Implementing Communities of Practice -- Burning Issues
7 views
Skip to first unread message
Mary Engstrom
Apr 13, 2009, 5:26:44 PM4/13/09
to Montana E-Learning Network
What are the most pressing interests of faculty members on your campus
related to teaching and learning with technology? We plan to discuss
your responses during the webinar on April 23rd. If cross-campus
trends emerge, we can begin a discussion on how to support the
interests collaboratively.
Please reply to this message by Tuesday, April 21st.
Thanks,
Robert and Mary
related to teaching and learning with technology? We plan to discuss
your responses during the webinar on April 23rd. If cross-campus
trends emerge, we can begin a discussion on how to support the
interests collaboratively.
Please reply to this message by Tuesday, April 21st.
Thanks,
Robert and Mary
willfree
Apr 20, 2009, 9:22:26 AM4/20/09
to Montana E-Learning Network
I asked the faculty in the Department of Education here at MSU and got
strong interest in incorporation of video conferencing into their
online courses. They want professional development opportunities with
information about how to do it, software and hardware. Being the
Department of Education, we want to know how to do it for free or very
close to free, of course.
strong interest in incorporation of video conferencing into their
online courses. They want professional development opportunities with
information about how to do it, software and hardware. Being the
Department of Education, we want to know how to do it for free or very
close to free, of course.
FVCC-Kalispell
Apr 20, 2009, 5:47:31 PM4/20/09
to Montana E-Learning Network
FVCC's interests related to teaching and learning with technology are
the following:
*What is an appropriate cap for online class size?
*What type of compensation are instructors at other colleges/
universities getting for teaching online (reduced credit load,
stipend, etc.)?
*What type of training and professional development are other colleges/
universities providing their online instructors and how do they
compensate them?
*Are other campuses putting programs online versus course by course?
*Is there a way we could collaborate state wide on student services
such as online tutoring and admissions?
the following:
*What is an appropriate cap for online class size?
*What type of compensation are instructors at other colleges/
universities getting for teaching online (reduced credit load,
stipend, etc.)?
*What type of training and professional development are other colleges/
universities providing their online instructors and how do they
compensate them?
*Are other campuses putting programs online versus course by course?
*Is there a way we could collaborate state wide on student services
such as online tutoring and admissions?
Kathy
Apr 21, 2009, 12:50:54 PM4/21/09
to Montana E-Learning Network
Here are some of the pressing issues from Montana Tech that came out
recently in our faculty survey:
A lot of the faculty do not believe that courses that rely heavily on
lab work or the highly technical courses like engineering, math,
biology, chemistry, physics, etc.
can be conducted successfully online.
Another issue is that the amount of time required to develop and
deliver an online course is prohibitive.
Faculty indicated that they would like more support in developing and
delivering online courses.
recently in our faculty survey:
A lot of the faculty do not believe that courses that rely heavily on
lab work or the highly technical courses like engineering, math,
biology, chemistry, physics, etc.
can be conducted successfully online.
Another issue is that the amount of time required to develop and
deliver an online course is prohibitive.
Faculty indicated that they would like more support in developing and
delivering online courses.
Mary Engstrom
Apr 21, 2009, 1:13:34 PM4/21/09
to Montana E-Learning Network
Thanks for sharing these facutly interests, Bill. Robert and I look
forward to discussing the collective interests during the Thurs.
webinar.
Mary
forward to discussing the collective interests during the Thurs.
webinar.
Mary
Mary Engstrom
Apr 21, 2009, 1:14:49 PM4/21/09
to Montana E-Learning Network
>
> - Show quoted text -
Mary Engstrom
Apr 21, 2009, 1:23:42 PM4/21/09
to Montana E-Learning Network
Many of your questions make for a good discussion right here in the
Montana e-Learning Network.
I can share our practices at UM with you:
1. We try to cap most online courses at 20 or 25, depending upon the
type of course and the instructor's familiarity with online teaching.
2. Data from our second annual survey of online faculty indicated
that, on our campus, there is almost a 50/50 split between faculty
members who volunteer to develop a class online and those who are
asked/required to do so. Most of the faculty members receive a
stipend for their course development projects.
3. We have a fairly comprehensive faculty development program in
place, and we'll share highlights of that in the Thursday webinar.
Some specific components are in need of revision (specifically the
course quality assurance rubric and process), and we'll address that
on Thurs as well.
4. A few programs are offered completely online here at UM (all grad
level, at this point), but we are trying to track/assess which ones
are at or near a critical threshold (ie: 1/2 of the courses offered
online) so we can begin strategic planning and discussions with those
departments/programs.
5. I hope we'll identify some possibilities for collaboration during
our Thurs session and in this discussion forum, too.
Mary
Montana e-Learning Network.
I can share our practices at UM with you:
1. We try to cap most online courses at 20 or 25, depending upon the
type of course and the instructor's familiarity with online teaching.
2. Data from our second annual survey of online faculty indicated
that, on our campus, there is almost a 50/50 split between faculty
members who volunteer to develop a class online and those who are
asked/required to do so. Most of the faculty members receive a
stipend for their course development projects.
3. We have a fairly comprehensive faculty development program in
place, and we'll share highlights of that in the Thursday webinar.
Some specific components are in need of revision (specifically the
course quality assurance rubric and process), and we'll address that
on Thurs as well.
4. A few programs are offered completely online here at UM (all grad
level, at this point), but we are trying to track/assess which ones
are at or near a critical threshold (ie: 1/2 of the courses offered
online) so we can begin strategic planning and discussions with those
departments/programs.
5. I hope we'll identify some possibilities for collaboration during
our Thurs session and in this discussion forum, too.
Mary
Mary Engstrom
Apr 21, 2009, 1:39:44 PM4/21/09
to Montana E-Learning Network
Thanks, Kathy, for sharing the issues/interests from your campus.
As I read through all of the postings here, I was reminded of the fact
that online teaching can be considered an "innovation," and that
people go through various stages of concern and levels of use whenever
a new innovation/program is introduced or imposed on them. The CBAM
(Concerns-based Adoption Model: http://www.nationalacademies.org/rise/backg4a.htm)
has been used as a research tool in numerous studies to confirm the
developmental stages that people go through in dealing with a new
innovation.
I find it helpful at times to consider this model and the current
"stage(s)" of an audience or stakeholder group with which I'm working,
especially when designing professional development programs for them.
I hope some of you also find it useful.
Mary
As I read through all of the postings here, I was reminded of the fact
that online teaching can be considered an "innovation," and that
people go through various stages of concern and levels of use whenever
a new innovation/program is introduced or imposed on them. The CBAM
(Concerns-based Adoption Model: http://www.nationalacademies.org/rise/backg4a.htm)
has been used as a research tool in numerous studies to confirm the
developmental stages that people go through in dealing with a new
innovation.
I find it helpful at times to consider this model and the current
"stage(s)" of an audience or stakeholder group with which I'm working,
especially when designing professional development programs for them.
I hope some of you also find it useful.
Mary
RobertSquires
Apr 23, 2009, 9:15:44 AM4/23/09
to Montana E-Learning Network
Hi Will,
I think most of these needs could be achieved through the
use of webcasting tools such as Elluminate, which we will use in
today's meeting. Elluminate has a free 3-person virtual room which
could be used for this collaboration with video, but there are many
others such as DimDim and WiZIQ which allow greater numbers of
participants. There are a wealth of professional development
'webcasts' on the web. The trick is to find them and allocate time. I
would suggest visiting the Innovate Portal. Every month, they have
webcasts with the authors of published articles:
http://www.uliveandlearn.com/PortalInnovate/. We watched a
presentation on Univeral Design for Testing and a Theory for Learning
in the Digital Age yesterday, and the presentations are fairly well
done. Having faculty develop their own informal learning networks
using tools such as Twitter, Google Reader, Igoogle/Pageflakes/
Netvibes will allow them to find out what events are coming up and
direct interest in particular areas. All, of course, for free.
Robert
I think most of these needs could be achieved through the
use of webcasting tools such as Elluminate, which we will use in
today's meeting. Elluminate has a free 3-person virtual room which
could be used for this collaboration with video, but there are many
others such as DimDim and WiZIQ which allow greater numbers of
participants. There are a wealth of professional development
'webcasts' on the web. The trick is to find them and allocate time. I
would suggest visiting the Innovate Portal. Every month, they have
webcasts with the authors of published articles:
http://www.uliveandlearn.com/PortalInnovate/. We watched a
presentation on Univeral Design for Testing and a Theory for Learning
in the Digital Age yesterday, and the presentations are fairly well
done. Having faculty develop their own informal learning networks
using tools such as Twitter, Google Reader, Igoogle/Pageflakes/
Netvibes will allow them to find out what events are coming up and
direct interest in particular areas. All, of course, for free.
Robert
willfree
Apr 27, 2009, 11:36:06 AM4/27/09
to Montana E-Learning Network
Robert,
Much thanks. I am going to give DimDim and WiZIQ a try as soon as I
get a chance (say, late May). Have you used them? Do you have a
preference for either one, or one of their competitors?
Bill Freese
Much thanks. I am going to give DimDim and WiZIQ a try as soon as I
get a chance (say, late May). Have you used them? Do you have a
preference for either one, or one of their competitors?
Bill Freese
Reply all
Reply to author
Forward
0 new messages