Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

July 9th, 2014Sloan-C Blended Conference

Tanya Joosten, @tjoosten, and Dylan Barth, @dylanbarthUniversity of Wisconsin – Milwaukeetjoosten@uwm.edu | djbarth@uwm.edu

Tech

Enh

ance

d

Blen

ded

Onl

ine

TraditionalSelf-paced

MOOCsFlex

Faculty development programs and pedagogical consultation

Technology training and support

Evaluation and research

About us

About UWM Online

What is blended?

A Backwards Design Approach to Evaluation

Evaluation planning

Input

• Medium (F2F or Online)

• Instructor demographics

• Discipline• Course level

Process

• Defining good blended and online course

• Defining pedagogical model

• Designing faculty development program

Output

• Course level• Program and

Institutional level

F2F is not the gold standard

Focus on the process…the

pedagogy

Inputs

Define a good blended and online course

Define pedagogical

model

Design a faculty development

program

Process

Step 1: Defining effective

1. What is a “good” blended course? What pedagogical model facilitates a “good” blended course?

Good course

Higher retention

• Quizzes and exams• Projects and papers• Overall

Better grades on assessment

• Future enrollments

Satisfied students

Learning

Engaging

Enrollments

Pedagogical model

Content• Text• Images• Audio• Video

Interactivity• Discussions• Groups• Feedback

Assessment• Written and oral examination• Discursive• Portfolio

Content

Interactivity

Assessment

Cognitive

AffectivePsychomotor or

Behavioral

Individual Group

Projects

Discussions

Writing

Quizzes

Step 2: Facilitating success

2. What elements and format should be considered in designing and developing a faculty development program?

What opportunities and experiences should be available to help instructors learn effective practices in design, delivery, and teaching blended courses?

UWM’s faculty development

• Ten questions • Designing learning modules• Online vs. F2F - Integration

• Decision rubric for content choices

• Learning objects

Content

• Progressive/summative• Before, during, and after• Self evaluation• Peer evaluation• Student evaluation

Course Evaluation

• Rubrics• CATs• Templates • Traditional formats

Assessment

• Synchronous/asynchronous• Establishing voice• Discussion forums• Small groups

Interactivity

• Managing expectations• Time management• Technology support

Helping Your Students

• Staying organized• Managing workload• Avoiding course and a half

Course Management

Course Redesign

Transitioning to online and

blended teaching

Pedagogy and more

Experience

F2F 13 hrs

Online 1F2F 23 hrs

Online 2 F2F 33 hrs

Showcase

3 hrs

Post-Program

Blended

Backwards design

Active learning

Practice-based

Participant Self-Reflection

Progressive Participant Evaluation

Facilitator Self-Reflection

Summative Participant Evaluation

Program evaluation

Step 3: Documenting success

3. How will you know when faculty are providing quality online and blended courses? What tools or services could be provided for evaluating the effectiveness of online and blended courses? How will quality be communicated to others?

Did it work?

CC Flickr katherine.a

Course evaluation

Course evaluation

Student Evaluation Data

Course evaluation

Course evaluation

Who is your audience?What variables will be

examined?How will the data be collected?

analyzed?How (and where) will the data

be presented?Who will be involved in the

evaluation process?When will the evaluation be

completed?

Evaluation plan

Audience

Input Process OutputStudents Interactivity Students/FacultyDemographics Communication Learning Age Engagement Satisfaction Gender Social Presence Performance Ethnicity Content Student Status Assessment

Course/Institutional Data

Full time/Part time RetentionEmployment Status Drop/Withdrawal RateZip Code Grade Course/Instructor

EvaluationCourse Discipline Course Level Instructor Mode of Delivery

Variables

Collecting

Analyzing

Dissemination

CC Flickr bengray

Human ResourcesCC Flickr Vandy CFT

Timeline

CC Flickr zamboni.andrea

ChallengesCC Flickr EverExplore

Questions

Thank you!

Tanya Joosten, tjoosten@uwm.edu, @tjoosten

Dylan Barth, djbarth@uwm.edu, @dylanbarth