1. + Taking the MSW Degree Online Pedagogy, Challenges, and Lessons Learned Sarah Bradley, MSSW, LCSW Associate Professor of Practice MSW Program Director bradles@pdx.edu School of Social Work

2. + Context Who We Are Personal and Departmental History ReThink Grant

3. + Program Development Core Beliefs and Values Access – state wide, as well as locally Course content and learning outcomes same as campus 6-8 hours of active engagement Course development by current faculty Required course co-created, anchored in best practices Field placement process same as face-to-face Admission standards the same as face-to-face Relational – synchronous required, yearly face-to-face

4. + Course Design Key Principles Pedagogy over technology – use technology to enhance learning Enable students to learn independently – customized and personalized Instructions and navigation are clear and concise Consistency and predictability (universal elements) Content and links are easily accessed from students’ computers Ongoing informal feedback – Week 4 and Week 8

5. + Course Development Process Vertical and horizontal curriculum integration Collaboration with OAI Instructional Designers Course content developed based on learning objectives Objectives, content, application, and assessment align Core components each module/week Introductions and Endings (Prerecorded/Just in Time) Information (read, watch, listen) Explore/Practice Apply (doing) Assess/Feedback

6. + Examples Course Design Map Weekly Overview Outcome Course Home Page Course Content Page

7. + Instructional Interaction Clear standards set for instructor communication and responsiveness to students Social, cognitive, and instructional presence expected Variety of opportunities for interaction between instructor and student – large group, small group, individual

8. + Online Course Design Assessment Online Course Design Rubrics Michigan Community College Associates Online Course Development Guidelines and Rubric (public) Michigan Community College Associates Online Course Development Guidelines and Rubric (public) Quality Matters (proprietary)

9. + Challenges Course Design Challenges Understanding the complex, interactional components of online Letting go of favorite content and “sage on the stage” How much content is too much content? Getting enamored of technology innovations Discussion fatigue Reducing large assignments to smaller chunks ADA Requirements

10. + Challenges Faculty Instruction Challenges Different type of instruction Work force capacity Faculty skepticism Faculty responsiveness Lack of ongoing support for faculty development

11. + Lessons Learned Improves access Program wide support for students required 95% Retention Rate Aligns with competency based education Reimagining campus courses (Examples) Assessment Skills Checklist A & E Assignments

12. + Baran and Correia (2014) Exemplary Practices for Online Teaching Knowing and creating the course content Designing and structuring the online courses Knowing the students Enhancing teacher-student relationships Guiding student learning Evaluating online courses Maintaining instructional presence

13. + Professional Development Needs Individual, Community, Organization Individual Tech support Pedagogical support Design/Development support – reusable templates Community Build community/sharing networks of faculty Peer Support, sharing best practices Mentoring Organizational Rewards/Incentives/Recognition Positive Organizational Culture – highlight success Document benefits Leverage research passion to address outcomes Adapted from: Baran and Correia (2014) and FTI Consulting (2015)

14. + References & Resources Baran, E. & Correia, A. (2014) A professional development framework for online teaching. TechTrends, 58(5):96-102. Boettcher, J.V. (2011). Ten best practices for teaching online: Quick guide for new online faculty. http://www.designingforlearning.info/services/writing/ecoach/tenbest.html http://www.designingforlearning.info/services/writing/ecoach/tenbest.html FTI Consulting (2015) US Postsecondary Faculty in 2015 Diversity in people, goals and methods, but focused on students.http://postsecondary.gatesfoundation.org/wp-content/uploads/2015/02/US-Postsecondary-Faculty-in-2015.pdfhttp://postsecondary.gatesfoundation.org/wp-content/uploads/2015/02/US-Postsecondary-Faculty-in-2015.pdf Hanover Research Council (2009) Best Practice in Online Teaching Strategies. Retrieved from: http://www.uwec.edu/AcadAff/resources/edtech/upload/Best-Practices-in-Online-Teaching-Strategies-Membership.pdf Kelly, R. (2013) Seven Guidelines for Designing Effective Course Pages for the Online Classroom, Faculty Focus. Retrieved from: http://www.facultyfocus.com/articles/instructional-design/seven-guidelines-for-designing-effective-course-pages-for-the- online-classroom/ Michigan Community College Associates (2015) Online Course Development Guidelines and Rubric. Michigan Community College Associates Virtual Learning Collaborative http://www.mccvlc.org/~staff/content.cfm?ID=108http://www.mccvlc.org/~staff/content.cfm?ID=108 Quality Matters Rubric (2014) https://www.qualitymatters.org/rubrichttps://www.qualitymatters.org/rubric http://www.elo.iastate.edu/files/2014/03/Quality_Matters_Rubric.pdf Pelz, B. (2010) (My) Three Principles of effective online pedagogy. Journal of Asynchronous Learning Networks, 14(1):103-116 Ragan, L. (2009) 10 Principles of Effective Online Teaching: Best Practices in Distance Education. Faculty Focus..Retrieved from: http://www.facultyfocus.com/free-reports/principles-of-effective-online-teaching-best-practices-in-distance-education/