2. Copyright Diane Davis, Nick Laudato, Paulette Robinson, Janet R. de Vry, 2003. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author.

3. Training Mainstream Faculty to Use Course Management Systems Copyright by Diane Davis, University of Pittsburgh Nick Laudato, University of Pittsburgh Paulette Robinson, University of Maryland Janet R. de Vry, University of Delaware, Coordinator

4. CMS’s are catching on students% student body Pitt19,00060% UMD13,00040% UD10,50050%

5. When did we begin? PittsburghFall 1998 U MarylandFall 1998 U DelawareFall 2000

6. Mainstream faculty Diffusion of Innovations (Everett Rogers) –Innovators –Early Adopters –Early Majority –Late Majority –Laggards

7. Mainstream Faculty Care about teaching; not about technology Focused on their own discipline Risk Averse Prefer incremental change Need technical support

8. Early training efforts Features-based Mixed disciplines in attendance Step-by-step instructions Differing early requirements

9. Training now All 3 universities moving in same general direction –Including instructional design –Increasing custom training sessions for departments –Including faculty best practices All have involved more staff in supporting faculty efforts

10. Topics Faculty IMS Training at Pitt Finding the Target: Customizing Faculty Training Incorporating Faculty Best Practices

11. Faculty IMS Training at Pitt University of Pittsburgh Diane J. Davis and Nick Laudato

12. Sections Offered in Blackboard 99-1: 21 sections 99-2: 115 sections 99-3: 80 sections 00-1: 351 sections 00-2: 362 sections 00-3: 126 sections 01-1: 642 sections 01-2: 430 sections 01-3: 125 sections 02-1: 745 sections 02-2: 677 sections 02-3: 205 sections 03-1: 1003 sections Statistics as of 10/6/2002 About 60% of the University’s students use Blackboard for at least one course per term

13. Faculty Taking Core Blackboard Training Academic Year Faculty Trained 1997-199824 1998-1999325 1999-2000404 2000-2001244 2001-2002330 Total1,327

14. Blackboard Training Types of training –Novice (12 hours with extensive hands-on) –Standard (8 hours with some hands-on) –Expert (1 to 2 hours with no hands-on) –On-line (self-instructional with 1 hour intro) –Supporting tools, e.g. Word, PowerPoint, graphics and images, video clips, copyright issues, etc. When: Offered throughout the year Where to Signup: visit the Web site http://www.pitt.edu/~ciddeweb/COURSEWEB/ and select “Faculty”, then “Training Schedule”

15. Instructional Design Model Goals & Objectives Instructiona l Activities Assessment of Learning Learner

16. Some Things I’ve Learned… Faculty appreciate ID help Faculty appreciate ID help ONLY after the fact --most don’t know what it is We are not good at explaining ID and ID assistance

17. The Syllabus Template Introduction Class Meeting Times Course Description Course Rationale Course Goals Course Outline Course Materials Course Requirements and Grading Course Policies Course Schedule

18. Course Documents Blackboard as “Container” Blackboard Contains –Documents –Folders –Learning Units Folders Contain –Documents –Folders –Learning Units Organize Modules of Instruction into Folders

19. The “Module” Template Introduction Learning Objectives Lecture Notes Handouts Exercises Quizzes or Sample Tests Related Readings

20. Instructional Design Component Presented through real examples Emphasizes instructional concepts, e.g. –Active Learning –Collaboration –Interactivity –Organization –Feedback

21. Finding the Target: Customizing Faculty Training University of Maryland Paulette Robinson, PhD

22. Teaching and Learning Support Support for: –WebCT, Teaching Theaters, Technology Classrooms –WebCT Support: 3 instructional designers, 1 administrator, 1 graphic artist (part-time) Adopted WebCT Spring 1998

23. Influences Shaping Training Diffusion of Innovations (Everett Rogers) –Innovators (Venturesome) –Early Adopters (Respect) –Early Majority (Deliberate) –Late Majority (Skeptical) –Laggards (Traditional)

24. Influences Shaping Training Faculty Development Continuum –Skill Development –Pedagogy & Interaction –Look & Feel –Reconceptualize Course

25. Modular Training Series 5 three-hour modules (no longer required) –Getting Started –Course Content –Course Management –Communication & Collaboration –Assessment & Evaluation Getting Started Course Content Communication & Collaboration Course Management Assessment & Evaluation What is WebCT?

26. Module Elements Workshop Components –Skills training –Demonstrate related tools (in template) –Design and pedagogical tips –Additional exercises –Activity (30 minute practice) –Resources

27. Faculty Support Access to instructional designers Online Student Manual Online WebCT User Support “Course” Listserv for announcements Monthly WebCT Brown Bag lunches Academic Technology Coordinators for local support OIT Help Desk for student user support Catching up with WebCT (new features)

28. Meeting Faculty Needs Collecting Information about Faculty Needs –Focus Groups (low, middle, high) –Teaching and Learning Advisory Committee Customized Training—Focus on solving particular instructional problems –Individuals –Programs –Special focus (i.e., large classes) More use of Instructional Development Teams—more accountability and better designs

29. Redesigning Materials Redesign training manual as a general reference manual. –Easier to use after training is completed. –Trainers will use outlines for planning the training sequence. –Provide separate job aids. Vista (2004) –Implementation plan for the integration of Vista –Learning Objects Training Materials Base – facilitate customization and minimize time spent on updating and redesigning materials

30. Resources WebCT @ Maryland http://www.courses.umd.edu

31. Incorporating Faculty Best Practices University of Delaware Janet de Vry

32. Early Training Step-by-step training Optional 1.5 hour overview Required one 3 hour introduction Four optional additional 3 hour sessions Still doing all of above, but with a difference…

33. Incorporating Best Practices Faculty testimonials online Faculty profiles online Co-teaching with faculty

35. Online WebCT Overview

39. Profiles of faculty projects Create visibility for faculty efforts Harry Shipman and E-lab for Shadows of Light –Bridge gap between lecture and lab –Pre and post lab exercises –Follow up PBL mystery to solve

42. Co-teaching—the scenario Faculty member skilled in both PBL and WebCT Led class through a problem on justice for the terrorists Used online groups in class to address the problem

43. Co-teaching—the Tools E-mail and discussions to frame the issues Chat to ask the expert Success--the issue of terrorism dominated while technology served as the support tool.

44. Resources WebCT Resources www.udel.edu/webct Faculty Profiles www.udel.edu/present/showcase

45. Summary More inclusion of pedagogy and real world faculty experiences More flexible training options –Go to the department –Customize to needs –Online training options More support New approaches to providing reference materials

46. Contact us Nick Laudato, PhD laudato@pitt.edu@pitt.edu Paulette Robinson, PhD paulette@umd.edu Janet de Vry janet@udel.edu url for today’s presentation: http://www.udel.edu/present/presentations/2003marc / Special thanks for Diane Davis (davis@pitt.edu) for preparing University of Pittsburgh slides and to Nick Laudato for filling in at the last minute.davis@pitt.edu