How to support faculty developing online and flipped courses

Our Process

The process as it is designed now adheres to our version of the KISS approach: Keep It Straightforward and Simple. Our faculty know their subject matter, we know the instructional design process. We each need to know enough about what the other knows to get the job done but we don’t need to be experts in each other’s fields.

The process is based on the ADDIE model but recognizes that the stages of that model may not be exclusive. It begins with the full-day workshop in which we focus on analyzing the teaching approach, the student audience, and the content with regard to online delivery. We ask faculty to participate in surveys to indicate their preferred learning styles, teaching styles, and instructional theory. Through these activities, they become aware of how these can influence their pedagogical approach, the way they structure their online course, the activities they choose, etc. We take a light approach, making it fun and adding discussion with sharing of personal stories. We do this over coffee and lunch is provided.

In the afternoon, we focus on the ‘bricks and mortar’ of the syllabus for their course, looking at measurable objectives, aligned assessments, weighting assessments, developing rubrics and a discussion of translating the proposed assessments for the delivery format. These topics are visited again in the online course with assignments contributing to the development process.
Throughout the online course, other topics are visited such as scaling up to large enrollment, managing the online classroom, incorporating group work, using peer reviews effectively, etc. These are introduced as part of the review of the syllabus for the online course in which faculty are now students as well as developers.

In the workshop, faculty developers are provided a statement of expectations. This describes what is expected of them with regard to participation and outcomes and what they can expect from us with regard to assistance and guidance, and what they should expect from each other in peer interaction that is a major element of the process. We also review the quality assurance process and obtain commitment to participation in that process.

In addition to working with instructional designers and developing courses throughout participation in the online course, faculty submit evidence and examples to indicate the extent to which they meet the standards of quality contained in the Quality Matters rubric. The quality assurance review process takes place throughout the semester and culminates in a final, scored review. The completed course and the results of the quality assurance review are presented to the department head for approval.

Throughout this process, faculty developers are encouraged to identify areas of research and to support fellow faculty in identifying research opportunities particularly in areas for future collaborative research. Our goal is to offer collaborative research opportunities for faculty to become leaders in the practice of effective, interactive, successful teaching in whatever delivery format they offer their courses.

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