Susan Eliason Ed. D. and Christine Holmes, Ed. D Anna Maria College, Paxton, MA

1. Susan Eliason Ed. D. and Christine Holmes, Ed. D Anna Maria College, Paxton, MA Pedagogical Preparation from a Student and Course Designer Perspective

2. Anna Maria College • Career-oriented liberal arts college • Distinguished faculty and small class sizes (10 to 1 ratio) • Offers certificate programs and associate's, bachelor's, and master's degrees • As of October 15, 2008, there were 1001 undergraduate and 332 graduate students enrolled at AMC. • Of the 258 Traditional Freshmen that were enrolled for the Fall 2007 36% were considered low income 37% were considered 1st generation. • 50 Full-time and 129 Adjunct Faculty

3. There is a powerful link between educational beliefs and the teaching and learning practices of teachers. (Northcote, 2009) Faculty members develop conceptions about teaching based on their experiences as a student or novice teacher, and may have established an orientation to teaching that could limit the way they provide instruction (Holmes, 2004). Rationale

4. Planning Process Online 76-100% Hybrid 26-75% Supplemental 0-25%

5. Resources Quality Matters WebCT !mpact 2006 8th Annual User Conference presentations Seven principles for good practice in undergraduate education (Chickering & Gamson, 1987) Understanding by Design (Grant & Wiggins) Bloom’s Taxonomy National Academy of Education’s Preparing teachers for a changing world: What teachers should learn and be able to do Planning Process

6. Pedagogical Objectives Discuss effective teaching and learning strategies to: Gain attention and inform learners of the objectives Activate prior knowledge Present content in a ‘chunked’ format (breaking down content into areas of focus) Provide learning guidance (case studies, graphs, pictures, & analogies) Practice skills to guide learners in their practice of new information Providing specific and immediate feedback Demonstrate mastery of subject (portfolio, project, papers) Utilize a variety of questioning strategies (open-ended, clarifying, values, connective, relational, synthesizing, and application) http://courses7.blackboard.com/webct/public/home.pl Planning Process

7. Homepage

8. Course Content

9. Resources

10. Communication Tools

11. In role of student; practice discussion facilitation Read: 2 paragraphs on textbooks on the next slide Review the sample question Alone or with a partner, write a question in paragraph form Implementation

12. While textbooks have long been a central component in traditional, bricks-and-mortar-based curricula, they have been slow to join the technological revolution. Indeed, in some ways, the textbook is symbolic of "old school" education; as a cumbersome, expensive compendium of accepted wisdom, the textbook could be seen as standing in the way of the personalized, readily modified, self-constructed knowledge that contemporary students demand and developing technology allows. But the textbook has important functions in both the traditional and online classrooms. As centralized collections of key information, textbooks can help students manage, analyze, and filter the mass of information now available literally at the click of a mouse. Implementation

13. And the concept of the textbook is evolving along with other elements of education. e-Book technologies can reduce the weighty mass of paper to a single, small appliance. Electronic textbooks offered online can include multimedia resources and reach beyond themselves via hyperlinks that facilitate individual exploration. Online versions are easily modified as information changes; can be personalized by learners via annotation, indexing, and interactive features; and can be made affordable for students around the world. In short, the textbook won't be going away, but it must evolve, both technologically and pedagogically. Source: Email message received on Friday September 12, 2008 from James L Morrison requesting submissions for a special issue of Innovate. (http://www.innovateonline.info) Implementation

14. The question is open-ended, stimulates discussion and debate, is original, is relevant, and elicits a range of responses. The paragraph is written in sentences which are complete, clear, and concise. Include page numbers as a reference (as appropriate). Most effective questions are 50-150 words and begin with a link to the reading. Attitude, opinion, and application questions usually get reflective responses. Ask a question which cannot be answered by looking up the answer in the reading materials. Implementation

15. Sample Question: Reading the above paragraphs made me think further about the function of a textbook in my courses. I expect that students will read and reflect on the text information. We use the text to begin classroom or electronic discussions. I wonder, how textbooks shape the interaction between teacher and student and the role of the teacher in education. What are your thoughts? Implementation

16. Share your sample questions in discussions Go to Discussions Select the topic: Sample Questions from Module 1 Select Compose message Enter a title for your question in the subject field Paste or write your question in the message field. Select Post Update listing to view your posted message Implementation

17. Comments on facilitation of discussion – self reflection: How did it feel to be a facilitator? How did it feel to be a participant? How might you provide feedback on discussions? What criteria would you use? Refer to pages 9-10 in syllabus How will you encourage students to be active and involved? How much will participation and discussion be worth in your course? Assessment of Participants

20. Reflecting on the Quality Matters materials, please rate the Faculty Certification Course Design: Quality of Course design (A rating scale) Content What did you enjoy most about this experience? How could we improve the course? From the perspective of a WebCT student, describe your significant learning. From the perspective of a Course Designer, describe your significant learning. As a result of this course I would like to learn more about _________? How might you change your teaching based on this course? Instruction How could course facilitation be improved? Support Systems (A rating scale) Infrastructure How can we improve the infrastructure of electronic teaching and learning at Anna Maria College? Course Assessment

21. Future Goals

22. Faculty Guidebook CTE website Certification Binder Policy and Procedure manual Getting Started Guide Syllabus for Certification Course Faculty Forum AMC Resources

23. Bloom B., ed. (1956). Taxonomy of educational objectives: The classification of educational goals, handbook 1: Cognitive domain. New York: McKay. Chickering, A. W., & Gamson, Z. F. (1987, March). Seven principles for good practice in undergraduate education. American Association for Higher Education Bulletin, 39, p. 3-7. Henne, A. (2006, July) Template for the design and development of online courses. (PowerPoint Presentation) Presented at the WebCT Impact 2006: 8th Annual User Conference, Chicago, IL. Holmes, C. L. (2004). College teachers’ orientation to teaching: A comparative case study (Doctoral. Unpublished doctoral dissertation, University of Massachusetts, Amherst, MA. (UMI No. 3152707) Quality Matters: Inter-Institutional quality assurance in online learning. Retrieved July 8, 2009, from MarylandOnline, Inc. Web site: http://www.qualitymatters.org/ References

24. National Academy of Education. (2005). Preparing teachers for a changing world: What teachers should learn and be able to do. (L. Darling-Hammond & J. Bransford, Eds.). John Wiley & Sons, Incorporated. Northcote, Maria (2009). Educational beliefs of higher education teachers and students: Implications for teacher education. Australian Journal of Teacher Education. 39(1), 69-81. Pasquale, S. & Sorcinelli, M. D. (2007, December). The scholarship of teaching and learning and faculty development: How it benefits faculty and the institution (PowerPoint Presentation) Presented at the New England Association of Schools and Colleges 122nd Annual Meeting and Conference, Boston, MA. Smith, R. M. (2006, July). Chunking revisited: Low investment, high yield course revisions. (PowerPoint Presentation) Presented at the WebCT Impact 2006: 8th Annual User Conference, Chicago, IL. Understanding by design resources. (n.d.). Retrieved December 3, 2006, from Association for Supervision and Curriculum Development Web site: http://www.ascd.org/portal/site/ascd/menuitem.6a270a3015fcac8d0987af19e3108a0c/ References