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Presented at Sloan-C Blended Conference, Denver, CO, 7.9.14.
Evaluating the Effectiveness of Faculty Development Programs for Blended Inst...
Evaluating the Effectiveness of Faculty Development Programs for Blended Inst...
Tanya Joosten
How and why OTC Online updated review process
Fall 2011 Online Reviews: An Interactive Approach
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Carla Bradley
Date: March 17, 2014 Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours. Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee. As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes. This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared. Learning Objectives By actively participating in this seminar, attendees will be able to: Identify the characteristics of a good blended and online course, including the pedagogical model Determine what elements and formats should be considered in designing a faculty development program Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Determining the Effectiveness of Your Faculty Development Program
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Tanya Joosten
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber Visit DTL2014.wikispaces.com for more info
Evaluation of Online and Blended
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Tanya Joosten
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North Park Quality Matters Presentation
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NorthParkODL
Describe the trend of Massive Open Online Courses (MOOCs) and personal experiences in three MOOCs offered in Harvard University, Melbourne University and Case Western University.
Independent learning through Massive Open Online Courses
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The Chinese University of Hong Kong
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Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course. Learn how and why the Quality Matters standards were integrated into an existing faculty development workshop and how the workshop has evolved over time. Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
Faculty as students: One model for faculty to develop and teach online
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Presented at Sloan-C Blended Conference, Denver, CO, 7.9.14.
Evaluating the Effectiveness of Faculty Development Programs for Blended Inst...
Evaluating the Effectiveness of Faculty Development Programs for Blended Inst...
Tanya Joosten
How and why OTC Online updated review process
Fall 2011 Online Reviews: An Interactive Approach
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Carla Bradley
Date: March 17, 2014 Time: 1:00–4:00 p.m. ET (UTC-4) convert to your time zone; Runs three hours. Malcolm Brown and Veronica Diaz will moderate this online seminar with Tanya Joosten, Dylan Barth, and Nicole Weber from the University of Wisconsin–Milwaukee. As the demand for blended and online learning opportunities increases, so does the need to ensure the quality of online education through faculty development programming. And with the increase in the diffusion of blended and online programming across higher education institutions, stakeholders are looking for ways to ensure the quality of the student experience and better understand the impact on student outcomes. Recently, many of us have been asked to provide evidence of the effectiveness of our faculty development programming: administrators are looking for a return on investment in faculty development to ensure quality in blended and online programming, as we are seeing decreases in state funding and enrollments, which leads to cut budgets. In order to for us to determine the effectiveness of our programming using a backwards design approach, we need to first understand what is a good online or blended course as well as what competencies are required of faculty to teach blended and online courses and how those can be best facilitated in a faculty development program. Then we can consider how to evaluate the impact on student outcomes. This workshop will offer a collaborative and interactive opportunity to connect with colleagues to consider and construct how the effectiveness of faculty development programming can be determined and disseminated. A model of evaluation for a faculty development program will be shared. Learning Objectives By actively participating in this seminar, attendees will be able to: Identify the characteristics of a good blended and online course, including the pedagogical model Determine what elements and formats should be considered in designing a faculty development program Share strategies for evaluating the effectiveness of your faculty development program at the course, program, and institutional levels from multiple perspectives, including students, colleagues, researchers, and administration Understand how these steps fit into a model of evaluation for learning technologies and pedagogical innovation
Determining the Effectiveness of Your Faculty Development Program
Determining the Effectiveness of Your Faculty Development Program
Tanya Joosten
Presented workshop at Distance Teaching and Learning conference on 8.12.14 with Dylan Barth and Nicole Weber Visit DTL2014.wikispaces.com for more info
Evaluation of Online and Blended
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Tanya Joosten
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North Park Quality Matters Presentation
NorthParkODL
Describe the trend of Massive Open Online Courses (MOOCs) and personal experiences in three MOOCs offered in Harvard University, Melbourne University and Case Western University.
Independent learning through Massive Open Online Courses
Independent learning through Massive Open Online Courses
The Chinese University of Hong Kong
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Learn about the University of Denver's Teaching Online Workshop (TOW), an intensive online workshop where new online instructors experience online learning from the student perspective and learn best practices for developing and teaching an online course. Learn how and why the Quality Matters standards were integrated into an existing faculty development workshop and how the workshop has evolved over time. Information session at the 2015 Distance Teaching & Learning Conference in Madison, WI.
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Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013 With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes. A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
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Are more of your students enrolling in Online or Blended classes? Do you have the skills needed to develop and facilitate interactive online courses based on strong pedagogical principles? Do you need guidance adapting to the rapidly changing technologies required in a digital learning environment? Join the upcoming Sloan-C Certificate Program Webinar to learn more about Sloan-C Online Teaching Certificate and Sloan-C Advanced Teaching Certificate program options that can meet these online teaching needs. Sloan-C currently has two different certificate programs based on the Sloan-C pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access. These research-grounded, practical Certificates include: Sloan-C Online Teaching Certificate Online Program – 4 Start Dates Remain in 2014 The Sloan-C Online Teaching Certificate prepares educators to teach and improve online courses with one to one support from an experienced mentor that you select to work with you throughout the duration of the program. Key learning opportunities include a foundation course, three selected electives and a capstone application of key certificate concepts and skills. Sloan-C Advanced Teaching Certificate The Sloan-C Advanced Online Teaching Certificate supports educators as they fine tune existing distance learning courses (and/or degree programs) using the Sloan-C Pillars of Quality in Online Education—learning effectiveness, scale, faculty and student satisfaction, and access. This program assumes foundational online teaching expertise and is distinguished by a blended format: face to face collaboration at a Sloan-C conference, continued by online interactions and feedback. Each Advanced Certificate Program cohort kicks-off at one of the three 2014 Sloan-C Conferences .
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Slides used in conjunction with webinar for online program review at community colleges.
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SYNERGY Induction to Pedagogy Programme - Evaluation of the Environment (ENGL...
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Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013 With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes. A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
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2014 Sloan-C Certificate Programs
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This powerpoint was used in the presentation at the Online Learning Consortium's Annual Conference in 2015. The presentation was based on a survey conducted of faculty governance leaders in American colleges and universities.
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...
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apicciano
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ONDEC | Edition 1 | Hello World
Ka lehkhabu 5 na-thinlai a thar leh thin
Ka lehkhabu 5 na-thinlai a thar leh thin
Listed By Raymonda!
Listed By Raymonda!
Venglai christmas issue 2010
Venglai christmas issue 2010
kbs+ Ventures Class 6 | Raising Capital Part 2
kbs+ Ventures Class 6 | Raising Capital Part 2
Come e quando utilizzare la stampa digitale
Come e quando utilizzare la stampa digitale
отраслевой доклад 2013. тв в россии
отраслевой доклад 2013. тв в россии
Icici Bank
Icici Bank
Mobile Landscape
Mobile Landscape
Smau milano-2011-marta leo iwa
Smau milano-2011-marta leo iwa
Similar to MCCA Carla Bradley
education
BdEurope2011_BlendedLearningWorkshop.pptx
BdEurope2011_BlendedLearningWorkshop.pptx
Ains11
Presentation by Barry Dahl at the 2018 D2L Connection: London Edition. This session addresses the development of a process that can be used to evaluate the quality of online teaching. The current evaluation processes at many colleges do not specifically address online instruction, and most academic administrators have limited personal experience with online course design and instruction. Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. The rubric could be used as a self-evaluation for faculty, as part of a peer review evaluation, or as part of an academic administrator’s evaluation of faculty. These documents are sharable and editable. Use these documents to start a faculty evaluation process or to build upon your existing process.
Evaluating the Quality of Online Teaching
Evaluating the Quality of Online Teaching
D2L Barry
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition. Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
Evaluating Quality of Online Teaching
Evaluating Quality of Online Teaching
D2L Barry
Symposium visual final
Symposium visual final
DianeOnorato
It talks about techniques for online assessment, How we can do formative assessment online.
Online assessment
Online assessment
Nisha Singh
This presentation will be presented at the 2012 SLOAN-C International Conference on Online Learning and will share data, lessons, learned, and strategies for success for an online instructor training course offered at Madison College. See the full presentation details and description here: http://sloanconsortium.org/conference/2012/aln/top-ten-aspects-and-lessons-learned-successful-online-faculty-training-program
Top Ten Aspects (and Lessons Learned) of a Successful Online Faculty Training...
Top Ten Aspects (and Lessons Learned) of a Successful Online Faculty Training...
JLewisGeology
Guidelines for promoting quality instruction in online courses.
Quality Teaching in Online Courses
Quality Teaching in Online Courses
Foothill College
From onsite to online learning contexts
From onsite to online learning contexts
annagara
Can Existing Quality Guidelines Inform Faculty Participation in Online Course...
Can Existing Quality Guidelines Inform Faculty Participation in Online Course...
Melissa A. Venable
Delivered as part of an eLearning work group at Mountain View College, this presentation provides an overview of educational best practices for online course design and delivery.
eLearning Work Group (Kickoff Meeting)
eLearning Work Group (Kickoff Meeting)
Esteban (Steve) Sosa
During this presentation by Jason Rhode at the 12th annual SLATE Conference on 10/23/14, we explored suggested best practices included in the Blackboard Exemplary Course Program Rubric for designing engaging online courses. Jason shared practical tips from his experience building a course in Blackboard that meets the established ECP quality benchmarks. We also covered the steps and associated deadlines for faculty interested in submitting their course for consideration as a Blackboard Exemplary Course. This session was geared toward an audience already familiar with the basic online teaching tools available in Blackboard Learn. While the examples shared were specifically of courses in Blackboard, the principles can be applied to developing quality online courses in any learning management system. Links to resources shared are available at http://www.jasonrhode.com/exemplarycourse
Designing Exemplary Online Courses in Blackboard
Designing Exemplary Online Courses in Blackboard
Jason Rhode
ITC Conference, 2009, Portland, Oregon
Avoiding Shovelware
Avoiding Shovelware
gkaminsk
eLearning 2009 Conference presentation with Greg Kaminski & Beth Hale
Strategies 4 Quality
Strategies 4 Quality
Susan Clark
Dilrukshi Gamage's presentation of her PhD research at the 7th GO-GN Seminar in Delft, April 21-22, 2018.
Increasing effectiveness of MOOCs to meet the 21st century skills
Increasing effectiveness of MOOCs to meet the 21st century skills
Global OER Graduate Network
PhD Research on Increasing effectiveness of MOOCs to meet 21s century skills
PhD research presentation for GO_GN Delft Netherlands
PhD research presentation for GO_GN Delft Netherlands
dilrukshigamage
Questions that should be asked for online delivery classes are: Is the instructor using online exemplary practices? Is the instructor qualified to teach online? Methods that could be used on a voluntary basis to answer these questions will be discussed.
Assessing Pedagogy of Online Classes
Assessing Pedagogy of Online Classes
ACBSP Global Accreditation
by Afsaneh Sharif, Senior Instructional Designer | UBC ETUG Spring Workshop 2015
PDPIE Framework: Online Course Development Quality Cycle