Active and Engaged

Active and Engaged : Developing Exceptional Online & Blended Learning

NORI BARAJAS

Faculty members interested in designing engaging course content should be supported by learning technologies that enhance course design, by policies that promote teaching effectiveness, and with conversations that acknowledge academic validity as well as scholarship.

One Faculty Developer’s Journey

Where can faculty learn online and blended teaching strategies that match their teaching style and discipline?

How can faculty build time into their professional responsibilities to learn engaging online and blended teaching strategies?

What policies would support faculty developing or redesigning online or blended course content?

Choose Your Own Adventure FormatA story in four parts

#Barrier1

#Barrier2

#Barrier3

#Barrier4

Introduce yourself to the members of your table◦ Name + role you play at your

institution or organization

Shhh. Don’t Say the T-word.CHAPTER ONE

Existing ConditionsNEW Center for Teaching & Learning evolved out of the Instructional Technology Unit

Reporting line shifted to Academic Affairs

New Director

LMS recently connected to Registrar/scheduling systems

Annual Bb Week established (LMS)

LMS - Skills DevelopmentYear 1:

Year 2:

Year 3:

Year 4:

Year 5:

Novice

Intermediate

Extreme

NoviceGeneral overview of LMS interfaceSetting up the instructor contact fieldsUploading documents (syllabus)Creating content:• Item• Folder• Items in folders

IntermediateCustomizing navigation barBuilding pagesCreating items as on screen contentFolders vs. Lessons• Nesting content by unit, week, or topicCreating assignment dropboxes

ExtremeBlogsWikis

…The Grade Center

Novice

Intermediate

Extreme

Op

po

rtu

nit

yGrant funding to create a fully online

degree program

Learning Management System

CONVERT

LMS - Skills Development

Online/Hybrid Certification Course – LMS Skills Focus

Year 1:

Year 2:

Year 3:

Year 4:

Year 5:

#Barrier1How does a liberal arts university integrate learning technology into productive academic conversations?

Suggestions for a lively discussion•Select a table member to facilitate discussion by encouraging balanced participation

•Select a table member to record/tweet responses

•Select a table member to keep track of time

•Listen as much as you share

•Share as much as you listen

Op

po

rtu

nit

y

Hybrid and Online Courses

are not

Canvas or

Uploading or

Converting

Developing curriculum for hybrid and online courses is significantly different than developing curriculum for on ground, face-to-face courses.

The PitchDOWNSIDE

Might alienate faculty who prefer “private practice”

Might appear to be evaluative rather than supportive

UPSIDE

Learning outcomes and learning assessments could drive the conversations

Content could be viewed critically for alignment to learning outcomes

Programs could be viewed holistically

Content could be redeveloped with teaching focus

Content could be redeveloped for course type-online/hybrid

Different Course Design Elements-LMS Functions

Getting Started

Organizing Content

Assignment Tool

Communicating with Students

Grouping Students

Discussion, Reflection, and Collaboration

Archive, Export, and Copy

The Grade Center

LMS Skills Development

Online/Hybrid Certification Course

Determine Instructional Purpose – Design the Content

Year 1:

Year 2:

Year 3:

Year 4:

Year 5:

Op

po

rtu

nit

y

Different Course Design Element-LMS Functions

Getting Started

Organizing Content

Assignment Tool

Communicating with Students

Grouping Students

Discussion, Reflection, and Collaboration

Archive, Export, and Copy

The Grade Center

#Barrier2How do faculty develop engaging course content in the hybrid and online environment?

Suggestions for a lively discussion•Select a table member to facilitate discussion by encouraging balanced participation

•Select a table member to record/tweet responses

•Select a table member to keep track of time

•Listen as much as you share

•Share as much as you listen

Create Individualized Professional Development PlanOngoing

Engaging Activities•Active Learning –students engaging with one another AND content

•Require clear, written structure

•Roles for each student

•Steps to each activity

•Feedback loops during group work

•Individual grades/Group grades

•Untethered– where students were

Now I Finally Know What to Do With All My Spare Time.CHAPTER THREE




Year 1:

Year 2:

Year 3:

Year 4:

Year 5:

However…

6030

10

One Liberal Arts College

Teaching Scholarship Service

Teaching?

6030

10


Write a list of all the things that are encompass your teaching responsibilities

University of {x}The Center for Teaching & Learning hereby bestows

<Name>

with a Certificate in

Hybrid & Online TeachingGiven at College Town, California this <day> of <month>, two thousand {xx}.

Noreen Barajas-Murphy

Associate Director

Dean, College of

Education

#Barrier3How can institutions create adequate time for instructors to design and build courses using learning technologies?




Instructional Design as a Service

Year 1:

Year 2:

Year 3:

Year 4:

Year 5:

Mine, All Mine?CHAPTER FOUR

So…60

30

10

One Liberal Arts College


Could a faculty expert use their published content and its adoptions within their discipline as evidence of teaching effectiveness?

Institutions that honor the time needed to develop exemplary digital contentwill fuel innovation

Institutions that honor the time needed to develop digital contentby providing course releases,

course development sabbaticals

or other strategies that build time into professional responsibilities

will fuel innovation

#Barrier4What institutional policies would you advocate for related to faculty who want to distribute their content?




Instructional Design as a Service

Establish stronger, more relevant policies

Year 1:

Year 2:

Year 3:

Year 4:

Year 5:

Faculty members interested in designing engaging course content should be supported by learning technologies that enhance course design, by policies that promote teaching effectiveness, and with conversations that acknowledge academic validity as well as scholarship.

One Faculty Developer’s Journey

In Groups:1. Using established definitions related to online and blended teaching,

determine whether updates to Chaminade's definitions, policies or practices would be recommended;

2. Developing a digital policy (communication, response time, student –student work platform) for inclusion in each course syllabus;

3. Creating a goal for programmatic professional development and plan a schedule for training with benchmarks to determine progress;

4. Selecting a topic from the plenary and creating a program level strategy for implementation.

Active and Engaged

Education

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