2. Participants Business Management Faculty Pat Kolodziejski, Ted Russell, Janice Shearer, Jo-Anne Proctor and Jill Leedham Participants Business Management Faculty Pat Kolodziejski, Ted Russell, Janice Shearer, Jo-Anne Proctor and Jill Leedham Pat Anderchek Faculty Liaison, Innovation & Applied Research Coordinator- CYW Pat Anderchek Faculty Liaison, Innovation & Applied Research Coordinator- CYW Andrew Connery Multimedia Developer FirstClass Admin. Innovation & Applied Research Andrew Connery Multimedia Developer FirstClass Admin. Innovation & Applied Research

3. Please comment, ask questions at any time! During this Session…

4. How it Happened A Chair had a plan that some of his faculty would begin to use an LMS in their teaching. He put his money where his plan was and arranged for a minimum of 2 hours per week of scheduled class time for his faculty. A platform was chosen… with IAR providing technical and teaching support. A Chair had a plan that some of his faculty would begin to use an LMS in their teaching. He put his money where his plan was and arranged for a minimum of 2 hours per week of scheduled class time for his faculty. A platform was chosen… with IAR providing technical and teaching support.

5. What we knew before we started… 1. Using an LMS involves more than just learning about tools. It is about re-thinking our teaching. 2.To use an LMS effectively requires ongoing opportunities and support for learning. 3.For the course to be most valuable it required an application of the course content and tools. 1. Using an LMS involves more than just learning about tools. It is about re-thinking our teaching. 2.To use an LMS effectively requires ongoing opportunities and support for learning. 3.For the course to be most valuable it required an application of the course content and tools.

6. As we began… Much of what we discussed and learned was platform-independent. We talked a lot about method, and not simply about tools. This program was about the faculties’ wants and needs. As we began… Much of what we discussed and learned was platform-independent. We talked a lot about method, and not simply about tools. This program was about the faculties’ wants and needs.

7. After the first session we had a clearer picture of what those wants and needs were since we asked a series of questions related to personal goals, teaching goals, instructional problems which learning technology might help with and expectations of us.

8. Our Overall Goals Provide support to integrate effective use of learning technology into teaching and learning Facilitate collaborative discussions both in class and online Model effective use of EdTech in teaching and learning Encourage creativity and innovation Create a positive learning environment Develop a beginning framework for a Mohawk College faculty course on effective use of learning technologies Our Overall Goals Provide support to integrate effective use of learning technology into teaching and learning Facilitate collaborative discussions both in class and online Model effective use of EdTech in teaching and learning Encourage creativity and innovation Create a positive learning environment Develop a beginning framework for a Mohawk College faculty course on effective use of learning technologies

9. The course is a work in progress. We had a general framework for content, some previously developed workshops focusing on the tools and a willingness to learn by all participants. The course is a work in progress. We had a general framework for content, some previously developed workshops focusing on the tools and a willingness to learn by all participants.

10. The Course 12 weeks in duration, 2 hours of class time per week Each session began with food, chatter and then a formal presentation of: Session Goals Show and tell Best Practices Q and A Review of the previous weeks homework/assignments Learning some tools and applying those tools in their own course area Sessions all went over the 2 hours! 12 weeks in duration, 2 hours of class time per week Each session began with food, chatter and then a formal presentation of: Session Goals Show and tell Best Practices Q and A Review of the previous weeks homework/assignments Learning some tools and applying those tools in their own course area Sessions all went over the 2 hours!

11. The Course (cont) Content consisted of: 1. Teaching and learning goals 2. Using an LMS in teaching and learning 3. Structure and templates 4.Online Discussions 5.Online quizzes 6.Copyright 7.Personal course reviews 8. The tools 9. Additional Learning Technologies Content consisted of: 1. Teaching and learning goals 2. Using an LMS in teaching and learning 3. Structure and templates 4.Online Discussions 5.Online quizzes 6.Copyright 7.Personal course reviews 8. The tools 9. Additional Learning Technologies

12. What they learned… Panel Discussion Live demonstration of course areas Panel Discussion Live demonstration of course areas

13. Conclusions…Conclusions… faculty want and need to talk about their teaching ongoing sessions with intermittent support most beneficial faculty want to complete the tasks within the classroom time using the tools in teaching is critical to understanding the tools and the underlying pedagogy when faculty are from the same department they quickly understand implications for use at a departmental level Certificate of Completion valued SWF time although it may not cover all the time needed at the very least supports the faculty and holds them accountable faculty want and need to talk about their teaching ongoing sessions with intermittent support most beneficial faculty want to complete the tasks within the classroom time using the tools in teaching is critical to understanding the tools and the underlying pedagogy when faculty are from the same department they quickly understand implications for use at a departmental level Certificate of Completion valued SWF time although it may not cover all the time needed at the very least supports the faculty and holds them accountable

14. Perhaps what the course did was better prepare faculty for continuous learning of how to effectively use an LMS in blended learning. if faculty use an LMS badly – even if the don’t know it, student learning suffers adapting an LMS forces faculty to review/rethink/adapt how they teach Perhaps what the course did was better prepare faculty for continuous learning of how to effectively use an LMS in blended learning. if faculty use an LMS badly – even if the don’t know it, student learning suffers adapting an LMS forces faculty to review/rethink/adapt how they teach

15. Where to next… continue to develop course modules May/June course with faculty and a Chair from various programs and campuses Fall course and maybe one at another campus departmental offerings possible plans to develop and deliver the course in each LMS questions remain in terms of sustainability and integration into future course and program delivery use in departmental and program delivery meeting in the fall, mid semester for continuous support continue to develop course modules May/June course with faculty and a Chair from various programs and campuses Fall course and maybe one at another campus departmental offerings possible plans to develop and deliver the course in each LMS questions remain in terms of sustainability and integration into future course and program delivery use in departmental and program delivery meeting in the fall, mid semester for continuous support

16. Questions?

17. Thanks to: Pat Kolodziejski, Ted Russell, Janice Shearer, Jo-Anne Proctor and Jill Leedham for their enthusiasm, commitment and sense of humour! Thanks to: Pat Kolodziejski, Ted Russell, Janice Shearer, Jo-Anne Proctor and Jill Leedham for their enthusiasm, commitment and sense of humour!