misconceptions that online education is impersonal and that online instructors are unplugged from their students.
  • Research Question 2: What format do online faculty prefer for professional development experiences?
  • The format most faculty preferred was informal or self-paced learning. Self-paced materials were requested most often (42.6 percent), followed by informal face-to-face events (41.2 percent) and informal online events (33.8 percent). Requests for formal face-to-face training programs (30.9 percent) and online programs (29.4 percent) lagged behind the other formats. In addition, faculty indicated that the most helpful aspects of professional development events related to teaching online included opportunities to share real-life experiences with their colleagues, to use various technologies including the university's course management system, and to access specific examples and strategies.
  • Research Question 3: Do online faculty prefer certain lengths of professional development experiences?
  • The optimal length of time faculty are willing to spend in professional development for online teaching ranges between a series of short (less than one day) workshops over several weeks (preferred by 20.6 percent) to a single one-day workshop (19.1 percent) and self-paced materials that can be used on an as-needed basis (16.2 percent). When faculty were asked when they would prefer to participate in a professional development experience, they gave a similar range of responses to interest in attendance during the summer semester (preferred by 38.2 percent), the fall semester (33.8 percent), and the spring semester (33.8 percent). The break before the summer semester was also a popular choice (30.9 percent), while the responses for all other breaks between or during semesters ranged between 11.8 percent and 16.2 percent.
  • Research Question 4: What barriers inhibit faculty from participating in professional development experiences related to teaching online?
  • The barrier to participation in faculty development for online teaching cited most often was limited time to participate (61.8 percent). Another barrier was a lack of recognition toward promotion and tenure (26.5 percent). Other barriers to participation included a lack of incentive or reward (20.4 percent), a lack of awareness about professional development opportunities related to teaching online (18.4 percent), and little or no access to these opportunities (12.2 percent).
  • Research Question 5: What incentives do faculty wish to receive in return for participating in professional development experiences related to teaching online?
  • no single incentive captured a majority's interest.
  • Faculty require flexibility to fit professional development into already busy schedules. Of faculty surveyed, 86 percent reported having limited time, which precludes them from participating in some professional development experiences. They are concerned about the time it takes to design, develop, and manage online courses. They are also guarded about the time required to develop their abilities to complete those tasks more effectively.
  • Faculty responses indicate a desire for informal learning opportunities, flexible scheduling, short sessions, and one-on-one support for anytime, anywhere professional development.
    • George Bradford
      George Bradford on 20 Feb 12
       
      Again, unsubstantiated statement (ie without warrants): no argument is made that supports how the responses "indicate" these development venues.
  • George Bradford on 20 Feb 12
     
    Faculty Development Programming: If We Build It, Will They Come? © 2008 Ann Taylor and Carol McQuiggan. The text of this article is licensed under the Creative Commons Attribution-NonCommercial-No Derivative Works 3.0 license (http://creativecommons.org/licenses/by-nc-nd/3.0/). EDUCAUSE Quarterly, vol. 31, no. 3 (July-September 2008) A faculty development survey analyzed what faculty want and need to be successful teaching online By Ann Taylor and Carol McQuiggan The number of courses offered online grows every year, resulting in an increasing number of higher education faculty entering a virtual classroom for the first time.1 It has been well documented that faculty need training and assistance to make the transition from teaching in a traditional face-to-face classroom to teaching online.2 Faculty professional development related to teaching online varies widely, from suggested readings to mandated training programs. Various combinations of technological and pedagogical skills are needed for faculty to become successful online educators, and lists of recommended competencies abound.
George Bradford

edX - Home - 0 views

www.edxonline.org/index.html

policy_development higher-education trends Learning education OER Harvard MIT

shared by George Bradford on 07 Jun 12 - No Cached
  • George Bradford on 07 Jun 12
     
    About edX EdX is a joint partnership between The Massachusetts Institute of Technology (MIT) and Harvard University to offer online learning to millions of people around the world. EdX will offer Harvard and MIT classes online for free. Through this partnership, the institutions aim to extend their collective reach to build a global community of online learners and to improve education for everyone. MIT's Director of the Computer Science and Artificial Intelligence Laboratory Anant Agarwal serves as the first president of edX, and Harvard's Faculty of Arts and Sciences Dean Michael D. Smith leads faculty in developing courses. Along with offering online courses, the institutions will use edX to research how students learn and how technology can facilitate teaching-both on-campus and online.
George Bradford

Selecting a Learning Management System: Advice from an Academic Perspective (EDUCAUSE R... - 0 views

www.educause.edu/...em-advice-academic-perspective

LMS educause selecting policy_development online resources higher-education

shared by George Bradford on 17 Jun 15 - No Cached
  • George Bradford on 17 Jun 15
     
    Although faculty and students are the primary learning management system users, administrators and IT experts often select the system. This article stresses the importance of involving all stakeholders in the selection process, offers a step-by-step guide to LMS selection, and enables readers to develop a customized list of LMS features that align with their institution's instructional and learning priorities.
George Bradford

SEVEN PRINCIPLES FOR GOOD PRACTICE - 0 views

honolulu.hawaii.edu/...7princip.htm

Chickering_Gamson principles teaching good

shared by George Bradford on 31 May 11 - Cached
  • George Bradford on 31 May 11
     
    "Good practice in undergraduate education: encourages contact between students and faculty, develops reciprocity and cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning."
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