EDUCAUSE | Training

"Care Maps" in Instructional Design

HiredEd — Wed, 24 Sep 2008 12:05:16 -0500

In the corporate training world, competency-based instruction and assessment is a dominant paradigm. Unfortunately, there is a distinct tendency for this kind of instructional design to drift towards content-centrism, rather than student-centrism. If you have a list of technical competencies that learners are supposed to master by the end of the course, it becomes easy just to teach those competencies as they are laid out in the source material. The hard work of thinking through the material from the student's perspective, what they want to learn when and why, never gets done. This produces less-effective learning materials.

Specifying learning objectives may not rectify this matter. It becomes easy just to re-dress competencies in learning-objective lingo. The instructional sequence can still be quite program-centric, and the rationale given to the learners for that sequence may still be framed in terms of the structure of the material, rather than according to their needs and desires to learn.

This state of affairs has made me wonder what it might look like to produce explicit maps of the reasons students should care about the materials in the course. Call them "Care Maps" or "WIIFM Maps" ("What's In It For Me" Maps). I imagine a high-level care statement for the whole course, broken down into care statements for each part, sub-part, module and object. For each learning chunk, some thought will have gone into why students will care about that learning at that point in the program. Care maps would always be hypothetical statements about real students' desires, but still the exercise would be more student-centric than competency maps or learning objective maps of a course.

It strikes me that care-mapping would bring course design and game design closer together as design disciplines. This is not to say that instructional designers would necessarily produce more games than before. Rather, they would be thinking at each turn in the course about the motivation of the learner to make the next move in the course. They would concern themselves with the "gameplay" aspect of the course, even if there were no explicit game structures in the course.

There may be other implications of the concept of care-mapping for instructional design. It is an interesting idea, which I hope to have the time to implement in my next project. If any of you try something like this, add a comment here and let me know how it went!

EDITED TO ADD: I gave my own suggestion a whirl. The results are attached to this posting, with comments to follow.

Faculty Development Programming: If We Build It, Will They Come?

ckeller — Fri, 18 Jul 2008 14:03:20 -0500

A faculty development survey analyzed what faculty want and need to be successful teaching online.

Developing the Capability and Skills to Support eResearch

ckeller — Thu, 26 Jun 2008 11:26:45 -0500

The author, Margaret Henty, provides an Australian perspective on improving the environment in which eResearch is conducted through developing institutional capability and providing appropriate skills training.

Creating and Maintaining a Security Awareness Program

drupal — Wed, 21 May 2008 10:25:12 -0500

Information security and the protection of a university's information assets and intellectual property begin with security awareness and education. This session will discuss Purdue University's approach to security education and training, focused on the university community at large, which is designed to develop and preserve a culture of security awareness.

Hiring, Training, and Retaining Help Desk and ResNet Student Staff

drupal — Fri, 02 May 2008 12:45:51 -0500

Due to service demands, we often expect our ResNet and student staff to perform miracles. This panel discussion will explore and compare solutions from three different institutions to training, retaining, and providing growth opportunities for student workers while meeting or exceeding service-level expectations.

Regulatory Compliance Training: Public Jobs, Private Data

gdobbin — Tue, 15 Apr 2008 07:42:18 -0500

This research bulletin details the procedures and processes undertaken by the University of Minnesota to ensure that all employees, from student workers and custodial staff through senior research faculty and administrators, received training about keeping private data secure tailored to their roles and responsibilities. It illustrates how the implementation of the training resulted in improvements in incident reporting and response procedures, awareness of institutional private data and expectations for securing them, and many aspects of data security.

Citation for this work: Janssen, Ross T., and Greg C. Sales. “Regulatory Compliance Training: Public Jobs, Private Data” (Research Bulletin, Issue 8). Boulder, CO: EDUCAUSE Center for Applied Research, 2008, available from http://www.educause.edu/ecar.

Wikis and Emergent Roles for Teaching and Learning

drupal — Fri, 04 Apr 2008 12:00:25 -0500

Institutions increasingly encourage students to take an active role in their own learning. Wikis can facilitate this process by offering many ways for faculty and students to collaborate and create content. This panel of wiki experts from Boise State University and Occidental College will discuss their experiences in using wikis, including emergent roles in the teaching and learning process, critical to the effective use of this new technology.

Improving Help Desk Performance

drupal — Fri, 28 Mar 2008 10:35:39 -0500

The help desk at Saint Mary's University of Minnesota relies heavily on student workers for the end-user support of our liberal arts undergraduate campus as well as off-campus graduate and professional programs. This presentation will share the steps we took toward improving the professionalism, performance, and perception of the help desk.

New Directions in Help Desk Support

drupal — Tue, 26 Feb 2008 11:06:44 -0600

The University of Texas at Austin has changed our service delivery model at the help desk. Our new focus is on training and education: for the student consultants who answer the phones, for our full-time staff, and for our customers.

Delivering End-User Training in Less Time, with Fewer Resources

drupal — Mon, 28 Jan 2008 08:56:20 -0600

UMB and MCCC will present their end-user training plans from blueprinting to maintenance and support. Learn about two different efforts to develop online resources and delivery tools that have led to reduced maintenance and effort for the training teams, lower cost, and more effective end-user support.

How to Make Support Easier Through Effective Training

drupal — Mon, 28 Jan 2008 08:56:19 -0600

In today's world, technology resources can be overwhelming to the end user. Penn State Hazleton has created training programs and resources that allow users to grow and create their own technology-enhanced environment.

Tune In Nov. 14: Free Web Seminar on IT Security Essential Body of Knowledge for Workforce Development

vvogel — Thu, 08 Nov 2007 16:15:57 -0600

The Department of Homeland Security's National Cyber Security Division worked with subject matter experts from government, the private sector, and academia to develop an umbrella framework that establishes a national baseline representing the essential knowledge and skills IT security practitioners must have to perform their jobs. The IT Security EBK builds directly on established work and is not intended to represent a standard, directive, or policy by DHS. Instead, it further clarifies key IT security terms and concepts for well-defined competencies, identifies notional security roles, and defines primary functional perspectives to help advance the IT security training and certification landscape as we strive to ensure that we have the most qualified and appropriately trained IT security workforce possible.

This free November 14 EDUCAUSE Live! Web seminar, IT Security Essential Body of Knowledge: A Competency and Functional Framework for IT Security Workforce Development, features presenter Brenda Oldfield, Director of Education, Training, and Workforce Development, Office of Cyber Security and Communications, U.S. Department of Homeland Security.

Those unable to attend may wish to visit the archives after the event or browse related EDUCAUSE resources:

No Train, No Gain: Retooling Customer Service Staff into IT Support Professionals

drupal — Wed, 07 Nov 2007 13:04:27 -0600

Even the most seasoned IT professional needs constant training. How do you instill the love of lifelong learning in nontechnical support staff, at the same time moving them along the continuum toward more confidence and skill in technology support and troubleshooting? Empower them to learn, then teach them to teach other.

Professional Development

drupal — Tue, 06 Nov 2007 11:04:16 -0600

Newly formed in 2007, this group focuses on all issues concerning recruiting, training, and managing staff, including finding creative PD opportunities, developing career paths, and building strong teams. Managers and aspiring managers at all levels are welcome.

Adding Fun and Games to Training Programs

drupal — Tue, 30 Oct 2007 13:42:38 -0500

The CITES Help Desk at the University of Illinois at Urbana-Champaign needs an effective training program in our dynamic workplace. Learn how training games help us reinforce our traditional training, enrich the job skills of our student consultants, provide information on existing services, and foster teamwork among our staff.

IT Security Essential Body of Knowledge: Federal Register Notice Request for Comments

Rodney — Tue, 09 Oct 2007 11:20:50 -0500

A Federal Register Notice has been published for the Department of Homeland Security's "Information Technology (IT) Security Essential Body of Knowledge (EBK): A Competency and Functional Framework for IT Security Workforce Development." The deadline for comments is December 7, 2007.

According to the Notice:

The EBK is not an additional set of DHS guidelines, and it is not intended to represent a standard, directive, or policy by DHS. Instead, it further clarifies key IT security terms and concepts for well-defined competencies, identifies notional security roles, defines four primary functional perspectives, and establishes an IT Security Role, Competency, and Functional Matrix.

More information, including a downloadable version of the IT Security EBK, is available at http://www.us-cert.gov/ITSecurityEBK/

There will be a briefing for the higher education sector with Brenda Oldfield from DHS as part of an EDUCAUSE Live on November 14, 2007, at 1 p.m.

Training Your Staff to Protect SIS Data

ckeller — Fri, 07 Sep 2007 14:32:08 -0500

"No matter how robust your firewall, trained faculty and staff are your first line of defense against system breaches."

Certified Internet Web Professional Program - Security Professional

ckeller — Tue, 28 Aug 2007 15:24:35 -0500

The CIW Security Professional exam focuses on management and deployment of e-business transaction and payment security solutions. This certification validates knowledge and skills in implementing e-business security policies; identifying security threats; developing countermeasures using firewall systems and attack-recognition technologies; and managing the deployment of security solutions.

Tailoring Professional Development for IT Staff

ckeller — Mon, 30 Jul 2007 16:22:29 -0500

When it comes to professional development, one size doesn’t fit all—a broad range of professional development activities better serves the institution.

Finding the Right Fit for Faculty IT Development

drupal — Thu, 14 Jun 2007 12:16:07 -0500

Different models for faculty development are needed in different situations. In this session, learning technology professionals from three institutions will describe and discuss issues unique to their faculty development needs and how they are successfully addressing them at their institutions with customized training and development programs.

Trainee Skills Development-Partnering with Technical College

drupal — Sun, 27 May 2007 18:44:35 -0500

When encountering a shortage of skilled IT staff to do client/server development work, we decided to hire trainees to augment the work force. These trainees needed specific skills training.

The Data Game

drupal — Sun, 27 May 2007 18:35:23 -0500

Information literacy challenges loom large on every college campus. Educators must infuse campus culture with basic research skills and understanding, often with only a handful of librarian experts to lead the charge.

System Administrator Group in a Distributed Support Environment

drupal — Sun, 27 May 2007 18:04:49 -0500

Like many institutions, Brown University has been challenged by the historic proliferation of many types of computers operating throughout diverse departments across campus. Poorly executed or outdated configurations employed at the departmental support level, by staff with varying skill levels, were creating many known security risks. To curtail the anticipated continued unchecked procurement of machines and systems, a coordinated effort to provide consistent and ongoing training of departmental system administrators was imperative. Formal training was too expensive and did not always prove to be a valuable investment. The challenge was to address departmental system administrator concerns in a way that would ensure

Creative Training Techniques Using Video Technology

drupal — Sat, 26 May 2007 16:44:31 -0500

Faculty and staff often cannot attend training workshops offered by the Montclair State University Office of Information Technology (OIT) because of scheduling conflicts. In addition, students sometimes require training in office applications to assist them with class projects. Although "how to" documentation is available on our Web site, OIT thought additional support, using video technology, was needed to address these issues.

Student Computer Workshops for Credit

drupal — Mon, 14 May 2007 17:09:43 -0500

Technology 'n Training, a division of ITS Educational Technology at the University of Northern Iowa (UNI), offers hands-on computer workshops for faculty and staff. These workshops are in high demand, and their success led to the decision to extend the program to students.

Using Field Survey Results of K–12 Computer Use to Improve Teacher Training

drupal — Thu, 10 May 2007 17:00:09 -0500

Alameda County, California, conducted a field survey of the use of elementary classroom computers for academic purposes during the first half of 2006. The purpose of the survey was to help improve K–12 teacher credential training courses in educational technology (ISTE-NETS, 2006) at a local university, based on actual field conditions.

Building a Training Network: the Technology Liaison Program at Washington and Lee University

drupal — Wed, 09 May 2007 21:19:58 -0500

All campuses struggle to provide computing support and training with limited resources. The wide disparity of computing skills among campus employees and the constantly changing software environment pose additional difficulties, as staff must constantly learn and adapt to new features and interfaces. The Technology Liaison Program at Washington and Lee University was developed to address the need to equip staff and faculty across campus with appropriate computing skills in a cost-effective manner.

Teaching Computer Network Security with the CyberCIEGE Video Game

drupal — Mon, 16 Apr 2007 09:37:32 -0500

CyberCIEGE enhances cybersecurity education and training through an extensible resource management video game similar to SimCity and RollerCoaster Tycoon. In the CyberCIEGE virtual world, players spend virtual money to operate and defend their networks and watch the consequences of their choices on user productivity when their networks are under attack.

Awareness and Training as a Road to Security Compliance

drupal — Mon, 16 Apr 2007 09:37:31 -0500

Training for information privacy and security is essential in higher education environments not only due to legal and statutory requirements but also as a method of risk reduction. As more institutions move toward mandatory training based on assigned roles and responsibilities, we can achieve better economies of scale through Web-based training and interinstitutional collaborations. This seminar will explore training models, methods, and opportunities drawn from conversations, research, and benchmarking efforts.

Collaborative Process for IT Training and Development

drupal — Thu, 15 Mar 2007 15:50:54 -0500

In collaboration with a faculty member with expertise in adult education, the central IT division established a process to address short-term technical training needs and long-term professional development for IT professionals. Learn about the collaborative process used at University of Wisconsin-Milwaukee and the resulting model for training and development.

Musical Chairs: A Successful Method for Adapting Technology

drupal — Thu, 01 Mar 2007 09:30:43 -0600

Managers need to convey calm competence regarding new technology. With a firm grasp of social and technological skills, they can make learning core to the corporate culture itself. A "musical chairs" approach to skill acquisition in the context of staff meetings achieves results-based learning.

Podcast IT: Preparing Faculty for Academic Podcasting

drupal — Fri, 26 Jan 2007 17:18:40 -0600

The University of Tennessee's "Podsquad" will demonstrate one path to a successful academic podcasting initiative, including the process of faculty development and creating a homegrown podcasting service. We'll review initial outcomes, faculty and student perceptions of the project, and speculate on the future of academic podcasting at the university.

Video Skills for Interdisciplinary Research

catherine — Wed, 22 Nov 2006 09:57:42 -0600

Use of digital video is exploding in UK higher education, both as a tool for teaching but also as a topic for research -- and in the arts and humanities, as well as the sciences. New meta-search tools like PureVideo are making video content newly accessible to researchers and institutions. Organisations like JISC, AHDS and the British Universities' Film and Video Council are helping to set up open-access video archives for education. There's a whole constellation of factors at work (technological developments, affordability, licensing agreements, etc.), jointly conspiring to make digital video an emergent key research tool.

What particularly interests me in all this is that film and video, as research tools but also as research subjects in their own right, have broken free of the boundaries of disciplines like Media Studies, Design, and Journalism. In the humanities, digital video is now of significant interest to historians, political scientists, performing arts specialists, literary scholars, architects--in fact, the whole scholarly battalion. In Cambridge, high demand has led to establishment of a new graduate degree programme in Screen Media, and a cluster of associated research seminars. At a graduate training seminar I gave recently, I couldn't keep up with the video-related questions fired at me by the students.

Using digital video seems to enable interdisciplinarity. This is intriguing, especially in the context of a research-intensive university with well-established disciplinary methods and microcultures. And it demands that staff and students acquire new skills -- including "social" skills like e-safety and copyright, as well as technical skills. Who within research institutions is recognised as having this kind of expertise, and who is best placed to deliver "whole package" training? Is there a growing skills gap between older and younger staff, or between staff and students? What new forms of collaboration might video use enable, or require?

Career Development for IT Professionals

drupal — Wed, 18 Oct 2006 15:56:41 -0500

A panel of leaders from within the higher education community who contributed to the new book "Cultivating Careers: Professional Development for Campus IT" will address some of the issues that IT professionals face as they advance in their careers. The panel will also discuss strategies that can be used at both the organizational and personal levels to promote one's own career and to advocate for the profession.

CBO Perspectives on IT and Business Continuity

drupal — Mon, 25 Sep 2006 14:07:39 -0500

This September-October 2006 survey, administered to chief business officers and chief financial officers affiliated with the National Association of College and University Business Officers (NACUBO), seeks to understand higher education's plans, infrastructure, experience, and capability in the area of business continuity. The results of the survey will be reported as part of the EDUCAUSE Center for Applied Research 2007 study of information technology readiness for business continuity in higher education.

Stand-alone Computer Courses in Teachers’ IT Training

drupal — Tue, 01 Aug 2006 11:09:17 -0500

Should teachers in training learn IT skills through stand-alone computer courses or integrated into methods courses?

Developing a Multimedia Tutorial Style Guide to Expand Student Training

drupal — Mon, 26 Jun 2006 14:18:09 -0500

Clemson University developed a style guide to expedite the production of Macromedia Captivate tutorials, expanding and enhancing campus computer skills training programs without budget increases. Our team refined best practices over a semester, enabling a variety of people to create new tutorials for our expanding online multimedia library.

EDUCAUSE Security Professionals Conference 2006.Summary: Implementing HIPAA Security Rule Training Program for Sys Admins at ECU

llarsen — Tue, 25 Apr 2006 14:31:00 -0500

Implementing a HIPAA Security Rule Training Program for System Administrators at East Carolina University. Carol Davis, DRP Coordinator, East Carolina University

This session walked us through the planning and implementation process that created a training program for systems administrators at ECU for the HIPAA Security Rule. The program was added to a privacy program that already existed but was in need of revision. A key resource was the SANS Press HIPAA Security Implementation book.

Key questions for the planning process were

What is the training?
Who needs the training?
What are the overall project alternatives?
How will it be delivered?
What will the cost be?
What is the “completion” point?
How will effectiveness be measured?
How often must the training be taken?
Who will do the Public Relations on the project and what will be included?
Who will continue to update the training content and monitor?

The project was developed over three months using their HIPAA Committee as the key advisory group. This committee developed the policies for the project. Time was spent on fully understanding the rule sets: the privacy rule, the transaction and code set rule, and the security rule. Technical safeguards and related policies were to be included in the training. Initial options considered included purchasing a full set of modules or customizing the training using Blackboard which was already an established resource.

Awareness training was to be included for all members of their health care workforce including management. Visitors and students complete an abbreviated version of the training and students take a web-based quiz and take the results to their faculty.

The course objectives were:

Familiarity with HIPAA and the security rule
Understanding rule sets
Understanding why both Privacy and Security rules are needed
Understanding how the rule applies to the trainee.
Understanding safeguards
Review of security policies
Understanding technical security awareness
Understanding individual responsibility for protecting health information

The content was created in five sections:

Overview and structure
Security rule principles
ITCS safeguards
Security awareness
Security incident notifications

A Blackboard course was populated & information on the program was distributed

Training guidelines were provided electronically and course deadlines were included

Management helped to ensure course completion.

Current knowledge was sampled by having administrators complete the quiz before the online training and again afterwards. The specific training assessment is a quiz of 10 questions based on HIPAA privacy but concentrating on security specifics. Instant feedback is provided for both correct and incorrect answers. The training and quiz can be retaken to improve learning. Certificates are awarded for 80% or better scores. The certificates are popular and being hung on office walls and added to resumes.

Each person taking the training is asked to complete an evaluation survey that includes the question of the application of the training to their position and a blank field for additional comments.

The latest phase is to more fully utilize Blackboard with one training package that includes two modules and to incorporate student training into the system as well as reviewing role-based training opportunities. HR is assisting in identifying new departments or individual positions that require compliancy or other special training. And, of course, the training content is continually reviewed and revised when appropriate.

HIPAA Security Rule Training – presentation slides

HIPAA System Admin Training Guidelines – 4 page document – instructions for training program.

HIPAA Security Rule Training for IT System Administrators

drupal — Tue, 18 Apr 2006 10:56:53 -0500

The HIPAA Security Rule is challenging for health-care organizations, but especially for IT administrators supporting systems with electronically protected health information. Learn what is involved in developing an online training program to educate system administrators on the administrative, technical, and physical safeguards and how the knowledge gained can be measured.

IT Readiness for Business Continuity

drupal — Tue, 11 Apr 2006 11:10:54 -0500

This May 2006 survey seeks to understand higher education's plans, infrastructure, experience, and capability in the area of information technology support for business continuity.

E2005 Podcast: 64 Campuses, One Central Organization

podcaster — Tue, 28 Mar 2006 17:24:20 -0600

This 50 minute recording provides coverage of the 2005 EDUCAUSE Annual Conference Session entitled 64 Campuses, One Central Organization for Training and Professional Development.

Chasing a Moving Target: Using the CMS in an Evolving Web Environment

drupal — Mon, 27 Mar 2006 09:42:47 -0600

The Middlebury College libraries converted to a campus-wide Web content management system (CMS) in 2003, and further improvements are always on the horizon. We will evaluate the merits and limitations of the new CMS by discussing how library staff use it in this constantly changing environment.

E2005 Podcast: Revitalize and Transform Online Staff Training and Development

podcaster — Fri, 24 Mar 2006 17:42:00 -0600

This 51 minute recording provides coverage of the 2005 EDUCAUSE Annual Conference Session entitled Learning Mania: A How-To Guide to Revitalize and Transform Online Staff Training and Development.

So You Want to Switch Course Management Systems? We Have! Come Find Out What We've Learned

drupal — Tue, 28 Feb 2006 12:14:16 -0600

The University of Oklahoma recently implemented Desire2Learn as a replacement for the Blackboard Learning System as our primary course management system. The project was a successful collaboration among the CIO, provost, various college representatives, and IT. The goal to implement the new system over the summer months was attained.

Bridging the Gap Between Technology and Business Processes

drupal — Tue, 28 Feb 2006 12:14:16 -0600

Training programs often fail to bridge the gap between technology and underlying business processes. Supervisors play a critical role in promoting technology training as well as shifting business processes. Institutions therefore need technology education designed specifically for supervisors. Learn how this approach has made a difference at one institution.

Designing Online Environments for Just-in-Time Faculty and Graduate Student Pedagogical Training

drupal — Wed, 18 Jan 2006 10:44:11 -0600

The Johns Hopkins Center for Educational Resources has created "on demand" online environments in which key policy data are fully integrated with user-friendly interactive training and assessment exercises. This presentation focuses on the process our team uses to create these modules, which are accessible faculty/graduate students on a self-scheduled, self-paced basis.

Awareness and Training

drupal — Thu, 15 Dec 2005 10:57:05 -0600

Security in our open and collaborative academic and research communities is a challenge and perceived by some to lag behind the general information technology community. Activities designed to educate users and technicians about security issues and responsibilities are considered a key component of a good security program. This group will discuss the variety of audiences involved, brainstorm ideas on how best to reach each audience, and discuss current efforts under way in this area.

No Teacher Left Behind: How to Teach with Technology

drupal — Fri, 11 Nov 2005 11:25:37 -0600

A three-phase program taught veteran and novice instructors how to effectively integrate technology into lesson plans.

Learning Mania: A How-To Guide to Revitalize and Transform Online Staff Training and Development

drupal — Tue, 01 Nov 2005 12:34:33 -0600

When the realities of changing economic landscapes and static staff size collided with dreams of keeping pace with frenetic technological change, we responded by creating a learning environment that closes the gaps between our needs and organizational expectations. In this interactive session, we will share our analysis, processes, and lessons learned.

Faculty Development

markmorton — Wed, 12 Oct 2005 11:11:06 -0500

One part of my job as Instructional Program Manager is to help faculty members develop pedagogical strategies that work effectively in an online environment. There are a number of challenges to this, and the primary one is probably the looming presence of the technology itself: that is, the complex and powerful online course management system is there in front of the instructors -- they can almost stub their toe on it -- and so when they start to think about incorporating an online component into one of their face-to-face courses, the first thing that comes into their mind is "how do I use the technology" rather than "what do I do with the technology." In other words, they are well aware that they need guidance and probably even training with regard to the nuts and bolts aspects of logging on, making online quizzes, using the online gradebook, and so on. But this focus on the technology AS technology causes them to overlook less tangible things, such as the need to develop new pedagogical approaches, and the need (and opportunity) to make online learning as active and student-centred as possible. On a day to day basis, this problem is manifested in the fact that many of our faculty mistakenly think that our unit -- The Centre for Learning and Teaching Through Technology (LT3)-- is a kind of "technology help desk," the place that they phone when they are having a problem with a computer or with software. In short, it's lamentable that LT3 sometimes gets confused with IST (Information and Systems Technology); and sometimes we are also confused with other quite distinct units, such as Distance Education.

Another challenge with regard to faculty development is simply finding time. Instructors are busy: with teaching, with research, and with life. It's hard to convince them to devote time to a workshop, even one that's designed to help them devise learning activities that will work effectively in an online environment. The workshop I offer -- called The E-Merging Learning Workshop -- demands upwards of twenty hours from a participating instructor. He or she first spends eight or so hours completing a series of online modules; then attends a two-hour coaching session; then completes another online module that requires another few hours; and then attends one final coaching session. We've had success with this workshop in the past, because it successfully gets instructors to re-think how they use "time and space." That is, they come to see the efficacy of using the online environment to do two things. First, to use the online environment to deliver some of the course content, so that the classroom time and classroom space can be re-purposed for more interactive activities such as discussions, question and answer, field trips, lab work, and so on. Second, they come to see the value of using the online environment to have students engage with content in an active and student-centered manner: that is, they're not just reading a posted lecture, but rather are completing online activities (quizzes, simulations, role playing, discussion groups, etc) that pull them into the material, and which allow the instructor to provide them with formative feedback. (We call this instructional model, which we developed at the University of Waterloo, the T5 model -- the "T"s stand for tasks, topics, tutoring (i.e. feedback), teams, and tools). However, despite the demonstrated benefit of the New Classroom Workshop, it's sometimes hard to get faculty members to sign up for it -- due, as I was saying, to their time constraints. And sometimes it's even hard to get the faculty members who do sign up to complete all of the online modules before the first coaching session (which is ironic considering that one of the "instructional challenges" that we discuss during the workshop is how to get undergraduates to come to class prepared!). At York University, in Toronto, they offer similar faculty development program (called doTEL), except that it's ten weeks in length rather than two weeks like our New Classroom Workshop. In the upcoming weeks I'll be looking further into their approach at York -- and I'd welcome suggestions or ideas from other engaged in faculty development. Feel free to leave them here as comments, or to email me directly at markmorton@LT3.uwaterloo.ca