Faculty, Faculty Development, and Instructional Design
Faculty Development Issue: When (And How) To Introduce Faculty to Technology
Created by Mark Morton (University of Waterloo) on March 15, 2006
In October of 2005, I emailed about forty individuals who have expertise in faculty development as it pertains to instructional technologies. In my email, I asked them this question: in a workshop or training program that's designed to help instructors learn to use online technologies in ways that promote active, student-centered learning, at what point should those instructors actually be introduced to the technology? That is, should one discuss the technology before discussing the pedagogy, or should one discuss the technology after discussing the pedagogy, or should one blend together the discussions of technology and pedagogy in an iterative manner? As it turned out, there was a clear consensus among the 37 individuals who responded to my query; I discuss that consensus in the attached PDF, which comprises a synthesis of the responses as well as an appendix that includes all of the responses in their entirety. -- Mark
PS I've replaced the original PDF, which wasn't opening in all versions of Acrobat. It now should open in any version. -m
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: | |
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: | |
|
