1 / 23

Fundamentals of Online Course Design: A Model for Faculty Development

This presentation provides an overview of the program developed at the Medical University of South Carolina (MUSC) for faculty development in online course design. It covers the background, course structure, outcomes, and discussion points. The presentation also highlights the characteristics of MUSC, the issue of growing distance education involvement, and the process of selling the idea and proposing the program. Lessons learned, what was taught, and additional innovations are also discussed. The presentation concludes with a summary and key takeaways.

lenorea
Download Presentation

Fundamentals of Online Course Design: A Model for Faculty Development

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Fundamentals of OnlineCourse Design: A Model for Faculty DevelopmentValerie West Rich HernandezMary Mauldin The Medical University of South Carolina

  2. Overview of Presentation • Background - Valerie West • The Course - Rich Hernandez • Outcomes - Mary Mauldin • Discussion - Everyone

  3. Characteristics of MUSC • Free standing academic health center • Decentralized culture/faculty support structure • Excellent core of “early adopters” - beta site for WebCT • Some outstanding human resources

  4. The Issue • Growing distance education involvement • Distributed education innovations • Administrative push • No central source of “free” help for faculty • No one’s job to organize faculty support • No new resources

  5. Selling the Idea • Identify the issue with data • University wide survey • Issues identified • Engage stakeholders • Provost • Retreat with Deans and key faculty and administrators

  6. Proposing the Program • Semester long, 5:00- 8:00 weekly • Commitment to a course or project • Agree to train others • Hire our own faculty to teach • Reverse roles - pay students as teachers • Grassroots group development

  7. Approval of Funding • Initial Budget- $21,000 ($808 per faculty) • Faculty and Teaching Assistants • Supplies • Source of funding • Surprise addition - Laptops ($60,000-$3,116 per faculty

  8. Marketing to Faculty • Directly through multiple means • Through Colleges/Deans

  9. Planning • Faculty Planning Group • Assessing participant needs • Addition of Laptops/Software • Physical location considerations • Acceptances

  10. Lessons Learned • Get data • Engage key stakeholders • Listen and adapt • Make it doable • Get people excited • STAY FLEXIBLE

  11. What We Taught • Pedagogy of online teaching (Webagogy ) • Instructional design • Working with graphics • Transferable web skills • WebCT tools • Other course building tools

  12. Lecture Demonstration Open labs TAs Guest speakers Impromptu activities Online discussions Online resources “Student” show & tell How We Taught It

  13. Additional Innovations • Laptop surprise & aftermath • Wired classroom • Participant Faculty TA network • “Frank’s minute”

  14. Course Quick Tour

  15. Pre-Course Survey • What do you want to accomplish? • Get a course online • Engage students in discussions/activities

  16. Pre-Course Survey • What skills are you hoping to develop through this course? • Independence • Graphics • Quizzes • Online Discussion

  17. Pre-Course Survey • After completing this course, I would be very happy if I could • Complete a course online • Put things up independently • Train/help others

  18. Post-Course Survey • 94% met their goals • 100% more comfortable designing and using web-based instruction • 100% said time devoted was worth it • 94% said they could help others • 83% developed a usable unit

  19. Highest Rated Items Recommend course be taught again (100%) Recommend to others (94%) Faculty had expertise to teach the course (94%) Lowest Rated Items Theoretical Issues Open Source Systems viable option Introduction to other systems Post-Course Survey

  20. Post-Course Survey • If you were teaching course, what would you add, remove, or change? • Hands on practice • More Dreamweaver • Problems from the field • Divide class into groups

  21. Summary • Course Structure: divide class into groups • Content : less testing, less Blackboard, more Dreamweaver • Methods: More hands-on

  22. Lessons Learned • Relevance • Don’t waste their time • Be flexible • Participants are bringing experiences with them (lessons from the field) and they want to share • Takes a lot of energy - plan for ways to encourage and motivate

More Related