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| Thursday, 21 July 2005: 2:30 PM-3:15 PM | |||
| Nob Hill C-D (San Francisco Marriott) | |||
| I-9: Evolving Training from Individuals to Departments. | |||
| Detailed Description: | As e-learning evolves and campuses move from putting single courses online to entire programs, the demand on training resources increases. In following the pattern of the academic units, training needs to be shifted from targeting individual faculty to targeting entire departments. Compounding this fact is that when entire departments move online, it includes some faculty who are not proficient or experienced in applying technology to their teaching. | ||
| Presentation Format: | Showcase | ||
| Topic: | Empowering educators: Professional development models and methods | ||
| Target Audience: | Academic Technology Directors, E-learning Managers, Senior Administrators | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | As e-learning evolves and campuses move from putting single courses online to entire programs, the demand on training resources increases. In following the pattern of the academic units, training needs to be shifted from targeting individual faculty to targeting entire departments. Compounding this fact is that when entire departments move online, it includes some faculty who are not proficient or experienced in applying technology to their teaching. Our aim then was to design and create a training scenario from Needs Assessment to Course Approval and quality control which was replicable across disciplinary boundaries which would also focus on best practices in pedagogy. This session focuses on the system which we developed. Historically, we had assumed a basic technology knowledge and took faculty trainees directly into WebCT and trained them in its use. In our new model, we broke the process down into phases: • Phase 1: Needs Assessment • Phase 2: Good Teaching practices • Phase 3: Issues of Online Teaching and Learning • Phase 4: Course materials development • Phase 5: WebCT Tools • Phase 6: Facilitating Online Courses • Phase 7: Course Building In phases 1-4, faculty trainees are enrolled in a WebCT course as students to gain the experience of the student perspective. Thus, we provide an online learning experience for them prior to their attempt to teach online. In phases 5-6, they are taken through as a group, and in phase 7, they are set up for individual development, and begin to apply their earlier training to their specific discipline. | ||
| Session Leader: | Robert J. Clougherty Institute for Technological Scholarship | ||
| Co-Presenter: | Lauren Neal Tennessee Tech University | ||
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