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It Takes a Village : Building Courses in a Learning Community

It Takes a Village : Building Courses in a Learning Community. Francine Glazer, PhD Assistant Provost and Director , Center for Teaching and Learning New York Institute of Technology October 17, 2013. After this session, you will be able to:.

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It Takes a Village : Building Courses in a Learning Community

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  1. It Takes a Village:Building Courses in a Learning Community Francine Glazer, PhD Assistant Provost and Director, Center for Teaching and Learning New York Institute of Technology October 17, 2013

  2. After this session, you will be able to: • Explain the principles and benefits of a successful faculty learning community (FLC) • Create a process for selecting projects • Integrate lessons learned from a successful New York Institute of Technology FLC • Identify potential resources and create a timeline and structure for an FLC

  3. Definitions • Online courses • 80 – 100% of their contact hours online • Blended courses • 30 – 80% of their contact hours online • Enhanced courses • 0 – 30% of their contact hours online Source: Allen, I. E., Seaman, J., & Garrett, R. (2007)

  4. Definitions • Blended courses • 30 – 80% of their contact hours online • Content delivery, active learning both online and face-to-face • Flipped courses • 100% of their contact hours face-to-face • Content delivery online, in advance • Contact hours used for active learning

  5. FLC – definition, principles • Cross-disciplinary • 8-12 participants • Individual projects, common theme • Cohort- or topic-based • Collaborative year-long program

  6. Characteristics of FLCs • Safety, trust • Openness • Respect • Responsiveness • Collaboration • Relevance • Challenge • Enjoyment • Esprit de corps

  7. The Quiet Signal • The teacher signals for quiet, often with a raised hand. • Students complete their sentences. • Students raise their hands and alert classmates to the signal.

  8. Where do we start? • Individual proposals • Think through your project and commitment • Scheduling: a critical component for success • Shared goals • Determine topics

  9. The hardest part…

  10. Changing roles of content • Foundational knowledge • Use content, don’t “cover” it • Tool to develop learning skills

  11. NYIT FLC • Health Professions, Fine Arts • 8 participants • 7 participants • Time commitments! • Support from chairs, dean • Flexible thinking

  12. NYIT FLC • Early Summer Institute: • Blended • Alignment: goals, objectives, assessment, content • Chunking the content • Biweekly meetings • Synergy! • Individual meetings, alternate weeks

  13. Good Resources Matter! • Strong instructional design • Models good practice • Worksheets

  14. NYIT FLC • Course development timetable • Learner-centered course objectives • Alignment of learning objectives, activities • Reliance on exams • Student buy-in • Students “gaming the system” – modifications

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