1. 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

2. 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

3. 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.

4. 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.

5. 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)

6. 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)

7. 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)

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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. Key Components
Online Course Review System + guidelines

17. Key Components
Online Course Review System + guidelines

18. 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

19. 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

20. Key Components
Learner orientation site + PLN tool browser

21. Key Components
Learner orientation site + PLN tool browser

22. 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

23. Key Components
Badging system & tasks

24. Key Components
Badging system & tasks

25. Key Components
Badging system & tasks

26. 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

27. 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

28. 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

29. Key Components
Badging system & tasks

30. 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)