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| Description: | Successfully serving up any web-based course management system requires empowering educators with dramatically different styles. Designing for variation in faculty instructional and learning styles is essential. The “Buffet Model” (developed by instructional designers at Georgia State University) evolved from real-world experiences with hundreds of faculty during our transformation to more web-based learning. The process and techniques used to satisfy the variety of faculty needs is presented in a lively, interactive format. |
| Presentation Format: | Oral |
| Topic: | Empowering educators: Professional development models and methods |
| Target Audience: | Course Designers, Faculty and Other Instructors, Senior Administrators, E-learning Managers, K-12 Educational Staff |
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users |
| WebCT Version: | |
| Abstract Text: | Based on experience at Georgia State University, the presenters interact with participants to reflect on the process and techniques of the Faculty Buffet Model in four steps: 1. Identify and articulate the relevant differences in faculty instructional styles and learning styles. Instructional styles differ in the methods and approaches each faculty member takes toward the design and delivery of their individual courses. Concern for faculty learning styles in addition to instructional styles acknowledges that we must nourish dual roles for faculty as learners and instructors in the transformation to web-based learning. 2. Identify strategies to involve faculty as early as possible in the planning phase as well as the design of faculty learning followed by system implementation. The faculty involved should be representative of the relevant differences identified. Nourishing relationships with these “early-adopter” faculty members with full appreciation of their differences is critical. 3. Participants collaborate and build a matrix of instructional and learning styles which includes generating ideas for alternative learning interventions. 4. The presenters interact with participants to rapidly sketch a design and implementation of multiple learning interventions (including what worked at Georgia State University) to offer different faculty a “buffet” from which to select and customize how they learn the use of WebCT Vista. |
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