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Dr. Donna Harp Ziegenfuss Dr. Cynthia Furse Dr. Stacy Bamberg donna.ziegenfuss@utah

Using a MOOC as a Faculty Development Tool A Learning Community for STEM Faculty Teaching Flipped Classes. Dr. Donna Harp Ziegenfuss Dr. Cynthia Furse Dr. Stacy Bamberg donna.ziegenfuss@utah.edu http:// Teach-Flip.utah.edu. Session Agenda.

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Dr. Donna Harp Ziegenfuss Dr. Cynthia Furse Dr. Stacy Bamberg donna.ziegenfuss@utah

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  1. Using a MOOC as a Faculty Development Tool A Learning Community for STEM Faculty Teaching Flipped Classes Dr. Donna Harp Ziegenfuss Dr. Cynthia Furse Dr. Stacy Bamberg donna.ziegenfuss@utah.edu http://Teach-Flip.utah.edu MOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

  2. Session Agenda • Overview of our approach and the Canvas open course: Teaching with the Flipped Classroom • Getting MOOC teaching experience first • Then using the MOOC experience to design the TUES grant project learning experience • Working progress • Lessons learned thus far • Future plans MOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

  3. Round #1 Experience from teaching a Canvas.net MOOC Strengths • Interaction and guidance provided by the instructors • Course content and topic, perceptions they were learning in the course, and the overall course experience • Reported they learned valuable skills that were relevant to them, applied directly to their goals forthe courseand/or their jobs

  4. Experience of teaching a Canvas.net MOOC (cont.) Weaknesses • More student-to-student interaction (similar to what was done for the instructor-student interaction) • Confusion related to multiple navigation schemes (too many different way to get to content)

  5. Course Design/Re-Design Approach • Engage faculty in rethinking how they design and implement instruction (Fink, 2003; U of U, 2012) • Connect faculty to the educational literature (how people learn, pedagogical innovation, not just tech) • Provide flexible opportunities for interacting with each other, discussion and problem solving, mentoring each other in a learning community (Cox, 2001; Wenger, 2002) • Develop integration of existing support services with faculty needs MOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

  6. Our NSF TUES Grant Project (1245904) • Research university & community college partnership • Increase collaboration in engineering • Create better transitioning for engineering students • Rely on current support structures and services • Faculty development effort grounded in faculty interests and MOOC expertise • Focused on STEM but attracting interest from many other areas

  7. Open Access? Flipped? Traditional? Hybrid? MOOC? xMOOC? cMOOC? Technology Assisted? Blended? MOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

  8. What were we really trying to do? • Improve learning? Empower for success? • Engagement in the learning process? • Increase number of STEM students or retain STEM students through better STEM course experiences? • Guide to become more self directed learners? • Further education within the STEM fields? • What else? … What is your “dream”? MOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

  9. The Course Design • “Backwards Design” Collaborative process –Quality Course Framework (QCF) • Action research: • pilot – assess – redesign • Course design components • pedagogy (read/reflect) • technical implementation (try it) • experiential support and mentoring(reflect and share) MOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

  10. Pedagogical Phases Technical Phases Explicit in connecting pedagogy and technology pieces

  11. Fink, 2003

  12. http://Teach-Flip.utah.edu • Round #2 • Sp 2014 course: • Grounded inliterature • Active learning • Quality course design practices • The assessment cycle • Mentoring and support as they flip their classroom

  13. http://Teach-Flip.utah.edu • Round #3: Flip & Chips Su 2014 • Model the flipped environment – 2 F2F sessions • Shorter session and more room for self-directed learning • Provide opportunities for sharing – developing community • Use to engage interest for more comprehensive sessions

  14. Data Collection from Pilot #1 1. Measuring change in concerns about flipping: Concerns-Based Adoption Model (CBAM profile) Pre-Course Group data

  15. Data Collection from Pilot #1 (cont.) 2. Analysis of faculty “threshold concept” challenges using IHMC Cmap Tools

  16. Data Collection from Pilot #1 (cont.) • Interview and pre-post survey data is under analysis • Pre-course expectations, post-course reflections analyzed • Evidence-based redesign of mini-flipping course based on pilot faculty feedback and based on: • Time constraints • Navigation simplicity

  17. Data Collection from Pilot #2: mini-course • Preliminary course data from 1-week flipped session under analysis • Canvas data, interviews underway • Pre-survey expectations, post-survey reflections Recording of change in CBAM profiles • Evidence-based redesign of fall 2014 course based on faculty feedback from 2 different pilots will be used this summer to design the first full run MOOC run this fall 2014

  18. Lessons Learned • Faculty schedules and time make it difficult to engage regularly in a predefined time frame for faculty development • The interaction of faculty and learning from other faculty is the most valuable component • Increased collaboration by campus support units due to this initiative • Identified a need for more cross-institutional collaboration with partners on the design, etc. MOOCs in STEM: Exploring New Educational Technologies Conference | SJSU June 6, 2014

  19. Round #4 Next Steps for Fall 2014 Course: A Canvas.net MOOC or a larger campus trial? Provide options: True flipped hybrid for faculty on our campus and also online MOOC modules for those off campus • Streamlining of content and modules – less time, better completion rate for faculty • Gathering and integrating the real world cases of participants’ experiences flipping • More detailed and refined research plan

  20. References • Cox, M. (2003). Proven faculty development tools That foster the SoTL in faculty learning communities.”To Improve the Academy, 21, 109–142. • Fink, L. D. (2005). Integrated Course Design. Idea Paper #42, KS: The Idea Center available online at: http://ideaedu.org/sites/default/files/Idea_Paper_42.pdf • Fink, L. D. 2003. Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass. • IHMC CMap Tools Software. (2014). Main website. Available at: http://cmap.ihmc.us/ • University College London, Department of Electronic and Electrical Engineering, (1999–2013). Threshold concepts: Undergraduate teaching, postgraduate training and professional development: A short introduction and bibliography Available online at: http://www.ee.ucl.ac.uk/~mflanaga/thresholds.html • University of Utah (2012). The quality course framework (QCF). Tutorial and information available online at: http://tlt.utah.edu/qcf/ • Wenger, E. (2009). Digital Habitats. Portland: CPsquare. • Images: open access, hybrid car, blender, MOOC, technology tools

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