1. A MOOC: Way to Introduce Faculty to Student-Centered Learning
Dr. Donna Harp Ziegenfuss
Dr. Cynthia Furse

2. Session Objectives: At the end of this session, you will have:
Identified lessons learned from this flipped MOOC design project and action research study for faculty development
Discussed what triggers a rethinking of teaching practice?
Reflected on and participated in discussion about how evaluation strategies (ex. CBAM) used in this MOOC, could be adapted to evaluate other innovative teaching practices and initiatives

3. Rethinking Teaching Practice What are some triggers, opportunities, or instances you have seen or witnessed that you thought helped faculty rethink their teaching practice? Why do faculty decide to change how they approach teaching?
Preparing instructors to re-think how they teach is one way to transform the teaching/learning paradigm. This presentation will focus on a MOOC about teaching a flipped course and how it was used to help instructors change their teaching conceptions. Strategies used, data collected, and research findings will be shared.

5. NSF TUES Grant Project (#1245904)
Driven by one faculty convinced of benefit of flipping
Interest in research university & community college curriculum development partnership
Initially focused on training for experienced STEM faculty but attracted interest from many other disciplines and instructor levels – resulted in the design of the MOOC format for all faculty
What Were We Really Trying To Do?
Engage faculty in rethinking how they teach?
Improve how student learn? Empower faculty and students for success!
Engage students and faculty in the learning process?
What else? … What would you want to get out of a MOOC Learning Community?

6. “Backward Design” Course Design Approach
Engage faculty in re-thinking: how they design and implement instruction (Fink, 2003/2013; U of U, 2012)
Connect faculty to the educational literature: how people learn, pedagogical innovation, not just using technology (Koehler& Mishra, 2005)
Provide flexible opportunities for interacting with each other, problem solving, & mentoring each other in a learning community (Cox, 2001; Wenger, 2002)
Develop integration of existing support services, strengthen partnerships built on faculty needs

7. Grounded in pedagogy literature
Round 1
Sp 2014 course:
Grounded in pedagogy literature
Active learning
Quality course design practices
The assessment cycle
Mentoring and support as they flipped their classroom

8. Round 2: “Flip & Chips” Su 2014
Round 2: “Flip & Chips” Su 2014
Model the flipped environment – 2 F2F sessions & online
Shorter session and more room for self-directed learning
Provide opportunities for sharing – developing community
Use to engage interest for more comprehensive sessions

9. The MOOC Experiment
Gathered Information: about the needs of instructors flipping their classrooms and about – what do faculty and students say?
Experimented with how to use a MOOC for educational development
Created an Experiential Experience: helping participants think, do and reflect as they planned and taught ‘flipped’

10. Shorter session and more room for self-directed learning
Round 3: MOOC Fall 2014
Shorter session and more room for self-directed learning
Provided opportunities for sharing and developing community at the international level
Resulted in the richest experience due to interdisciplinary approach

11. Still 6 weeks – but more time per module to really read-do-reflect
Round 4: MOOC Spring 2015
Still 6 weeks – but more time per module to really read-do-reflect
Integration of course design and assessment into all 3 modules
Organized by the structure of a flipped course (pre-class – video creation, then in-class)

12. MOOC Faculty Demographic Data
Participants from Africa, Australia & South Pacific, the Caribbean, Central America, Asia, Eastern Europe, Western Europe, Middle East, North America, South America
College faculty, K-12 teachers, non-profit organizations, instructional designers, corporate trainers, students, graduate students, unemployed
<1% were 13-18; 3% were 19-24; 21% were 25-34; 24% were 35-44; 29% were 45-54; 18% were 55-64; 5% were 65 and older
65% female; 35% male

13. MOOC Data Collection Why they took the MOOC course
Type of learner identified (active /passive)
What their goal is for this course
How it helped them reach their goals
49% Enjoy learning about topics that interest them
43% As Active Participants
38% to learn about flipping
Broadened understanding of flipping
12% curious about MOOCS
32% As Passive Participants
30% improve their teaching practices
I can do it now – improved confidence
9% Want to try out Canvas
13% As Observers
10% learning to teach others
Can create a video
9% Like an online format
12% as Drop Ins
8% professional development
Gave me new things to think about
8% To gain skills for a new career
5% conducting research on MOOCs or flipping
Better idea on what I would like to change about my teaching
6% Gain skills for a promotion
5% want to learn about Canvas
Clarify research research questions for me
5% Enjoy being part of a community
4% learn more about integrating technology
Want to learn more or continue learning

14. What did faculty say they got out of the MOOC?
I have a better understanding of how I would like to change my teaching system.
… I've been aware for a long time that I have not received enough education in teaching, and I've wanted to address that. … In some ways, this material helped me improve on things I didn't know I needed to improve, like learning outcomes taxonomies! Who knew!
Now I feel confident to flip my classes better by taking this course LL
I now have references and material I did not have before taking this course. The experience was very significant
It made me stop and reflect on teaching; here in Italy we are talking/discussing a lot about key competences for life, assessment/ evaluation of our teaching activity/ the whole system of education; 'what's behind' flipping is of great value & benefits my students.
It has broadened my understanding of a flipped classroom, I was exposed
to areas in learning I
had not yet explored
the course helped me to clarify many questions that I have in my research in terms of technology and education

15. Lesson Learned #1: It Is Not Just About The Technology Used to Flip
Importance of Flipped Pedagogy and Technology Integration:
TPACK

16. Lessons Learned About Faculty Who Flip
Rethinking how the curriculum is organized leads to transformative thinking about teaching practice
Faculty benefited from sharing teaching experiences and strategies and talking about their teaching, especially at the international level
Faculty realized they all have similar challenges around student learning across different disciplines, educational levels, and diverse student populations

17. MOOC Data Collection
What do faculty have in common? Collected data around student “learning bottlenecks” in a discussion board and returned data to faculty Analysis of faculty “threshold concepts” challenges using IHMC Cmap Tools

18. Lesson Learned #2: Focusing on Transformational Strategies Across Disciplines May Help Engage Interdisciplinary Thinking & Collaboration
Faculty schedules and time make it difficult to engage regularly in a predefined time frame for educational development – needed a new approach
The interaction and learning of faculty with other international faculty from many disciplines is a very valuable component for transformation
Helping faculty visualize how their thinking has changed may help them visualize new goals

19. Faculty come into a faculty development opportunity at very different places with different goals and expectations – just like students

20. Concerns-Based Adoption Model
We measured change in concerns about flipping using CBAM profiles pre and post the MOOC and could use this to help faculty see how their thinking has changed
Pre
Post

21. Lesson Learned #3: Think About the Bigger Picture and the Learning Process and Instructional Context
Help students learn how to learn, provide additional support and instruction
Beyond just what the course is about
Gather formative data across the course and make adjustments as needed
Shows students you are interested in their learning

22. Alignment of the MOOC to The HEA Framework for Internationalising Curriculum (2014)
Internal Organizational
Collaboration (support and
partnerships,
sharing models)
External
Organizational Collaboration
(grants,
teaching,
research,
and technology
partnerships)
Flipped Classroom Curriculum
Backwards designed
structure with
OERs to encourage
international
collaboration,
engagement, and cross- pollination
of ideas
Focus on
conceptual change
Taking the personal approach with faculty and students
© The Higher Education Academy,

23. Final Take-Aways
Faculty schedules and time make it difficult to engage regularly in a predefined time frame for educational development - find what works for your campus
The interaction and learning of faculty with other international faculty is a very valuable component
Increased collaboration by campus support units due to this initiative also created an internal community
Identified a need for more cross-institutional and interdisciplinary collaboration with partners on course design, assessment, and engaged learning

24. Questions??

25. References
Bali, M. (2014). MOOC pedagogy: gleaning good practice from existing MOOCs. MERLOT. Journal of Online Learning and Teaching, 10(1),
Cox, M. (2003). Proven faculty development tools That foster the SoTL in faculty learning communities.” To Improve the Academy, 21, 109–142.
Dunne, C. (2011). Developing an intercultural curriculum within the context of the internationalisation of higher education: terminology, typologies and power. Higher Education Research & Development, 30(5),
Fink, L. D. (2005). Integrated Course Design. Idea Paper #42, KS: The Idea Center available online at:
Fink, L. D. (2003, 2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.
Furse, C. M., Ziegenfuss, D., & Bamberg, S. (2014, July). Learning to teach in the flipped classroom. In Antennas and Propagation Society International Symposium (APSURSI), IEEE (pp ). IEEE.
Glance, D. G., Forsey, M., & Riley, M. (2013). The pedagogical foundations of massive open online courses. First Monday, 18(5).
Ho, A.S.P. (2000). A conceptual change approach to staff development: A model for programme design, International Journal of Academic Development 5(1), 30–41.
IHMC CMap Tools Software. (2014). Main website. Available at:

26. References (cont.)
Jones, E. (2013). 11. The global reach of universities: leading and engaging academic and support staff in the internationalization of higher education. Leadership and Cooperation in Academia: Reflecting on the Roles and Responsibilities of University Faculty and Management, 161 – 182.
Koehler, M., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.
Montgomery, C. (2010). Understanding the international student experience. Palgrave Macmillan.
The Higher education Academy (2014), Internationalizing Higher Education Framework
University College London, Department of Electronic and Electrical Engineering, (1999– 2013). Threshold concepts: Undergraduate teaching, postgraduate training and professional development: A short introduction and bibliography. Available online at:
University of Texas, CTL ((2014). Flipped Classroom Resources. Available online at
University of Utah (2012). The quality course framework (QCF). Tutorial and information available online at: