Developing Faculty to Teach Online Badge of Skill Developing Faculty to Teach Online Hui-Ya Chuang Julio Rodríguez Ruslan Suvorov Stephen L. Tschudi Center for Language & Technology U. Hawai‘i at Mānoa CALICO 2015, U. Colorado at Boulder 5/28/15 9:45am Wolf Law 206

Challenges (1) Teacher development in technology/CALL (e.g., Mishra & Koehler, 2006; see LLT’s latest issue) rather than faculty development Self-paced rather than facilitated faculty development Faculty development in instructional technology (generic, ITS) vs. language technology (specific, LRC) Integration of 21st century skills in professional development

Challenges (2) Challenges with faculty development for online instruction in the college: lack of time for faculty’s professional development; no due recognition from the administration; lack of understanding of the differences between F2F and online instruction; limited understanding of affordances and constraints of technologies for online instruction.

Challenges (3) These challenges can be met by designing a professional development program that allows for: efficient use of technology to deliver instruction (blended/online); customized instruction in the specific institutional/disciplinary context; social cohesion through the use of live sessions and/or social media; enlisting the administration to provide professional incentives for faculty; different scheduling options for participation; synchronous (facilitated) and asynchronous (self-paced) elements in design of the series.

Institutional Context changing role of language centers; college policies for online learning (faculty are mandated by the college to fulfill one option); college needs not met by generic workshops. Julio college policy (2 options) increased demand for online courses + college needs not met by generic workshops / other technology courses available at the whole-campus level focus on language teaching and learning: e.g. examining interaction is particularly important (different from generic PD)

Assumptions online teaching is a team effort (instructional design, technology, language pedagogy, graphic design, videography, etc.) development is discipline specific faculty need development (typical low exposure to online learning) need for recognition (digital badge) Online teaching is a “team” effort (instructional design, technology, language pedagogy, etc.) Development is context / discipline specific (TPACK) → for any given tool, don’t just discuss the tool; rather, discuss the tool’s BEST USES in the specific discipline, e.g., chained communicative tasks in online forums for communicative language practice faculty need development (typical low exposure to online learning) need for recognition (digital badge)

General Description of the Series Purpose To learn the basic principles of online course design, and tools that serve different purpose in online teaching. Participants will work on their course outline but are not required to build an entire online course during the session. Structure & Focus Content Development (session 1 - 3) Interaction (session 4 - 5) Technology (session 1 - 6)

The Participants How comfortable do you feel about designing an entire online course (1=very uncomfortable, 6=very comfortable)

The Participants Fall 2013 to Spring 2015, 57 participants registered. Background info: 59% do not feel comfortable about designing an entirely online course 51% have never participated as a student in a completely online course 72% have never taught a completely online course 30% have never taught using Laulima (Sakai) 49% have taught using Laulima (Sakai) more than 3 times 35% do not feel comfortable about teaching an online course

Key Components “Online Course Outline” blueprint document Online Course Review System + guidelines Learner orientation site + PLN tool browser Badging system, specific tasks to get badge

Key Components “Online Course Outline” blueprint document Online Course Review System + guidelines Learner orientation site + PLN tool browser Badging system, specific tasks to get badge

doc is evidence for granting of badge Key Components “Online Course Outline” blueprint doc Google Doc template doc passed to user (as owner) doc shared with facilitators feedback & revision doc is evidence for granting of badge

Key Components General info Course goals and learning objectives “Online Course Outline” blueprint General info course description, typology Course goals and learning objectives Assessment plan types (diagnostic/formative/summative), formats, rubrics Course content organization, segmentation, sequencing Student orientation plan Resources (libraries, collections, texts, OERs) Interaction types Technology needs

Key Components “Online Course Outline” blueprint document Online Course Review System + guidelines Learner orientation site + PLN tool browser Badging system, specific tasks to get badge

Key Components Online Course Review System + guidelines Rubric for Online Instruction (ROI), Chico State University Instruction Design Tips for Online Learning, Joan Van Duzer, Humboldt State University Adaptations from Iowa State University Quality Guidelines for Online Courses

Key Components Online Course Review System + guidelines

Key Components Online Course Review System + guidelines

Key Components Category 1: Learner Support and Resources Online Course Review System + guidelines Category 1: Learner Support and Resources Category 2: Online Organization & Design Category 3: Instructional Design & Delivery Category 4: Assessment & Evaluation of Student Learning Category 5: Appropriate and Effective Use of Technology Category 6: Student Feedback

Key Components “Online Course Outline” blueprint document Online Course Review System + guidelines Learner orientation site + PLN tool browser Badging system, specific tasks to get badge

Key Components Learner orientation site + PLN tool browser

Key Components Learner orientation site + PLN tool browser

Key Components “Online Course Outline” blueprint document Online Course Review System + guidelines Learner orientation site + PLN tool browser Badging system, specific tasks to get badge

Key Components Badging system & tasks

Key Components Badging system & tasks

Key Components Badging system & tasks

Key Components content Badging system & tasks Complete your Google Site page responding to the document “Things to Consider“ Review the “Designing Collaborative Workshops” course using the Online Course Review System Request a course in Laulima for your course development Embed Google Site into Laulima content

Key Components interaction Badging system & tasks Submit a VoiceThread message (see instructions in the video) Complete the “Interaction” section in your Things to Consider document using the categories from the “Planning for Interaction” document Participate in Hālāwai live session Participate in the Laulima discussion “Thinking about interaction in your course“ interaction

Key Components technology Badging system & tasks Create a Google Site and submit the URL here Annotate an image and post it in your Google Site Record a short video of yourself, upload it to your YouTube account, and embed your YouTube video in your Google Site Manage Google Drive Apps technology

Key Components Badging system & tasks

Plans for the Future Improve through design-based research Maximize online components Create advanced version Idea: improve through design based research Data: focus group in 2014 (transcribed)