1. Evaluation of a Staff Development Programme for Online Teaching – A Case Study Catherine Gerrard University of Paisley

2. Aims of the Programme Introduce academic staff to the concept of online learning Provide a participative model of an online course Enable staff to become familiar with the technology Provide opportunities for staff to reflect upon their teaching practice and identify opportunities for enhancement.

3. Organisation of the Programme Fully online – no face-to-face 62 requests to participate 12 members of staff chosen Length of programme: 5 weeks 4 hours per week Timing an issue

4. Content of Programme Week 1: Exploration of Blackboard and its functions: generating announcements, adding content, using communication facility. Main aim: reflect upon its application to their own teaching

5. Content of Programme Week 2: Examples of effective online courses Examine their role in the online environment Pedagogical shifts required

6. Content of Programme Weeks 3 and 4 : Building knowledge in the online environment : –Gilly Salmon’s five step model – Introduced Gilly as guest speaker – implications of copyright, disability legislation and gender.

7. Content of Programme Week 5: Group work : identifying examples of group work that could be transferred to the online environment. Building up their e-learning resources Assessing online contributions

8. Issues: Raised confidence in using the technology Greater reflection on existing skills Recognition for adoption of new skills Lack of time to fully participate Lack of understanding of what the programme was about Lateness in completing the online exercises made discussions more difficult.

9. Issues Lack of IT skills ‘Getting Started’ BB training still ongoing Mix of staff – different disciplines Different reasons for participating Expectations of ‘magic formula’ Expectations of more ‘nuts and bolts’ of the technology.

10. Positives Follow-up evaluation: Kicked off use of Bb Extended use of Bb – discussion boards Explored use of Bb with colleagues Increase in confidence in Bb and IT Increased reflection in how students learn.

11. Where have we gone from here? Developed a face-to-face programme Developing a blended model Fully online : remodel to support academics involved in the delivery of distance learning courses. Identifying other delivery modes

12. Alternative Delivery Mode