Preparing to Teach... a Model for Training Faculty

  • View
    287

  • Download
    0

Embed Size (px)

DESCRIPTION

This session presents five of the underlying principles guiding the approach used in the Preparing To Teach Online and Hybrid courses at Madison College. This presentation was presented at the Madison College Flexible Learning Conference on October, 18, 2013.

Text of Preparing to Teach... a Model for Training Faculty

  • 1. Preparing to Teach... A Model for Training Faculty 5 Underlying Principles Guiding our Approach Mike Meloy and Jennifer Lewis Madison College Flexible Learning Conference October 18, 2013
  • 2. Who are we? CETL Fellows, facilitators of PTTH/O classes Classes result of VP of Learner Success request to develop something in 2007 Courses focus: o Skills for success o Quality course development/facilitation
  • 3. Madison College Definitions: Online courses deliver education using the Internet for self-motivated students who wish to learn in their own environments, rather than on campus, using a computer to connect with the instructor and other course participants. Although these classes have a specific schedule, and have specific start and end dates, they do not require participants to meet on campus. They may require supervised or proctored exams, labs, and activities, depending on the subject matter and instructors design. Online courses are demanding; students must manage time well and be self motivated to be successful. Hybrid courses at Madison College combine the best of traditional face-to-face teaching with innovative online learning methods. Students will be expected to attend scheduled face-to-face class sessions, but the number and/or length of the classroom time will vary depending on the nature of the course and the instructor. As little as 1/3 or as much as 3/4 of the traditional classroom instruction will be replaced with the online instructional methods. The online instruction component will promote student engagement through enhanced interaction with course material. http://madisoncollege.edu/definitions
  • 4. What is PTTO? TOPICS: END PRODUCTS: Defining the Online Classroom Online Syllabus Designing the Online Learning Experience Welcome Letter Course Organization Self-defined Final Project Instructor's Presence Experience with Web 2.0 tools Copyright and Academic Integrity Issues Managing the Online Classroom Online Learning Activities Online Teaching Philosophy
  • 5. What is PTTH? TOPICS: End Products: Defining Hybrid Learning at Madison College Hybrid Syllabus Analyzing the Hybrid Learning Environment Hybrid Learning Activity Adapting Learning Activities for Hybrid Learners Facilitation Methods and Logistics Academic Integrity Issues Curriculum Construction and Creating Hybrid Learning Activities Hybrid Teaching Philosophy Experience with Web 2.0 Tools
  • 6. 1) Follow and Model Best Practices Teaching methods Facilitation, interaction and communication Course design and assessment http://intranet.madisoncollege.edu/forms-db/forms/Course_Quality_Standards.pdf
  • 7. Modeling Best Practices: PTTH Our Approach: Course Navigation Bridge F2F and Online Three types of activities Image: http://commons.wikimedia.org/wiki/File:Stanley_compass_1.jpg
  • 8. Modeling Best Practices PTTO Our Approach: Overall Course Design Creating Online Community Instructor Presence and Role Three types of activities Image: http://commons.wikimedia.org/wiki/File:Cairn_3.jpg
  • 9. 2) Create Student/Instructor Centered, Relevant Courses Making an in demand course Aid in course creation Relevant deliverables
  • 10. Crafting a Relevant Course: PTTO Our Approach: Online Student Experience Discuss and Reflect Develop Online Deliverables o Welcome Letter o Online Syllabus o Final Project (self-defined) Image: http://www.flickr.com/photos/vitroids/4560252444/
  • 11. Crafting a Relevant Course: PTTH Our Approach: Embed and Reflect Develop a Hybrid Toolbox o Syllabus o Hybrid Learning Activity o Backwards Planning o Course Audit o Hybrid Learning Plan Image: http://plus.maths.org/content/sites/plus.m aths.org/files/puzzle/2012/hammer.jpg
  • 12. 3) Emphasize Process, Engagement, and Interactivity Web 2.0 tools used to enhance, not drive the classroom Shift focus away from content and delivery (shoveling content online)
  • 13. Process, Engagement, and Interactivity PTTH Our Approach: Work Backwards Mind the weave Image: http://en.wikipedia.org/wiki/Tais
  • 14. Process, Engagement, and Interactivity PTTO Our Approach: Focus on learning activities Match tools to activity Photo: http://www.flickr.com/photos/birgerking/4580358381/
  • 15. 4) Diversify Assessment Strategies and Activities Addressing different Learning Styles Aids in increased engagement
  • 16. Diversifying Assessment in PTTO Our Approach: Universal Design: o Content representation o Action and Expression knowledge o Engagement - easiest in PTTO recruit interest, sustain effort o http://www.udlcenter.org/aboutudl Photo: http://www.flickr.com/photos/katerha/5241746230/
  • 17. Diversifying Assessment in PTTH Our Approach: Facilitating Every Student Varied content and assessment Image: http://www.flickr.com/photos/dougbelshaw/4100721032/ Blooms Taxonomy: The Pegagogical Wheel
  • 18. 5) Promote Active, Engaged Learning Focus on the students learning needs Applied learning and critical thinking Knowledge retention http://madisoncollege.edu/in/about-active-learning
  • 19. Active Learning in PTTH Our Approach: Use multiple active learning techniques in each class ttp://madisoncollege.edu/in/active-learning-activities h The Human Wiki The Gallery Walk The Jigsaw Image: http://farm8.staticflickr.com/7096/7172836245_4604990036_o.png
  • 20. Active Learning in PTTO Our approach: Use diverse learning activities each week Small Group Discussions Case Studies Wikis Photo: http://www.flickr.com/photos/budslife/1771179517/
  • 21. For More Information on Flexible Learning at Madison College Flexible and Online Learning Website: http://madisoncollege.edu/in/flexible -online-learning To register for PTTH/PTTO: http://madisoncollege.edu/in/cetl