uncovering the promise of faculty success online lawrence c. ragan, ph.d. penn state’s world...
TRANSCRIPT
Uncovering the Promise of Faculty
Success Online
Lawrence C. Ragan, Ph.D.
Penn State’s World Campus
NERCOMPBoston 2005
Program Agenda1:00 Program Introductions and Expectation Setting
Presenter and Participants . . .
1:30 Elements of Faculty Success
2:30 Team Assignments I
3:00 BREAK
3:30 Team Report Outs
4:30 Summary and Evaluations
Introductions
• Lawrence C. Ragan . . .
Desired outcomes . . .
• Participants . . .
Elements of Faculty Success
What are the critical elements that must be in place for faculty to
succeed in the online environment?
To be successful in the OLE faculty need . . .
BRAINSTORM ACTIVITY
• motivation . . .
The Right Stuff . . .
• . . . are sincerely committed to providing a quality learning experience for their students
• . . . are willing to take risks and carry through when failure occurs
• . . . thrive in new “dynamics” of online learning
• . . . interested in doing things differently
Skills and Competencies
• Pedagogical skills of online learning
• Technical skills
• Changing dynamics of the online classroom
– Social (individual and group)
– rules of balance (student-to-student and students & faculty)
– time and place
External Motivation/Incentives
• Monetary rewards
• Academic rewards and recognition
• Promotion and tenure
• Self-serving (saving faculty time, increasing flexibility)
• Balanced/reasonable workload
Internal Faculty Motivation
• Understanding why/what brings faculty to the OLE
• Addressing motivational needs
– experimentation
– increasing quality of instructional experience
– increasing financial returns
Internal Faculty Motivation
• Want to improve teaching and learning
• Want to address specific course issue
• Want to reach new audiences
• Want to increase income
Support Services
• Instructional design consultation
• Technical support (for both faculty & students)
• Advising/counseling
• Administrivia
• Infrastructure
• Teaching (GAs/TAs)
Team Assignment
Challenges and solutions
Elements and Strategies
• Select one or more element
– See next page for list
• Briefly describe the issue
• Identify potential solutions
• Report out . . .
Elements• Internal Faculty Motivation• Support Services• External Motivation/Incentives• Skills and Competencies• The Right Stuff• Faculty Workload Management• Instructional Support Services (working
w/faculty in course production)
Strategies for Managing the
Online Workload Ways to keep faculty engaged
RESEARCH PROBLEM
• Real or perceived barrier to faculty participation in online learning:
Online education is MUCH MORE WORK than face-to-face instruction
SMOW Project Purpose
To identify and refine those strategies, techniques, and methods that enable
faculty to manage their workload in the online teaching and learning environment
Workshop Outcome
Create a document which captures the most effective workload management strategies for an online environment in order to help
faculty manage the online teaching workload
Categories for Strategy Teams
from Survey• Authoring Strategies
• Teaching Strategies
• Revision & Improvement Strategies
• Institutional Strategies
• New category: Support Services
Review Team
• New teams were arranged to review the output of the prior teams
• Add/modify/refine strategies
Workshop Results
• Collection of strategies organized into four categories (8 to 11 strategies/category)
• Includes
– Brief description of the strategy
– Benefits
– Limitations
– Effectiveness rating
Authoring Strategies• Adopting a course development model,
• Identifying and acquiring existing learning resources,
• Establishing and distributing reusable templates,
• Providing the course author with a sample online course,
• Providing students with specific instruction for assignments,
• Applying project planning and management methods to the course development process,
• Establishing a course development team,
• Designing balanced instructional activities
• Finalizing one module or unit before developing the remainder of the course,
• Developing rubrics for each graded student assignment, and
• Creating a learning object database
Teaching Strategies• Clarifying and enhancing students’ technical skills before
registration,
• Providing a detailed syllabus,
• Defining the operating parameters of the course,
• Creating feedback rubrics,
• Establishing a routine,
• Incorporating a learning management system for recording course transactions,
• Fostering group dynamics within the course,
• Beginning the course with an activity that encourages interaction, and
• Establishing consistent, effective methods of electronic communication
Revision & Improvement Strategies
• Projecting the volume and frequency of revision necessary and budgeting accordingly
• Conducting multiple evaluations of the courses,
• Conducting a pilot run or initiating an expert internal review before release of the course,
• Managing the revision cycle as an integral part of the course,
• Developing methods for managing dynamic course elements (updates),
• Inviting student feedback at the close of the course,
• Developing and maintaining a course history,
• Involving the original course author in the revision process, and
• Rewarding students for reporting errors in the course material
Institutional Strategies• Ensuring faculty access to instructional design and systems support,
• Providing adequate faculty development opportunities,
• Providing technical support for faculty and students,
• Providing an adequate learning management system,
• Establishing institutional parameters for online operation,
• Integrating institutional administrative systems and tools,
• Providing clear institutional policies on intellectual property rights,
• Defining the role of online education in the mission of the institution,
• Developing institutional policy for compensating and rewarding faculty and academic units, and
• Providing copyright and permissions support and policies
