7+Fac+dev+program+design

Just as an instructor's approach to course redesign must consider learner needs and capabilities, instructor preferences, departmental and institutional constraints, and so on, so must faculty developers consider what program models and components will have the greatest impact. It is also important for faculty developers to set up feedback mechanisms (again, in parallel to the formative assessment of learner success and formative evaluation of course redesign we would encourage faculty to build in) to faculty development programs.

Components of a faculty development program to help faculty move online may include many elements. Keep in mind that these may be homegrown, borrowed/adapted from other institutions, incorporated from free resources from groups such as Educause or Sloan-C, and outsourced to fee-based external organizations:
 * technological and pedagogical in-person workshops
 * longer-term in-person, blended, or online institutes and courses (see examples below)
 * synchronous online webinars
 * podcasts, screencasts, videos, and online tutorials
 * job aids, checklists, and rubrics for faculty reference in using technologies and designing courses
 * other online asynchronous resources and activities (e.g. example courses and "sandboxes" in a learning management system)
 * online communication with peers and experts (e.g. discussion boards, listservs, social networking tools)
 * participatory online resources such as wikis, databases, repositories, social bookmarking, or LMS-based courses
 * flyers and websites featuring effective practices, narratives, and learning stories of faculty and students
 * brown-bag or hosted lunches
 * faculty/professional learning communities
 * technology-oriented users groups
 * faculty-led presentations and events
 * faculty peer mentoring programs
 * instructional design consultants available for 1-1 or small group consultation, in person, via phone, or online via email, IM, chat, web conferencing, or other tools
 * incentives such as stipends, release time, technologies (such as laptops)
 * programs with incentives may also have particular deliverables expected of participants/fellows
 * targeted support for particular programs, departments, or colleges
 * support for faculty conducting inquiry on redesign effectiveness, including Scholarship of Teaching and Learning

These should be selected in accordance with the needs of your instructors, the institutional context, and the resources and expertise most readily available. See below for more on needs assessment as well as example resources and programs.

This file for download: [|Faculty and Distance Education: Development, Tenure, and Promotion (PDF)] is a policy brief from DistanceEducator.com. The third section (pp. 17-22) contains a good overview of different components of a faculty development program oriented around increasing faculty capacity for distance education.

The following download is a short snip from the literature review in Jim Julius' dissertation on instructional technology-oriented faculty development in higher education: [|Faculty Development for Enhancing Learning (DOC)] It contains a quick summary of research-recommended practices in this regard, as well as an overview of theories and models of the change process in educators who are adopting technological and pedagogical innovations.

Needs Assessment
http://net.educause.edu/ir/library/pdf/EQM0835.pdf Article from Penn State on the faculty development needs and experiences of instructors teaching online courses. Includes a review of surveys used by four other institutions to assess faculty development needs.
 * Faculty Development Programming: If we build it, will they come?**

[|Fall_07_ITS_survey.pdf] This survey encompassed a range of questions about faculty needs and interests for support related to instructional technologies. Some questions specifically gauged interest in teaching in hybrid and online modalities; others addressed the faculty development topics and delivery methods which instructors were most interested in.
 * SDSU Faculty Survey on Instructional Technology Support**

Online Resources and Courses
This instructional module shows instructors how to take an Online Course through 4 Levels of “Online”-ness to become a fully online course. The four levels of "Online"-ness (defined in the module as integration of the course with a course management system/learning management system) are:
 * Converting Your On-Ground Course to an Online Course** - Brenda Kerr, Mid Tennessee State University ([|http://mtsu32.mtsu.edu:11327])
 * 1) Web-supported or Web-presence, in which only course materials, handouts and grades are online, but class activities are face-to-face
 * 2) Web-enhanced courses, in which course materials, handouts, grades, and some class activities are online
 * 3) Hybrid, blended, or web-centric courses, in which course materials, handouts, grades, some recorded lectures, and some class activities (including games and lab demonstrations) are online
 * 4) Web-based or full web courses, in which everything is online

"Essentials is a self-paced faculty development workshop designed to ensure you possess the foundational knowledge required to develop and deliver a web-enhanced course. 'Web-enhanced' courses are those UCF courses that utilize the Internet to enhance the face-to-face class meetings. These courses do not reduce the requirement for students to attend class sessions (such as W and M courses)."
 * University of Central Florida** **online courses for faculty**
 * Essentials** - [|http://reach.ucf.edu/~essentials/]

"a non-credit online course for faculty that models how to teach online. The purpose of this course is to help you succeed as you prepare to deliver an //existing// online course at UCF! ... ADL5000 addresses many (but certainly not all) of the important pedagogical, logistical, and technological issues involved in delivering effective online courses. The time commitment for this faculty development course is not inconsequential, in that it will require a **minimum of 35 clock hours**."
 * adl5000** - Advanced Distributed Learning For Technology-Mediated Course Delivery - [|http://reach.ucf.edu/~adl5000/]

"an award-winning, non-credit course for faculty ... that models how to teach online using a combination of seminars, labs, consultations, and Web-based instruction. The time commitment for this course is not inconsequential, in that it will require a **minimum of 80 clock hours**. The purpose of this faculty development course is to help you succeed as you develop and deliver your online ("W") or mixed-mode ("M") courses."
 * idl6543** - Interactive Distributed Learning for Technology-Mediated Course Delivery - [|http://reach.ucf.edu/~idl6543/]

http://www.ion.uillinois.edu/courses/ "The MVCR series of online faculty development courses is designed to help faculty members acquire skills and knowledge needed to teach online."
 * Illinois Online Network - Making the Virtual Classroom a Reality**

http://sloan-c.org/certificates Many higher education institutions "outsource" the major portion of their faculty development prepra to these Sloan-C certification programs.
 * Sloan-C Online and Blended Teaching Certificates**

http://www.le.ac.uk/cc/rjm1/etutor/index.html Resources and guidance intended to be "as relevant to those introducing an element of elearning to a 'traditional' course as for those who support distance elearners."
 * What is e-Learning and How to become an e-Tutor**

Example university sites of faculty development programs for blended/online instruction
"Participants learn the principles of good course design and apply them to a traditional, face-to-face (F2F) course that could be delivered as a hybrid (part-online, part F2F) course. Using hybrid delivery to demonstrate best practices of hybrid teaching, this workshop is open to any UMBC instructor ..." See more UMBC ideas and resources associated with a 2008 EDUCAUSE presentation: http://connect.educause.edu/Library/Abstract/HowtoRedesignaCourseforHy/47475
 * University of Maryland-Baltimore County** - http://www.umbc.edu/oit/hybrid/training/

"There are three significant features that make UNT's course redesign "Next Generation": The instructional model that has emerged in the first three years of course redesign involves a significant amount of experiential learning in a blended environment of small and large-group face-to-face [F2F] meetings accompanied by a highly interactive online environment."
 * University of North Texas** - http://qep.unt.edu/Content/Home/index.html
 * Student Learning Outcomes (SLO) are at higher cognitive levels.
 * Use of an interdisciplinary [|Community of Practice] guides and enables the redesign process.
 * The goal is to implement a rigorous [|assessment] of each redesigned course.

"Teach Online is an evolving site about pedagogy and techniques for fully online courses and for "hybrid" in person courses with and online component. The site is maintained by the Virtual University Design and Technology Group at Michigan State University."
 * Michigan State University** - http://teachvu.vu.msu.edu/public/

"The Designing Online Learning-Centered Environments (DOLCE) program will assist faculty teams in redesigning high-enrollment and bottleneck courses for online or blended learning delivery in a manner that retains academic quality, efficient use of faculty time, and focus on learning-centeredness."
 * Cal Poly Pomona - Designing Online Learning-Centered Environments** - [|http://www.csupomona.edu/~dolce/]

"The Course Design Institute is a program for faculty interested in redesigning their courses to take advantage of educational technologies to improve student learning outcomes by improving pedagogy, logistics, and efficiencies in large and small enrollment courses."
 * SDSU - Course Design Institute** - http://cdi.sdsu.edu