faculty self-assessment: preparing to teach online
DESCRIPTION
Presentation at the 14th Annual Sloan-C International Conference on Distance LearningTRANSCRIPT
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Carol McQuiggan, Penn State University-Harrisburg Lisa Byrnes, Penn State University Linda Futch, University of Central Florida Larry Ragan, Penn State University
The 14th Annual Sloan-C International Conference on Online Learning
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• Background • Changes • Pilot Project Results • Current Status • Discussion
The 14th Annual Sloan-C International Conference on Online Learning
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• Identified core competencies for online instructors o Baseline technical, teaching, organization, and
communication skills • Promote eLearning through a faculty self-
assessment tool o Determine their readiness for online teaching o Link them to appropriate resources to fill in the
identified gaps
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• Complete analysis of pilot project feedback • Add citations/links to recommended resources • Programmer to make recommended changes • Complete Creative Commons license • Add to Penn State Online website • Add to Sloan-C website • Tool will remain online for one more week at
https://online.ist.psu.edu/facultySelfAssess/
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1. Have you ever taught online? Yes 80 responses 66.1% No 41 responses 33.9%
2. How did you find using the self-assessment tool? Easy 103 85.8% Neither easy nor difficult 14 11.7% Difficult 3 2.5%
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3. Which aspects of the self-assessment tool did you find most difficult to use? • Scrolling • Answer options • Contrast
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4. Were there any questions that were unclear? • All were clear (67) • Would like to see more or different choices (13) • Responses needed a middle ground as a choice • Publisher resources (4) • 1st question led in a certain direction
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5. Which question/response provided you with the MOST valuable feedback and why? • All helpful (21) • Time management (14) • Planning & organization (8)
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6. Which question/response provided you with the LEAST valuable feedback and why? • None (15) • Computer technology (7) • Time management (6) • Personality (5) • Organization (5)
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7. Are there other elements of online teaching that you felt are missing from the tool? • Support
o Institutional - technical, training, library o Program/dept - shared resources
• Assessment/feedback • Community/discussion facilitation • Material preparation
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8. Which one of the following actions would be most valuable to you after completing the self-assessment? Receiving a score to reflect level of preparedness to teach online 40, 35.4% Emailing the results to myself 30, 26.5% Printing the results 19, 16.8% Saving the results 17, 15.0% Emailing the results to someone else for reflection and consultation 7, 6.2%
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9. Did you find the results supported your general personal feelings of your readiness to teach online?
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10. Is there anything else you would like to share with us about your experience with the self-assessment tool?
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• Distribution of handouts • In small groups of 4 or 5, review issue identified in
the pilot feedback • One person from each small group record points of
discussion on paper • Reconvene with sharing of major points
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Discussion Points 1. Which questions do you feel need DIFFERENT choices? Which questions need MORE choices? ("Other" as a choice is not an option since it cannot be scored.)
2. What needs a definition (e.g., publisher resources)?
3. Where is a language adjustment needed, especially in the feedback? (e.g., "You're a pro!")
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• The tool will remain online for another week https://online.ist.psu.edu/facultySelfAssess/
• Post resources to del.icio.us using tag of facprofdev
• Additional comments/suggestions? [email protected]
The 14th Annual Sloan-C International Conference on Online Learning