EDUCAUSE Annual Conference: Ensuring Quality Workshop
44
Ensuring Quality in Online and Blended Programs October 15th, 2013 Dylan Barth and Tanya Joosten Learning Technology Center, [email protected] University of Wisconsin - Milwaukee
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Ensuring Quality in Online and Blended Programs (separate registration required) Tuesday Oct 15th, 2013 12:30 PM - 4:00 PM Pacific Time Meeting Room 213B Change Timezone DOMAIN: TEACHING AND LEARNING SESSION TYPE: AFTERNOON SEMINAR As the demand for blended and online learning opportunities increases, so does the need to ensure the quality. A recent study reported that "the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano et al. 2012, 128). With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. This workshop will provide a collaborative and interactive opportunity to connect with colleagues to consider and construct how the quality of blended and online programs can be ensured through faculty development and training, evidence of instructional competence, recognition of excellence, constructive evaluation and feedback, and community-building opportunities among instructors and staff.
Transcript of EDUCAUSE Annual Conference: Ensuring Quality Workshop
Ensuring Quality in Online and Blended Programs
October 15th, 2013
Dylan Barth and Tanya JoostenLearning Technology Center, [email protected] of Wisconsin - Milwaukee
Overview
• Introduction to UWM Online
• Breakout activity, questions to ensure quality
• UWM’s processes to ensure quality
• Conclusions
Introductions
University of Wisconsin –MilwaukeeLearning Technology Center (LTC)
Dylan Barth, [email protected] Tanya Joosten, [email protected]
LTC.uwm.edu | [email protected] | @UWMLTC
About us
Tech
Enh
ance
d
Blen
ded
Onl
ine
TraditionalSelf-paced
MOOCsFlex
Faculty development programs and pedagogical consultation
Technology training and support
Evaluation and research
The LTC provides faculty development and pedagogical consultation, technology training and support, and evaluation and research of an array of course delivery modes, including tech enhanced, blended, and online.
What we do?
Delivery modesTe
ch E
nhan
ced
Blen
ded
Onl
ine
TraditionalSelf-paced
MOOCsFlex
Content• Text• Images• Audio• Video
Interactivity• Discussions• Groups• Feedback
Assessment• Written and oral examination• Discursive• Portfolio
Pedagogical considerations
For each delivery mode, there are pedagogical considerations to be made with regard to content delivery, interactivity, and assessment.
The UWMLTC faculty development program and pedagogical consultations with our team guide instructors in making decisions about these considerations.
About UWM Online
What is blended and online for UWM?
Web-enhanced0 - 20%
Blended21 - 99%
Online100%
Blended 121 - 50%
Online withcommensurate
reduction in seat time
Blended 381 - 99%
Online withcommensurate
reduction in seat time
Blended 251 - 80%
Online withcommensurate
reduction in seat time
What are we doing today?
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1. How do you foster faculty awareness and interest in online and blended teaching? How do you motivate faculty to design effective online and blended courses that include pedagogical or technological innovation? What incentives are in place for course redesign?
2. What makes for an effective online and blended learning model? What opportunities should be available to help instructors learn effective practices in design and delivery of online and blended courses? What experiences should be provided to faculty to effectively teach online and blended courses? How can you develop a community of online and blended practitioners on campus?
3. How will instructors know when they are providing quality online and blended courses? How will faculty, programs, or the campus know whether the course was a good course? What tools or services could be provided for evaluating the effectiveness of online and blended courses? How will quality be communicated to the larger campus (e.g., students, faculty, administration, etc.)?
How does UWM ensure quality?
1. How do you foster faculty awareness and interest in online and blended teaching? How do you motivate faculty to design effective online and blended courses that include pedagogical or technological innovation? What incentives are in place for course redesign?
The Information Technology Policy Committee encourages divisions and individual departments to ensure that their tenure, promotion, and merit processes value innovative forms of publication, research, and teaching
2. What makes for an effective online and blended learning model? What opportunities should be available to help instructors learn effective practices in design and delivery of online and blended courses? What experiences should be provided to faculty to effectively teach online and blended courses? How can you develop a community of online and blended practitioners on campus?
UW-Milwaukee Faculty Development Program:
Purpose | Format | Outcomes
Overall purpose or goals
• Design, develop, teach, and advocate for blended courses
• A practical approach – Get started– Redesign course– Develop course material– Acquire teaching skills
Program format
• Taught in a blended format and in multiple formats during the academic year
• Face-to-face meetings and online assignments
– Model good blended practices
– Experience blended course as a student
– Effective teaching model
• Experienced blended teachers are program facilitators
Program Structure
F2F 13 hrs
Online 1F2F 23 hrs
Online 2 F2F 33 hrs
Showcase3 hrs
Post-Program
Program activities
• Presentation, demonstration, small-group activities, facilitator feedback, peer feedback, online discussion, consultation
• Emphasis on faculty “active learning”– Discussing– Questioning– Developing
Main Program Outcomes
1. Start of a redesigned course
2. New teaching skills and knowledge
3. Re-examine both face-to-face and online component
4. Faculty know what to expect
5. Faculty get their questions answered
• Ten questions • Online vs. F2F - Integration• Designing learning modules
• Decision rubric for content choices
• Learning objects
Course Content
• Progressive/summative• Before, during, and after• Self evaluation• Peer evaluation• Student evaluation
Course Evaluation
• Rubrics• CATs• Templates • Traditional formats
Assessment Plan
• Synchronous/asynchronous• Establishing voice• Discussion forums• Small groups
Online Learning Community
• Managing expectations• Time management• Technology support
Helping Your Students
• Staying organized• Managing workload• Avoiding course and a half
Course Management
Course Redesign
Transitioning to blended teaching
Pedagogical meets technical
Specialized workshops
Online and Blended Teaching Group (OBTG)
• User-driven, monthly meetings for sharing questions, concerns, and resources
• Demonstrations, presentations, discussions• Online community of instructors
3. How will instructors know when they are providing quality online and blended courses? How will faculty, programs, or the campus know whether the course was a good course? What tools or services could be provided for evaluating the effectiveness of online and blended courses? How will quality be communicated to the larger campus (e.g., students, faculty, administration, etc.)?
Faculty Development Resources
Peer Evaluation Handbook
Student Evaluation Data
• Enter slides
Certification Program
Communicating Quality
Check out some resources:
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