Transformation of the Online Instructor

Michael Wilkinson

wilkinwm@slu.edu

Saint Louis University

25th Annual Conference on Distance Teaching & Learning

Online Faculty Development Online• Online Teaching Certification (OTC) created

for full- and part-time teachers • Pathway to higher education teaching is

experiential

• Graduate teaching assistant

• Working with a mentor

Online Faculty Development Online• Pathway to online teaching is technical

training

• CMS or LMS

• ICT training

Online Faculty Development Online• Profile of the effective teacher:

Well organized Efficient

Task oriented Knowledgeable

Verbally fluent Aware of student developmental levels

Clear Enthusiastic

Self-confident Confident of student abilities

Friendly and warm Encouraging and Supportive

Attentive Accepting

Hold high expectations

“Can do" attitude

(Cruickshank, D.R)

Online Faculty Development Online• Profile of the effective teacher:

Knowledge of content Knowledge of pedagogy

Knowledge of assessment (formative & diagnostic)

Instruction engages students

Collaborates with colleagues

Modifies instructions for different learning styles

(Higher Education Opportunity Act (HEOA))

Online Faculty Development Online• Profile of the effective teacher:

(Chickering & Gamson)

Encourages staff-student contact

Encourages cooperation among students

Encourages active learning

Provides prompt feedback

Encourages time on task

Communicates high expectations

Respects diverse talents and ways of learning

Effective Implementation Online

1. ENCOURAGES STAFF-STUDENT CONTACT• Introductions• E-mail• Announcements• Virtual office hours• Chat• Discussion forums• Personalized feedback

Effective Implementation Online

2. ENCOURAGES COOPERATION AMONG STUDENTS• Discussion forums• Team Projects• Peer reviews• Learning community (shared resources)• Study Groups• Others

Effective Implementation Online

3. ENCOURAGES ACTIVE LEARNING• Internet exploration e.g. Web quests• Inquiry/discovery• Case studies• Problem solving• Writing• Journals

Effective Implementation Online

4. PROVIDES PROMPT FEEDBACK• Automatic grading of tests, quizzes,

discussion forums• 24/7 responses• Peer review• Q & A after each course module• Virtual Grade book• Rubrics • Online interactive self-scored tests

Effective Implementation Online

5. ENCOURAGES TIME ON TASK• Deadlines• Timelines• Focused discussions• Expanded learning• Re-tests/re-writes• Others

Effective Implementation Online

6. COMMUNICATES HIGH EXPECTATIONS• Syllabus• Challenges• Encourages improvement• Praises & recognizes excellence• Model desired behavior• Best effort gets the best grade• Others

Effective Implementation Online

7. RESPECTS DIVERSE TALENTS AND WAYS OF LEARNING

• Vary formats, PPT, images, video, audio• Assess for different learning styles• Encourage self-directed paths• Recognize and accept diverse backgrounds

and experiences• Provide an even playing field (open

discussion)• Respond to students as individuals• Use the students own words in responses

8.Other Best Practices:

• Practice good pedagogy• Don’t overuse technology • Over communicate• Make applications to real world • Use Webquest, Blogs, Web resources• Use library e-Reserve• Maintain personal & social presence• Reinforce reading and good writing skills• Praise student’s work• Keep high standards

Online Faculty Development Online• Profile of the effective Online teacher:

Three Themes Emerged…

In relation to the “best Practices”:

1. Course design

Encompasses: Practices 2,5 and 8

2. Instructor Effectiveness

Encompasses: Practices 1,6 and 7

3. Course Management

Encompasses: Practices 3 and 4

Competencies

• Understand online format• Understand online pedagogy• Develop Course Content• Understand Instructional Design• Demonstrate Course Management• Practice use of Technology• Develop Quality Assurances

Competency-Based Model

• Identify “best practices” for online teaching• Present competencies needed to teach

online• Demonstrate how competencies cut cross

“best practices”• Provide examples for implementation• Master competencies with practice• Evaluate practice through peer review.

Format for Model

• Online Delivery• Independent Mastery Approach• Open enrollment• Peer Review• Director of Faculty Development Oversight

Competency #1:

Understand Online Format • Determine time and effort required• Understand the medium (CMS)– Use– Support

• Believe in the outcome• Discover teaching and social presence

Competency #2:

Know Online Pedagogy • Connectivity– Student to student…dialogue– Student to content…active and applicable– Student to instructor… feedback and

communication

• Interactivity– Learning community– Groups– Feedback– Peer Review– Journals

Competency #2:

Know Online Pedagogy Connectivity (engagement)

• Student to student:– Facilitate discussions (do not overly

engage)–Motivate participation– Encourage participation (groups)– Respect– Encourage peer feedback

Competency #2:

Know Online Pedagogy Connectivity (engagement)

– Student to Content:– Additional resources– Creative teaching techniques– Application strategies– Independent online activities

Competency #2:

Know Online Pedagogy Connectivity (engagement) - Student to Instructor:– Facilitate discussions – Encourage dialogue– E-mail– Parameters for feedback– Repeat everything, often– Announcements– Respect– Reflect student ideas

Competency #2:

Know Online Pedagogy – Interactivity:• Learning Community• Groups• Feedback• Peer Review• Journaling

Competency #3:

• Develop Course Content – Build a Course Outline• Course outcomes• Course learning objectives• Course activities• Timelines and Schedules• Assessments

–Write a Syllabus• Detailed instructions• Rubrics• Grading, Attendance and Plagiarism policies• Deadlines

Competency #4:

• Know Instructional Design – Developing Content• Presentation of content–Chunking and modules–Learning style sensitivity–Use of HTML, Images and PowerPoint–Audio and visual–Web quests–Case studies

Competency #4:

• Know Instructional Design – Use of Resources• Copyright issues• Glossary of terms• Reading lists…relevant journals• Pod casts• Web links…to library, writing center,

other sources

Competency #5:

• Understand Course Management– Support and CMS navigation– Student Profiles and records–Welcome and ice breakers– Start and stop dates– Pace and workload – Communicate time commitment– Communication: e-mail and chat– Directions, Assignment submission,

grades

Competency #6:

• Practice Use of Technology– Functionality and Usability• Use of appropriate technology• Navigation on the WWW as well as in

CMS• Graphic elements• Fonts and formats• Color, layout and design• Student support (who, where and when)

Competency #6:

• Practice Use of Technology–Media Elements• Video• Audio• Simulations• Games• graphics

Competency #7:

• Develop Quality Assurances– Standards of conduct (netiquette)– Rubrics– Evaluations (informal and formal)– Open course for preview– Open course for review– Check course web links for access

Cross-cutting Competencies

Understanding Online Format - Competency #1 Practices:

1. Communication5.Time on Task6. Expectations

Cross-cutting Competencies

Understanding Online Pedagogy – Competency #2 Practices:

1.Communication2. Cooperation3. Active Learning4. Feedback5. Time on Task6. Expectations7. Diversity

Cross-cutting Competencies

Develop Course Content– Competency #3 Practices:

1. Communication5. Time on Task6. Expectations

Know Instructional Design-Competency #4 Practices:

2. Cooperation3. Active Learning7. Respect for diversity

Cross-cutting Competencies

Understand Course Management - Competency #5 Practices:

1. Communication

4. Feedback

5. Time on Task

6. Expectations

Use of Technology - Competency #6 Practices:

1. Communication

7. Respect for Diversity

Cross-cutting Competencies

Develop Quality Assurances- Competency #7 Practices:

1. Communication

2. Cooperation

4. Feedback

6. Expectations

7. Respect for Diversity