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Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction July 9 th , 2014 Sloan-C Blended Conference Tanya Joosten, @tjoosten, and Dylan Barth, @dylanbarth University of Wisconsin – Milwaukee [email protected] | [email protected]
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Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Aug 17, 2014

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Education

Tanya Joosten

Presented at Sloan-C Blended Conference, Denver, CO, 7.9.14.
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Page 1: 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 – [email protected] | [email protected]

Page 2: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

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

Page 3: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

About UWM Online

Page 4: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

What is blended?

Page 5: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

A Backwards Design Approach to Evaluation

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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

Page 7: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

F2F is not the gold standard

Focus on the process…the

pedagogy

Inputs

Page 8: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Define a good blended and online course

Define pedagogical

model

Design a faculty development

program

Process

Page 9: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Step 1: Defining effective

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

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Good course

Higher retention

• Quizzes and exams• Projects and papers• Overall

Better grades on assessment

• Future enrollments

Satisfied students

Learning

Engaging

Enrollments

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Pedagogical model

Content• Text• Images• Audio• Video

Interactivity• Discussions• Groups• Feedback

Assessment• Written and oral examination• Discursive• Portfolio

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Content

Page 14: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Interactivity

Page 15: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Assessment

Cognitive

AffectivePsychomotor or

Behavioral

Individual Group

Projects

Discussions

Writing

Quizzes

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Step 2: Facilitating success

Page 17: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

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?

Page 18: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

UWM’s faculty development

Page 19: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

• 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

Page 20: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Experience

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F2F 13 hrs

Online 1F2F 23 hrs

Online 2 F2F 33 hrs

Showcase

3 hrs

Post-Program

Blended

Page 22: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Backwards design

Page 23: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Active learning

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Practice-based

Page 25: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Participant Self-Reflection

Progressive Participant Evaluation

Facilitator Self-Reflection

Summative Participant Evaluation

Program evaluation

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Step 3: Documenting success

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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?

Page 28: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Did it work?

CC Flickr katherine.a

Page 29: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Course evaluation

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Course evaluation

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Student Evaluation Data

Course evaluation

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Course evaluation

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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

Page 34: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Audience

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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

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Collecting

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Analyzing

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Dissemination

CC Flickr bengray

Page 39: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Human ResourcesCC Flickr Vandy CFT

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Timeline

CC Flickr zamboni.andrea

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ChallengesCC Flickr EverExplore

Page 42: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Questions

Page 43: Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction

Thank you!

Tanya Joosten, [email protected], @tjoosten

Dylan Barth, [email protected], @dylanbarth