1. Faculty Development Models
Jovan Petkovic, Thomas Hurley, Steve Duarte, Andrew Runge Cur/532 Todd Burke February 12th, 2015

2. A Phased Approach Phase 1: Teacher as Learner
Phase 2: Teacher as adopter
Phase 3: Teacher as co-learner
Phase 4: Teacher as reaffirmer or rejector
Phase 5: Teacher as leader

3. Stage 1 – Teacher as Learner
Information gathering
Learning to bridge gap between teaching & technology
Learn best practices
In the “phased/stages” approach we see a gradual advancement in the development of online instructors. The first stage is mostly information gathering and learning about the theory of using technology in teaching. Best practices are also discussed in this stage. In the second stage, instructors actually start experimenting with technology and working with their peers in labs and such. In the third stage, instructors learning curriculum delivery methods using technology. The focus begins to shift towards learning how to use technology in a way that will enhance instruction overall. In this third stage, student feedback can also be leveraged. In the fourth stage, the instructor either affirms or rejects certain technological methods by taking a look at learning outcomes and assessing the impact of technology in instruction.

4. Stage 2 – Teacher as Adoptor
Experimenting with technology
Labs
Peer support

5. Stage 3 – Teacher as Co-Learner
Learning to bridge gap between curriculum & technology
More focus on using technology to enhance instruction
Student feedback can be used in this stage

6. Stage 4 – Teacher as Reaffirmer or Rejector
Learning outcomes
Assessing impact of technology use
Photo retrieved from

7. Stage 5 – Teacher as Leader
Instructors become active researchers
Mentor/teach new online instructors
Lead workshops

8. Training through 3 year professional development program
1st year
Exploration of popular topics and then moves to hands-on approach and modeling
2nd year
Emphasis on individualization of instruction, infusion of technology into the curriculum, and a focus on efficient use of technology
3rd year
Development of a learning community, mentoring, sharing, and increasing levels of motivation to teach with technology

9. Face-to-face training
Target Audience
Format
Time
Topics
Objective and Outcomes
Visitor/novice/beginner
Face-to-face workshop followed by individualized support and training
3 hours
Introduction to the course management system. Best practices in online teaching. Use of online discussion. Making the transition to online teaching.
Reduce fear and resistance and introduce online learning concepts
Beginner/insider
3 to 6 hours
Effective online course design. Building online learning communities. Assessment. Academic integrity online. Best practices in online teaching. Collaborating online. Effective online discussions. Hybrid Classes.
Focus on pedagogy and reinforce best practices in online learning
Insider
Face-to-face workshop
Authentic assessment. Promoting reflection. Virtual teaming. Using social networking. Technologies. Web 2.0 and online teaching.
Advance pedagogical skill; link online pedagogy to the discipline; increase technological skill
Insider/master
Planning effective distance learning programs. Faculty leadership. Mentoring for online teaching. Getting published. Effective faculty evaluation.
Increase mastery of online teaching skills; promote leadership and mentoring
These training are examples of shorter version of the 3 year plan.

10. Online training Target Audience Format Time Topics
Objective and Outcomes
All
Online seminar
1-2 weeks
Orientation to the institution
Introduce policies and procedures
Novice/beginner
4-6 weeks
Using technology in teaching. Effective online facilitation. Syllabus development for online teaching. Maximizing participation online. Online discussion. Assessment. Beginning course design.
Reduce anxiety about technology use; begin to develop best practices in online teaching; begin to establish online presence
Beginner/insider
2-4 weeks
Collaboration online. Incorporating reflection into online classes. Developing critical thinking skills online. Legal and ethical issues (including copyright and fair use) Authentic assessment. Content-related seminars.
Solidify online presence; link pedagogy and technology to content and the discipline; advance pedagogical skill
Insider/master
Short self-paced modules or 1-2 week online courses
Advanced facilitation skills. Advanced technical skills (using audio, video, and Web 2.0 technologies) Content-related seminars.
Promote advanced skill development; introduce and practice use of advanced technologies.

11. References
Palloff, R. M., & Pratt, K. (2011). The Excellent Online Instructor. [Adobe Reader]. Retrieved from IRIS: /context/co/view/activityDetails/activity/bd caf-4636-aaf1-b859982dcd11/expanded/False