1. A Two-Phased Approach to Online Faculty Development1 2 3 4 5
A Two-Phased Approach to Online Faculty Development
Brief introductions – Heidi & Amber
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Presented by: Heidi Schroeder & Amber C. Lee
University of South Florida, Sarasota-Manatee

2. Faculty Professional Development1
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

3. 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
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4. 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

5. 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

6. 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

7. 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

8. 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 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

9. 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

10. 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)
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11. Successes, Challenges, & Solutions1
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

12. 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)
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13. Thank you for coming! Please connect with us by email or the TOPkit forum.
Heidi Schroeder, Instructional Designer
Amber C. Lee, Instructional Designer
Joint wrap-up
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