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A Faculty Instruction Model for Online Course Development

A Faculty Instruction Model for Online Course Development

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A Faculty Instruction Model for Online Course Development

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  1. A Faculty Instruction Model for Online Course Development Team 6 Lesson 3 Gary J Brumbelow Matt DeMonbrun Elias Lopez Rita Martin

  2. Overview • A Midwestern research intensive university is committed to the development of successful online courses. • The goal of the organization is to train first time faculty developers on online course delivery utilizing the course management system.

  3. Objective • The overall training objective for this project is to create a faculty development course designed to assist faculty members in creating online courses at their home institutions.

  4. Focus • This training focuses on the knowledge and skills needed for faculty members to take courses, which are currently implemented in a lecture-style environment and adapt them for use in the online environment.

  5. Needs and Development • Training and resources will be needed to best prepare first time faculty developers for making the transition from teaching in a regular classroom to teaching online. • Course development for online courses for faculty members will be based on institutional, college, and department plans for the ongoing delivery of online programs.

  6. Expected Outcomes • Successful online teaching requires an understanding of the course management system, teaching skills and strategies, and best practices that are effective in online education.

  7. Design Model • The instructional design for training sessions will be constructed using the ADDIE model. • The ADDIE model uses a systems approach in which the organizations and activities have Input, Process, and Output as the features for this approach • Designing instruction can be carried out by following the logical steps in which the output of one activity becomes the input for the next. • Following these phases will be useful for planning the course, determining the needs of the learners, designing activities that will be favorable for them to acquire the knowledge and skills, and to measure the learning outcomes (Branch, 2009).

  8. Training Needs Analysis • When designing any type of training program, an emphasis should be placed upon first creating a performance assessment of the needs of the training (Branch, 2009). • Queeney (1995) adds that needs assessments can often have one or more rationales. Such assessments may focus on the content that is needed for the audience, what audience members would benefit from training, or whether or not the training would be purposeful given all other needs (Queeney, 1995). • According the Branch (2009), “the three main steps for conducting a performance assessment are: • 1) Measure the Actual Performance • 2) Confirm the Desired Performance • 3) Identify the causes for the performance gap” (p. 26).

  9. Training Needs Analysis • The purpose of needs assessment is to identify educational needs for the target population. • According to Queeney (1995) “needs assessment is concerned with educational needs, which are related to program content and the population to be served” (p. 2). • The information collected from a needs assessment will be useful to determine the training content () and learning activities (Silberman, 2006; Queeney, 1995). • An assessment of the target population will provide information about the characteristics of the faculty members for whom the training will be designed.

  10. Learner Analysis • According to Branch (2009), individual learning is affected by learner characteristics such as existing knowledge and skills. • “Needs assessment is a process of identifying the gaps” (Queeney, 1995, p. 5). Faculty members’ level of understanding of online course development and delivery will be assessed to learn the extent to which faculty members understand and feel competent to use the course management system (Queeney, 1995). • Faculty may differ in their level of understanding and competence in using computer software programs, their motivation for learning, and their concerns about online course delivery. • Knowledge of the characteristics, motivation, and concerns will be helpful in determining methods and activities that will be used for the training (Branch 2009; Queeney, 1995).

  11. Data Collection • According to Queeney (1995) needs assessment cannot be successful unless it is relevant to the target population. • Using the appropriate method will produce useful data to guide program planning and design (Queeney, 1995). • Silberman (2006) suggests asking participants directly what their training needs are by sending out a brief questionnaire. • An expert in instrument design, data collection and analysis will be utilized for collecting data. • Quantitative data will be collected from faculty, and administrators using survey instruments for assessing the needs relevant to the instructional design and delivery of the program. (Branch, 2009).

  12. Needs Assessment • Needs assessments will include: • Collection of information on the nature of the faculty work situation. • Conditions that will affect participant involvement (Silberman, 2006) • Organizational policies • Procedural issues that include scheduling, location, instructional facilities, technology available for the learning environment for hands-on activities, non-digital technology for instruction, and delivery preferences (Branch, 2009; Queeney, 1995).

  13. Delivery • A computer-based training will be recommended for faculty hands-on practice in developing skills needed for using the course management computer software program. • The delivery option will also include estimated total costs for the delivery system, and the length of time for the desired delivery option. • At the end of the analysis phase the cost for this phase will be computed. • A summary of the analysis will be completed and provided to the institution’s administrators for approval. • Upon approval of the analysis summary by the university administration, instructional training will be designed for the intended first time faculty developers for online course delivery (Branch, 2009).

  14. Program Planning • Developing training objectives. • An active training program will be constructed for achieving the training objective. • Learning will include the development of competencies in the performance of methods and techniques for online course delivery (Silberman, 2006). • The tasks will be organized so that the learners can construct the knowledge and skills necessary to achieve the desired goal. • Upon completion of the training sessions, faculty will be able to construct an online course using course management software and effective teaching skills and strategies, and best practices for online course delivery.

  15. Program Planning • Purpose Statement • Branch (2009) states that a purpose statement should be created to “state in succinct and explicit terms the primary function of the instructional program and the context in which the instruction will occur” (p. 32). Our purpose statement affirms that this training program is to develop faculty competencies in crafting online educational courses for the purpose of expanding online education in the institutional environment.

  16. Program Planning • Instructional Goals • Much like learning outcomes, instructional goals describe what participants should be able to achieve by the end of the course (Branch, 2009). • Our instructional goals: • to describe the process for creating an online course using the institution’s online course software; • to summarize the benefits of online learning and effective methods of engagement in online courses; • to apply learned course knowledge in creating an interactive online course curriculum; • to connect lecture-style course objectives to those implemented in online curriculum; • to integrate personal teaching styles into online curriculum; and, • to determine best practices for online development of coursework.

  17. Program Planning • Providing experiential learning approaches. • Silberman (2006) suggests three goals for starting an active training program: • Team building for creating a spirit of participation among faculty • Learning about the knowledge, experiences, and attitudes of the faculty • Immediate involvement in learning exercises through demonstrations and presentations for giving an initial description of the skills to be learned within the program. • An open discussion will also be used for active participation in the training program. • “Active learning promotes learning by doing” (Silberman, 2006, p.123). • Experiential learning will develop the skills of faculty participants and enhance their understanding of concepts (Silberman, 2006). • According to Silberman (2006) experiential learning is effective for behavioral training goals. • A skill will be demonstrated and faculty participants will be asked to observe the demonstration and to perform it. • Faculty learning will be assessed according to the criteria stated in the objective and feedback will be provided on their performance (Silberman, 2006). • Practice opportunities will be designed for the transfer of knowledge and skills from the classroom to the work settings (Branch, 2009).

  18. Evaluation • Effective instructional design centers on individual learning, focuses on performing tasks that are authentic and promotes transfer of knowledge and skills from the classroom to work settings. • Evaluation during the instructional design process and following the implementation phase will measure the efficiency and effectiveness of the instruction. • Evaluation will aid the design team in assessing the quality of the learning resources and the quality of the process that was used to create the learning resources (Branch, 2009). • A formative evaluation between each phase and a summative evaluation will measure the overall effectiveness of the instruction (Taylor, 2004). • Multiple levels of evaluation will be used at the conclusion of the design phase (Branch, 2009).

  19. References • Branch, R.M. (2009). Instructional Design: The ADDIE Approach, Springer Science Business Media, LLC. DOI 10.1007/978-0-387-09506-6_1 • Queeney, D. S.. (1995). Assessing needs in continuing education: an essential tool for quality improvement. San Francisco: Jossey-Bass. • Silberman, M. (2006). Active training: A handbook of techniques, designs, case examples, and tips. San Francisco, CA: John Wiley and Sons, Inc. • Taylor, L. (2004). Educational Theories and Instructional Design Models. TheirPlace in Simulation. Nursing Education and Research, Southern Health.