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“Technology is Changing Higher Education…”

“Technology is Changing Higher Education…”. Develop scalable institutional models Need for instructional support staff that are skilled beyond technology Promote new ideas about what comprises quality instructional support Separate short-term and long-term support

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“Technology is Changing Higher Education…”

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  1. “Technology is Changing Higher Education…” • Develop scalable institutional models • Need for instructional support staff that are skilled beyond technology • Promote new ideas about what comprises quality instructional support • Separate short-term and long-term support • Create faculty learning communities that focus on technology and instruction • Need for collaborative efforts

  2. Overview of our Project • What are we developing? • A sustainable, strategically planned support model that promotes efficiency in online course production and maintenance • Goals • Scalability • Efficiency • Clarify unit priorities • Promote collaboration • Empower faculty

  3. Expected Benefits • Quality experiences for students • Appropriate mix of instruction/technology • Qualified instructors • Quality experiences for faculty • Excellence in support • Allow professional/personal development

  4. What will we show you? • Select pieces of our model • Separation of Short Term and Long Term support • Focus on College of Education/vuDAT support relationship • Support unit: Virtual University Design and Technology • College: College of Education • Outcomes:Of the model

  5. I. vuDAT Model of Support

  6. Provost Academic Support Units Degree Granting Colleges College of Education Libraries, Computing and Technology InstructionalSupport Units vuDAT IVS DMC Trainers Faculty Teaching Online ACNS Help Line

  7. vuDAT Staff Administrators eProducers Programmers New Media Designers Student Media Developers Support

  8. Course Development – Outline • First Contact Mtg./Decision process • Producer Assignment • Development • First Offering • End of First Offering • “One-up” courses – End of active VUDAT support • Degree program courses – Project based interactions

  9. New Course – Pre-development • Faculty member(s) approach VUDAT with new course • First Contact meeting (information gathering) • Decision Process • Producer Assignment

  10. The eProducer • Interpreter between faculty, and support specialists • Directs faculty to various resources on campus • Has technical, design and pedagogical knowledge • Variety of backgrounds

  11. Development • Set expectations, timeline, goals • Consultant philosophy • Design, development, revision • Make sure faculty understand how to use the technology

  12. First Offering • Support during first offering • Tech problems • Revisions • Often requires more development

  13. End of First Offering • “One-up” courses • Revision Period • Two months or 20 hrs. whichever comes first—revise existing material • End of active vuDAT support • Future support provided by College/Department • Can go through the entire process again for major course redesigns

  14. End of First Offering • Courses in a degree program • Course debriefing, schedule revision time • Project based interactions from now on • Scheduling is done by the producer

  15. II. College of EducationSupport

  16. College of EducationInstructional Technology Support Center for Teaching and Technology Computer Support Group Serveradmin Hardware/software Classroomsupport Equip.Loans TeachingSupport ResearchSupport Tech Exp.for Grants In-class PC MAC Starting Research Consulting Online/hybrid development

  17. COE Model of Support • Benefiting from changes at college • Faculty develop skills • Forming collegial networks • Support is provided in the form of: • Consulting/Technical Support • Policy and Planning Committee • Labs/equipment • Presentations, workshops and colloquia

  18. Support for Online Program • Consulting / Technical Support • Pre-/Post-development • Research • On-request support • Policy and Planning Committee • Share successes and concerns • Plan new directions • Assess program

  19. Support for Online Program • Equipment loans/Laboratories • Video equipment • Laptops / projectors • Labs • Presentations, workshops and colloquia • Lab tutorials • Current trends • Software demonstrations • CMS • Development software

  20. III. Outcomes

  21. Example of Current Project Design and implementation of a “comment” tool for adult career development course

  22. What have we learned? • Inter-unit collaboration brings varied views • Relationships between vuDAT and colleges vary • Inter-college opportunities can strengthen programs (e.g. breakfast series, brown bags) • Frequent / open communication, resulting in a “friendly” working relationship • Open access to all key players

  23. What have we learned? • Core components remain static, methods must be dynamic • Separation of short- and long-term support (scalability) • Allocation of resources (e.g. human, financial, etc.) can be problematic • Strong institutional commitment to support is vital

  24. Assessment • Satisfaction • Student ratings • Administrative support • Faculty support • New Ways of Assessment • Under development • Collaboration with other universities (e.g. UCF)

  25. Future Directions • Model is supporting our needs and goals • Continuing assessment of program, addressing new needs as they arise and modifying the program as necessary • Continuing to build new partnerships and invite new parties into existing partnerships

  26. Questions?

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