Contributed by EDUCAUSE Learning Initiative, Faculty, and Faculty Development
ELI Discovery Tool: Student/Faculty Questionnaire
| Title: | ELI Discovery Tool: Student/Faculty Questionnaire (ID: ELI8004) | | Origin: | Contributed by EDUCAUSE Learning Initiative (05/16/2007) | | Type: | Tools | | Abstract: | The ELI Student/Faculty Questionnaire is designed to help you explore student and faculty experiences and expectations with technology in teaching and learning. Specifically, the questionnaire examines student and faculty - Familiarity with learning technologies,
- Expectations for the use of technology in teaching and learning, and
- Views on how students prefer to learn.
This questionnaire provides insight into possible gaps that may exist at your institution, such as - The difference between the learning technologies that are expected by today's students and those that your faculty feel comfortable using, and
- Students' self-described learning preferences contrasted with faculty perceptions of those preferences.
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ELI Innovations & Implementations – Online@UCF
| Title: | ELI Innovations & Implementations – Online@UCF (ID: ELI5005) | | Origin: | Contributed by EDUCAUSE Learning Initiative (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | The University of Central Florida's Online@UCF initiative serves tens of thousands of students across Florida and engages 75 percent of UCF faculty. It offers 15 online degree programs, 10 online graduate certificate programs, approximately 1,300 fully online and blended courses, and hundreds of other courses that enhance face-to-face instruction with online resources. In AY 2003–2004, almost 44 percent of UCF's roughly 44,000 students enrolled in at least one fully online or blended course. Online@UCF has achieved this success through three units. Instructional designers in Course Development & Web Services (CDWS) work with faculty to increase their knowledge and use of best practices in fully online, blended, and Web-enhanced learning; the Center for Distributed Learning (CDL) provides planning and administrative support for online learning faculty and students; and the Research Initiative for Teaching Effectiveness (RITE) documents the success of these efforts in the form of improved learning outcomes as well as high rates of faculty and student satisfaction. Together, these units have established Online@UCF as an effective practice model in the development and support of online learning. ELI's Innovations & Implementations series highlights innovative teaching, learning, and technology practices in higher education. Each Innovations & Implementations piece provides a practical overview of an innovation, focusing on its significance and implementation issues. Use Innovations & Implementations to explore innovative practices that might be of value to your institution. | | View this resource: | |
ELI Innovations & Implementations - Instructional Development Initiative (IDI)
| Title: | ELI Innovations & Implementations - Instructional Development Initiative (IDI) (ID: ELI5004) | | Origin: | Contributed by EDUCAUSE Learning Initiative (2005) | | Type: | Articles, Papers, and Reports | | Abstract: | In 1993, the Virginia Polytechnic Institute and State University launched the Instructional Development Initiative (IDI), using technology to foster curricular and pedagogical innovation. IDI set in motion a series of carefully managed investments, resulting in a suite of high-profile, campus-wide professional programs for faculty and staff. As a result, Virginia Tech has been recognized nationally for its achievements in engaging faculty in the sharing of successful strategies; expanding the range of active learning experiences available to students; providing a replicable model for other institutions; and managing resources while supporting innovation in an era of continual budget constraints. ELI's Innovations & Implementations series highlights innovative teaching, learning, and technology practices in higher education. Each Innovations & Implementations piece provides a practical overview of an innovation, focusing on its significance and implementation issues. Use Innovations & Implementations to explore innovative practices that might be of value to your institution. | | View this resource: | |
Transforming Teaching in a Technology-Enabled Learner-Centered
World: True Enterprisewide Change Requires Faculty Development, Support, and Rewards
| Title: | Transforming Teaching in a Technology-Enabled Learner-Centered
World: True Enterprisewide Change Requires Faculty Development, Support, and Rewards (ID: NLI0351) | | Author(s): | Wendy Rickard | | Origin: | Contributed by EDUCAUSE Learning Initiative (2003) | | Type: | Articles, Papers, and Reports | | Abstract: | Higher education administrators must understand the challenges presented to faculty by the revolutionary changes being made by the new teaching and learning technologies and by the pressures created by the new students entering the academy. Faculty vary considerably in both their abilities and their attitudes toward the new technologies and institutionally-based attempts to engage the faculty must take these variations into account in order to be successful.The NLII has looked at some strategies that administrators can use to successfully engage faculty and to effectively transform teaching and learning using technology. This article highlights five approaches presented at the NLII annual meeting in New Orleans which addressed faculty engagement and development, presenting case studies and findings to help guide institutional leaders in their understanding of the complex nature of faculty attitudes, motivations, cultures, and abilities. A summary of NLII resources and activities (past, present and planned) on Faculty Engagement is also provided. | | View this resource: | |
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