Embed Size (px)
Citation preview
Copyright © Ben Hambelton and Kevin S. Wilson, 2004. This work is the intellectual property of the author.
Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires
written permission from the author.
Evolving Faculty Evolving Faculty Development and SupportDevelopment and Support
Ben Hambelton and Kevin S. Wilson
Boise State UniversityAcademic Technologies
Case Study: Bridging the Chasm
ObjectivesIncrease use of new-media
technology by mainstream faculty.Develop and deliver training.Establish facilities to support practice
and development with new-media tools.
Create online resources to connect early adopters with mainstream faculty.
Case Study:
ObjectivesIncrease the number of faculty with
the skills to infuse technology into the curriculum.
Enhance access and quality by developing online versions of general education core courses.
Provide technical skills training and support for students.
Case Study:
ObjectivesDevelop 50 hybrid courses combining
the best features of face-to-face instruction with the best features of online learning.
Evaluate the effectiveness of the hybrid courses in comparison with face-to-face courses and with fully online courses.
Experiment with scheduling to maximize facilities use.
High Tech; High Quality; Hybrid
Transform teaching through the appropriate
use of technology to improve learning
outcomes
Transformation
From. . .Teacher centeredPassiveLecture/demoFace-to-face
To . . .Learner centeredEngagingActive learningHybrid
Transformation
Thesis
Provide effective training.Use sponsored projects to create an
enabling environment, which . . .generates a critical mass of
participation, which . . . creates a transformative effect on
the institution and ultimately on teaching.
Stage 1: Provide Effective Training
Effective Training
Faculty must know what is possible.Faculty must master the technology
before reaping more significant benefits.
Training must focus on faculty’s perceived needs.
Training must provide opportunities for immediate application.
Effective Training: Chasm
ActivitiesInstructional-problems
questionnaireTraining needs surveyInstitution-wide infrastructure
assessmentSummer Instructional Technology
Institute
Effective Training: Chasm
Best Practices in Adult TrainingAdult developmentStaff developmentPlanned changeMotivation theory
Guide to Best Practices in Training Instructor Guides and Templates
Effective Training: Chasm
Awareness - know what is possibleDemonstrations / Examples of effective
practice“Teaching with Technology” newsletterOnline tutorialsOnline database of instructional
softwareOnline database of innovative practices
Effective Training: ChasmSkills Training and Instructional Design
Effective instructional design isn’t taught to faculty; it emerges from reflective application.
Effective instructional design can be modeled.
Pedagogy can be embedded in skills training, but the real payoff comes with application.
Effective Training: CoreOnline
Immediate Application: Graduated Development Model1st Semester: training
2nd Semester: web presence
3rd Semester: interactive web
4th Semester: pilot online course
5th Semester: refine and revise
Effective Training: H3 Hybrid Project
Experiential 8-week hybrid seminar
Course design processActive learning strategiesStudent perspective
Immersive8-week development institute
Full-time course developmentPeer reviewConsultant reviewMedia trailersPedagogy workshops and technology demonstrations
Stage 2: Create an Enabling Environment
What is an Enabling Environment?
Robust technical infrastructureNetwork/classroom equipmentAccess to desktop development
equipment and softwareCourse-management systemAssistance and consultation
What is an Enabling Environment?
Supportive PoliciesIntellectual-property policiesCopyright guidelinesPromotion and tenure policiesFlexible assignmentsTechnology Strategic Plan
What is an Enabling Environment?
Supportive Administrative ProceduresOnline and web-enhanced servicesHelp desks (drop in, online, and telephone
support)Student preparation and support services
E-Learning at Boise State: Online Orientation
Introduction to E-Learning at Boise StateCourse notes and identifiers
What is an Enabling Environment?
Public Recognition and RewardsPromotion and Tenure: credit for use
of technologyRecognition from administrationPublicity, on campus and offIncentives and support: stipends,
laptops, release time, Student Technology Assistants
Communicated priorityFood
Creating an Enabling Environment
Principal strategy:Develop strategic institutional
initiatives aimed at specific curricular targets or specific audiences
Benefits of Institutional Projects versus Individual
Initiatives
Individual Initiatives
“1000 flowers bloom”
Unrestrained creativity
Diverse projectsSense of
empowermentRewards initiative
Lacks Sustainability
Barrier removalLow ImpactLimited
replicabilityEngages only the
early adopters
Institutionally Sponsored Initiatives
Barriers and impediments are addressed institutionally.
Policy can be altered or created.Bureaucracy can be made to yield to
reason.Resources are more willingly invested.Public success is an important priority.
Institutionally Sponsored Initiatives
Clearly communicate priority and importance.
Vest ownership and responsibility across the institution.
Generate facilitative responses.Enlist those who would otherwise not
participate.
Case Study: CoreOnline
Institutional SponsorshipGeneral education coreProvost sponsorshipDean’s involvementDepartment ownershipInstitutional responsiveness
Case Study: CoreOnline
ResultsInfrastructure improvementsPolicy changesProcedure improvementsSupport servicesPublicity and recognitionContagion
Creating an Enabling Environment
Key ElementsGain genuine central administration
sponsorshipIdentify a target of significance and
valueProvide critical incentives and supportRemove perceived barriersProvide public recognition
Case Study: CoreOnlineLeadership of chief academic officersGeneral education core curriculumIncentive Combination
Laptop computer with softwareStipendSupport
Removal of perceived or actual barriersInfrastructure improvementsPolicy and procedures adjustedFaculty MentorsStudent Technology Assistants
Recognition
Effect of the Enabling Environment
Creates necessary and sufficient conditions to support contagion.
Stimulates early and middle adopter groups.
Generates a critical mass of participation.
Generates a new wave of innovation and experimentation.
Enabling Environment + Institutionally Sponsored
ProjectsInstitution is transformed in the
processInformal social/learning spaces
(Intellectual Communities Project)
Enabling Environment + Institutionally Sponsored
ProjectsInteractive Learning Center
Enabling Environment + Institutionally Sponsored
ProjectsStudio D
New language (web-enhanced, hybrid, virtual)
Model For Faculty Development
Stage 1: Foundation of effective trainingStage 2: Creation of an enabling
environment through institutionally sponsored projects
Stage 3: Generation of a critical mass of participation
Stage 4: Transformation of the institutionStage 5: Advancement through new
sponsored projects and continued trainingStage 6: Transformation of practice
Model For Faculty Development
Transformation of the Institution
Critical Mass+ Sponsored Initiative Transformation of Learning
Enabling Environment+ Sponsored Initiative Critical Mass of Participation
Skilled Faculty Demand for Enabling Environment
Effective Training Skilled Faculty
Evolving Faculty Evolving Faculty Development and SupportDevelopment and Support
Ben Hambelton and Kevin S. WilsonBoise State University
Academic [email protected]
