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
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Evaluating the Effectiveness of Faculty Development Programs for Blended Instruction
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
• 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