A Model for Effective Training of Online Faculty Bill Rugg Mark Harris Schoolcraft College Distance and Distributed Learning Livonia, MI ©Schoolcraft College, 2004

Why Credential? Ease transition to online teaching Equip faculty with tools to succeed Ensure consistent quality Enforce culture of continuous improvement

Brief History Adopted in faculty contract 2002 First launched in December 2002 To date more than 70 faculty have completed the process Increased offerings to meet demand

Overview Current 12-week format evolved over first three offerings Four trainers: instructional design, help/support, general ed/assessment, and faculty Three hour sessions Session List

Usability Instructional Resources Scholarship of Teaching & Learning

Usability E xploring Blackboard S etting up the staff profile E stablishing the common course structure C reating the user interface P utting it All Together; Creating the Orientation

Instructional Resources Finding resources and media Discovering Schoolcraft’s Digital Library Resources Selecting Reusable Learning Objects

Scholarship of Teaching & Learning Integrating Student Learning Outcomes and Course Assessments Incorporating Discussions & Teamwork Assessing Students Instructional delivery: Running Class

Next Steps Central role for student learning outcomes Mentoring program Modularizing Online availability Intermediate and advanced tracks  Group work  Streaming media

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