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Fundamentals of Online Course Design: A Model for Faculty Development Valerie West Rich Hernandez Mary Mauldin The Me

Fundamentals of Online Course Design: A Model for Faculty Development Valerie West Rich Hernandez Mary Mauldin The Medical University of South Carolina. Overview of Presentation. Background - Valerie West The Course - Rich Hernandez Outcomes - Mary Mauldin Discussion - Everyone.

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Fundamentals of Online Course Design: A Model for Faculty Development Valerie West Rich Hernandez Mary Mauldin The Me

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  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

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