itc12 five effective practices for elearning professional development
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Five Effective Practices for Professional Development
Pick One
Barry DahlExcellence in e-Education
XLENTS.com
BarryDahl.com
“Best” Practices?
“Best” Practices?
Effective Practices• Or… Promising Practices• Or… Practices that don’t
totally suck• Or… Practices that don’t
totally suck out loud!
Effective Practices for PD• Professional Development for–Online faculty–Online administrators–Instructional designers and technologists
How would this change for online?
Can we please move on?
#1For Administrators
CCOBLA.org
CCOBLA.org Community
What is CCOBLA?
Focused
CollaborationSharing
1st CCOBLA Conference• Not a traditional conference –
very hands on and interactive• 2 days w/small group (25-50)
Topic: e-Learning Quality
#2For Everyone
Conference Comes to You
CCTY – Possible Presenters
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
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
End result of CCTY• In a nutshell…• You provide the facility and the attendees•We do all the work•Learning ensues
#3For Faculty
Accessibility TrainingParticularly for Online Faculty
Accessibility TrainingBut your faculty
probably don’t need that, right?
No big deal?
Are you sure?
Access eLearning
GeoTech GRADE Project
GRADE Fact Sheets
Suggested Steps1. Create an 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.
WebAIM, another good option
#4For Everyone
Webinars?
Yes, they are a dime a dozen
Customized Webinars• For the 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
Example Webinar #1
Example Webinar #2
Example Webinar #3
#5For Faculty
Peer Review
Faculty-Driven & Voluntary
#6For Faculty
ExternalCourse Review
One-on-One Coaching
Do it Your Way• 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.
#7For Everyone
Expectations
Great Learning Tool
You Already Have Expectations• The questions are …–How clearly have they been
communicated?–How easy are they for the
following to find?• Students?• Faculty?• Staff and Administration?
Have you clearly defined 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).
Setting Expectations• Create a task force – cross-functional• Provide list of topics for discussion• Reserve right to approve final
wording
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.
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.
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.
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.
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.
Student expectations• College expectations:
– First week of class– Attendance– Internet access– Textbooks & materials– College
communications– Policies & Conduct Code– Academic Honesty– Netiquette (civility)– Computer skills– Resolving tech issues– Course evaluations
• Student expectations:– Course syllabi– Course length– Test proctoring– Evaluation & oversight– Feedback/response times– Textbook availability– Interaction– Time flexibility– Calendar due dates– Academic support– Technical support
Faculty expectations• College expectations– Course design– Teaching loads– Interaction
w/students– Online office hours– Feedback/response– Final exams– Proctored exams– Due dates/times– Sick/Personal leave
• Faculty expectations– Course offerings– Program offerings– Evaluation/oversight– New online faculty– Feedback/response– Technology support– Off-campus faculty– Professional develop– I.P. rights/claims
Five Effective Practices for Professional Development
- Pick OneBarry Dahl
Excellence in e-EducationOr TWO!!
SEVEN
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