The Learning Technology Consortium Indiana University ● University of Delaware ● University of Florida ● University of Georgia ● University of North Carolina.
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The Learning Technology ConsortiumIndiana University ● University of Delaware ● University of Florida ● University of Georgia ● University of North Carolina ● University of
Notre Dame ● University of Pittsburgh ● Virginia Tech ● Wake Forest University
Faculty Workshop Strategies
David G. Brown, Wake Forest UniversityNicholas C. Laudato, University of Pittsburgh
Thomas C. Laughner, University of Notre DameJohn F. Moore, Virginia Tech
● Basic Training provided by Library Professionals, in two-hour segments and groups of 5-15, usually around Course Management System routines
● Discipline-Specific Training provided by Computer Specialists within Each Discipline, in groups of 1-5.
● Highly sophisticated programs taught by Campus-wide computer experts, in three-hour segments to “the same” highly motivated group of about 15 faculty members
● Other one-on-one training is done by departmentally based specialists, by specially training students, and by the staff of our multi- media center (in the library)
Getting Faculty to Attend
● Use respected faculty as instructors
● Garner the sponsorship of the Teaching-Learning Center (not the technology center)
● Hold sessions in the library (or a location equally respectable even to reluctant adopters)
● Limit the aspirations of each session, so that faculty leave with a sense of achievement
● Be prepared to take the workshop to a particular department, if asked
Focusing Upon Meaningful Content
● Start from Teaching Strategies, not educational theory & not specific software
● Emphasize first the strategies that are best supported by technology--- i.e. interactive, collaborative, customized learning that is presented in a controversial format with assistance from adjuncts & consultants
● Teach and support the low hanging fruit
● Stress just-in-time sessions centered around the use of a Course Management System (e.g., Blackboard or WebCT)
KISS
Running the Workshops
● Always coffee, soda, and cookies
● Lunch for all day sessions
● Roving support staff who enable the “podium instructor” to keep moving, even when a particular individual needs special help
● Printed material that accompanies presentation
● Computers that are “identical” to the ones faculty will actually be using
● Note to each faculty member’s department chair and dean regarding his/her participation
Other Tips
● Form learning pairs, so that each person has a “buddy” in the group
● Identify an expert who will be ready to assist workshop participants after workshop day
● Ask each department chair to name a faculty member within the department to serve as liaison to the technology training effort
● Recognize that different disciplines use the computer in very different ways, and therefore require different training and help-desk support
Faculty Workshop Strategies
University of Pittsburgh
Nick LaudatoCenter for Instructional
Development & Distance Education
Pittsburgh
GreensburgJohnstown
Bradford
Titusville
University of Pittsburgh
●Founded in 1787
●Five campuses
●Nineteen schools
●Graduate, undergraduate, professional, and continuing education programs
●28,800 Fall-term FTE
●4,100 full- and part-time faculty members
Interactive Television Services
Classroom Engineering
Academic Testing Services
Instructional Media Services
Manuscript Production
Video Production
Electronic Graphics and Design
Photographic and Electronic Imaging
Services
Instructional Computing
Faculty Instructional Development LabInstructional Design
● Lunch often includes short presentation by faculty
● Graduate student tutors coach participants. Also help synthesize during project times
● Handouts remain available on-line. Manuals and software subsidized as needed
Other Tips
●‘Blitz Week’ before semester starts: 90 minute sessions all day long; drop-in
●Many workshops taught by same people who will provide assistance afterwards
●Expand workshop enrollment to include staff and graduate students, to broaden value and strengthen support for your program
Let’s Hear From YOU!
● Questions and Comments Related to the Presentations
● On an index card, write one word to identify the category of your “effective practice” (i.e. getting vs running vs focusing vs other). Then, describe your faculty workshop practice that you believe others might wish to consider (give your card to one of us at the end of the session)
● Put your email address on the sheet that is being passed around if you would like to receive a copy of the ideas that you and others have put on the cards.