A Two-Phased Approach to Online Faculty Development 1 2 3 4 5 A Two-Phased Approach to Online Faculty Development Brief introductions – Heidi & Amber Vector image courtesy of freepik.com Presented by: Heidi Schroeder & Amber C. Lee University of South Florida, Sarasota-Manatee

Faculty Professional Development 1 Goals & Objectives 2 3 4 Use Basic Canvas Functions 5 Design and develop course easy for students to navigate Amber – Analysis of the problem – tell our story Heidi – Goals for our PD program - Locate educational technology tutorials and assistance Participate in Peer Review & Continued Course Improvement

Faculty Professional Development Goals & Objectives Activity #1: Identify Program Objectives Working individually, use page 2 of your workbook to determine the essential elements of a professional development program for your home institution. 1A. Start brainstorming freely for a few minutes with the concept map provided (mind map/ clustering/ cloud mapping) 1B. Next, review the ideas generated in the concept map and then use the numbered list area to identify and write down your top priorities H – Introduce the activity – Work as an individual or with others from your institution Part A – 3 min Part B – 2 min A- Wrap-up Image courtesy of flaticon.com

Level 1 Course 1 2 3 4 A 5 B C D Canvas Certification Faculty Feedback Level One is a two-week online course specific to our Learning Management System that models an effective online course design. This course jump-starts new faculty teaching online. 3 4 A 2 Week Course Faculty Feedback 5 “I liked that the assignments could be used to generate a template for a course that we can actually use in the future.” “All modules are very useful and related to daily teaching tasks.” “I found the course extremely helpful. I have not utilized Canvas to a high degree in the past; but now that I am more familiar with the options available to me, I will incorporate new resources and gain additional expertise.” B Administered in Canvas A – Overview of C3 C Self-paced D Models Course Design

Destination: Quality Matters Review (DQMR) Level 2 Course 1 Destination: Quality Matters Review (DQMR) 2 Level 2 is a hybrid course that includes synchronous meetings and self-paced online instruction. Faculty who participate in the Level 2 course meet regularly with an Instructional Designer to develop or re-design their online or hybrid course. 3 4 A Semester Course Feedback 5 B Focus on Alignment “These lessons are critical to improving my online courses.” “Thanks to this I will be applying what I learned in preparing my course for external Quality review.” “Content was interesting and presented in different mediums.” Includes Tools & Technology H – Overview of DQMR C Includes Consultation with Instructional Designer D

Active Learning Why is it important? 1 2 3 4 5 Assessment items Active learning gives participants the opportunity to gain hands-on experience with the tools and strategies discussed in the course.  Assignments allow them to demonstrate what they learned and receive meaningful feedback from the Course Facilitator. The assessment items in our workshops help faculty enhance their online courses by building content and assessment items within Canvas, creating a comprehensive course plan, and identifying areas for future course improvement. 5 A – Share highlights of Active learning research mary everett

Canvas Skill Builder Create Canvas Course Shell Include Getting Started Info Add Variety of Assessments Amber – first example of active learning incorporated in our courses. Describe the activity. Ask participants to look at the objectives for C3. Which objectives align with this activity? Organize Modules

Course Alignment Plan Course Objectives Module Objectives Content Learning Activities Assessment Module 1 (Sample) Explain components and applications of critical thinking, ethics, and leadership Identify the elements of leadership Compare and contrast leadership elements with Critical Thinking. TED Video How Great Leaders Inspire Action MLK I Have a Dream speech pp. 14-21 of Elder & Paul Make a list of the qualities you believe are characteristics of successful leaders. Develop a Venn Diagram to compare/contrast Discussion Board: In what ways do the points in this week’s TED contradict your learning about C.T.? How would you merge the concepts? Module 2 Heidi – Describe this activity – completed in the first half of DQMR. Which of the objectives for DQMR align with this activity? Completed during first 3 weeks of Destination: Quality Matters Plan identifies alignment and serves as a map for collaboration

Course Improvement Plan Learning Objectives Overview & Introduction Assessment & Measurement Instructional Materials Course Activities & Learner Interaction Course Technology & Learner Support Accessibility & Usability Improvement Plan addresses all 8 Quality Matters General Standards Completed during the last 3 weeks of the Destination: Quality Matters course Participants review their own course and identify areas for improvement Heidi – Describe this activity – completed in the last half of DQMR. Which of the objectives for DQMR align with this activity? Participants peer review with a colleague from the course

Faculty Professional Development Active Learning Activity #2: Identify Hands-On Activities Working in a small group, use page 5 of your workbook to identify hands-on activities and assessments that meet the identified objectives from activity #1. Be ready to share with the larger group one idea that was generated by your small group. A – Introduce Activity Work in small groups. Share 1 of your objectives. Brainstorm with your group activities that could help you to assess the objective and incorporate hands-on/active learning activities (10 min) Wrap –up H – talk; A – Write (5 min) Image courtesy of flaticon.com

Successes, Challenges, & Solutions 1 Successes, Challenges, & Solutions 2 3 4 5 Heidi – Talk about A – C Amber – Talk about D & E This Photo by Unknown Author is licensed under CC BY-ND This Photo by Unknown Author is licensed under CC BY This Photo by Unknown Author is licensed under CC BY-NC-ND Shared vision and terminology between Instructional Design support and faculty/instructors Timeline for class initiation & “Perfect” course length Potential Participants “Don’t know what they don’t know” Incentive for continued participation Faculty take the Student Perspective This Photo by Unknown Author is licensed under CC BY-NC

Faculty Professional Development Successes, Challenges, & Solutions Activity #3: Generating Solutions What successes and challenges have you faced at your own institution? Use page 6 of your workbook to take notes from the group discussion or to chart your own ideas. Successes Challenges Solutions   H – Talk – A – Type (about 5 min) Image courtesy of flaticon.com

Thank you for coming! Please connect with us by email or the TOPkit forum. Heidi Schroeder, Instructional Designer schroederh@sar.usf.edu Amber C. Lee, Instructional Designer aclee@sar.usf.edu Joint wrap-up Vector image courtesy of freepik.com