WebQuest+-+Faculty+Support

=Moving from a Face-to-Face to an Online Learning Environment= A WebQuest for CSU Teaching for Student Success Designed by Jim Julius (SDSU) and Kevin Kelly (SF State) jjulius@mail.sdsu.edu, kkelly@sfsu.edu

Introduction | Task | Process | Evaluation | Conclusion | Credits



Introduction
This workshop WebQuest was developed for faculty and faculty developers as part of the CSU Teaching for Student Success Train-the-Trainer event. Related to putting class materials, activities and assessment strategies online, the WebQuest will help participants identify needs of various campus constituents; course models, pedagogies, and technologies to address those needs on different sized campuses; and faculty development program designs to make it all happen.

Why put classes online?
There are many drivers to put some or all of a class online. For example, today's students require flexibility. Flexibility might mean the ability to watch a recorded lecture if they cannot attend the classroom lecture, to do class assignments after work or after putting kids to bed, or to communicate with classmates asynchronously. This workshop will focus primarily on the teaching and learning related drivers to move classes or class activities online. The course redesign process can improve both teaching and learning, while putting a course online has the potential to reduce costs. The Why f2f->online? wiki page includes several resources that explore theory and research behind why students, faculty, and institutions might be interested in course redesign for increased online learning.

Is there a right way to put a class online?
There are quite a few ways to put a class, or elements of a class, online. Most of these methods work, but it is recommended to choose a method that works best for a given set of circumstances. Variables to consider include, but are not limited to:
 * How much time does each faculty member have to transform his or her class design? Short timelines may require using pre-fabricated materials, while longer timelines may allow for innovation or for moving online in stages.
 * How prepared is each faculty member to facilitate online activities or an entire online class? Putting the environment together is only the first step.
 * How will the online format affect students' ability to succeed? You must help faculty determine how much technology (hardware and/or software) students will need to meet class objectives.
 * What is the appropriate amount of online activity? There are critics on both sides of this issue. Some feel that online activity is not equivalent to classroom seat time plus time required for class work and assignments. Others feel that online activity requires more effort and goes beyond what is expected in traditional face-to-face classes. It is important to help faculty members find a good balance with respect to workload. The notion of //optimizing// student and faculty time suggests that faculty carefully consider which teaching and learning activities are best undertaken in an online environment, and which may be better face-to-face, and designing their course accordingly.

This workshop WebQuest will guide you through strategies to help faculty members make the right decisions for their specific situations. 

Task
This workshop WebQuest will be conducted in two stages: 
 * First, you will start out in //**similar-campus**// groups based on the size of your actual institutions. Within these groups, each member will select a campus constituency role (Student, Faculty Member, Support Staff, Administrator).
 * Then, you will break into //**same-role**// groups. These //**same-role**// groups will (a) research what constitutes "readiness" for students, faculty, or the institution to engage in online learning at different levels, and (b) determine how to improve online readiness from your role's perspective. At the end of the first stage, you should have a summary of readiness needs for your role, and possible methods to meet those needs.
 * Finally, with the information found in the research process, you will rejoin your //**similar-campus**// group. The //**similar-campus**// groups will (a) compile and compare the readiness improvement elements (course models, pedagogies, technologies) necessary for the different roles on the mock campus, (b) determine which elements are appropriate and possible, and (c) create faculty development program design strategies for a mock campus. At the end of the second stage, you should have a summary of readiness needs for all roles at the mock campus of that size, along with ideas about faculty development strategies to help meet those needs.
 * Throughout your work time, in addition to collaborating with your groups, you may consult with Jim and Kevin. To chat with Kevin, go to http://blackboard.sdsu.edu and log in with the username/password provided by Jim. Enter the CSU Demo course and then click on the VoiceDirect link in the menu at left.

Process

 * Introduction - 20 minutes

Part 1 - Research (//Same-role// groups) - 45 minutes** > (**Workshop session: 5 minutes**)
 * 1) You will begin the workshop session as part of a mock campus that roughly reflects the size of your own campus. (You may wish to pick a non-CSU California city of appropriate size to call yourselves.) Within this //**similar-campus**// group, you will each choose a different role to play from the following list: Student, Faculty Member, Support Staff, Administrator.
 * If you are assigned the Student role, you are responsible for considering the needs of different types of student, such as traditional/non-traditional, graduate/undergraduate, etc.
 * If you are assigned the Faculty role, you are responsible for considering the needs of different types of faculty, such as lecturer/tenure-track/tenured, faculty who have different technology ability levels, faculty of different disciplines, etc.
 * If you are assigned the Support Staff role (you could be a faculty mentor or staff member, depending on campus), you are responsible for considering both pedagogy support and technology support issues.
 * If you are assigned the Administrator role, you are responsible for considering the administrative issues (e.g., budget, policy) that arise for various people on campus, such as provost, dean, chair, curriculum approval committee, academic senate, etc.
 * 1) Once you break into //**same-role**// groups, your first task is to determine your role's needs with respect to online learning at your mock campus. To do this, these //**same-role**// groups will research what constitutes readiness to engage in online learning.
 * Divide the appropriate resources available on that page among group members for individual research. (**Workshop session: 10-15 minutes**)
 * Next, you will collectively create a list of common and high priority needs for the role your group represents. (**Workshop session: 5 minutes**)
 * Finally, your group will identify one or more ways to meet each need. As a group review course models, pedagogical practices, and technologies. (You can split up the review if you are short on time.) Which ones seem appropriate? Discuss as a group, but document this list individually, since you will need it when you return to your **//similar-campus//** group. (**Workshop session: 20-25 minutes**)


 * Part 2 - Compilation (//Similar-campus// groups) - 50 minutes**
 * 1) Return to your //**similar-campus**// group. Compare your lists of (a) common and important needs, and (b) what your "same-role" groups identified as methods to meet those needs. Are there any conflicts? Are there any alignments? (**Workshop session: 15-20 minutes**)
 * 2) Create a master list of //**similar-campus**// needs. Identify commonalities or appropriate course models, pedagogical strategies, and technologies. (**Workshop session: 15-20 minutes**)
 * 3) Finally, your group will outline a faculty development strategy for your mock campus. Based on the needs of the different roles, what would work best for Students and Faculty? How will Support Staff manage the load? What will Administrators do to support the effort? Is the strategy simple or complex? Short-term or long-term? (**Workshop session: 15-20 minutes**)


 * Wrap-up and Sharing - 30 minutes**
 * 1) Each //**similar-campus**// group will present an overview of its faculty development strategy and what (or whose) needs it addresses. If you were to draw a diagram to depict your strategy, what shape(s) would emerge? (e.g., inverted pyramid: one strategy serving four sets of needs; cube: four interconnected strategy elements serving four sets of needs; network map: complex strategy to serve needs; etc.) (**Workshop session: 10 minutes per mock campus**)



**Evaluation**

 * The mock campus groups may use this rubric to evaluate their faculty development strategies as they are created. (E.g., identify gaps, missing elements)**
 * ~  ||~ Beginning - 1 ||~ Developing - 2 ||~ Accomplished - 3 ||~ Exemplary - 4 ||~ Score ||
 * Faculty development strategy addresses different roles' needs || Plan addresses the needs of only one role. || Plan addresses the needs of two roles. || Plan addresses the needs of three roles. || Plan addresses the needs of all four roles. ||  ||
 * Plan outlines potential Course model(s) || Plan does not outline course model(s) suggested to implement the faculty development strategy. || Plan vaguely outlines course model(s) suggested to implement the faculty development strategy. || Plan fairly clearly outlines course model(s) suggested to implement the faculty development strategy. || Plan clearly outlines course model(s) suggested to implement the faculty development strategy. ||  ||
 * Plan outlines potential Pedagogical strategy(ies) || Plan does not outline pedagogical strategy(ies) suggested to implement the faculty development strategy. || Plan vaguely outlines pedagogical strategy(ies) suggested to implement the faculty development strategy. || Plan fairly clearly outlines pedagogical strategy(ies) suggested to implement the faculty development strategy. || Plan clearly outlines pedagogical strategy(ies) suggested to implement the faculty development strategy. ||  ||
 * Plan outlines potential Technology(ies) || Plan does not outline technology(ies) suggested to implement the faculty development strategy. || Plan vaguely outlines technology(ies) suggested to implement the faculty development strategy. || Plan fairly clearly outlines technology(ies) suggested to implement the faculty development strategy. || Plan clearly outlines technology(ies) suggested to implement the faculty development strategy. ||  ||
 * Plan addresses time and resources necessary to implement strategy** || Plan does not state how long or what resources it will take to implement the faculty development strategy. || Plan vaguely states how long or what resources it will take to implement the faculty development strategy. || Plan fairly clearly states how long and what resources it will take to implement the faculty development strategy. || Plan clearly outlines a timeline and list of resources necessary to implement the faculty development strategy. ||  ||



Conclusion
Throughout this workshop WebQuest, you have had the opportunity to:
 * Explore relevant technologies, pedagogies, and evaluation resources related to moving a class or parts of a class online
 * Identify examples, resources, case studies, and/or research which may be compelling for faculty in your local context
 * Reflect on lessons from educational change theory and practice
 * Consider and select elements of a faculty development program supporting course redesign for blended and online learning

Certainly, this workshop is too brief to cover everything related to creating blended and online learning experiences. We hope that it serves as a well-rounded introduction to the topic and that you contact us with additional resources you may find as you continue your work.



Credits & References
We all benefit by being generous with our work. Permission is hereby granted for other educators to copy this WebQuest, update or otherwise modify it, and post it elsewhere provided that the original authors' names are retained, along with a link back to the original URL of this WebQuest. On the line after the original authors' names, you may add //Modified by (your name) on (date)//. If you do modify it, please let us know and provide the new URL.

Last updated 11/05/2008. Based on a template from [|The WebQuest Page]