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UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Strategies for Engaging Faculty in the Development and Delivery of Online Education Jacqueline.

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Presentation on theme: "UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Strategies for Engaging Faculty in the Development and Delivery of Online Education Jacqueline."— Presentation transcript:

1 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Strategies for Engaging Faculty in the Development and Delivery of Online Education Jacqueline Moloney, Ed.D. Dean of Continuing Studies, Corporate and Distance Education and UMOL Deans Council

2 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Overview of the Field Overview of the Field Incentives That Foster Faculty Involvement Incentives That Foster Faculty Involvement Models for Training and Course Migration Models for Training and Course Migration Continuous Improvement Continuous Improvement Trivia Trivia

3 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Why Engage the Faculty Survive, Compete, Grow The future is e-communication and e-commerce The future is e-communication and e-commerce Sloan-C Sizing the Opportunity projects 2,000,000 in 05 Sloan-C Sizing the Opportunity projects 2,000,000 in 05 UBS Study projects online enrollments to triple by 08 UBS Study projects online enrollments to triple by 08 For-profits outpacing growth of non-profits For-profits outpacing growth of non-profits Revenue Generation Revenue Generation Faculty are at the core of the mission Determine Curriculum and Institutional Direction Determine Curriculum and Institutional Direction Help Identify New Markets/Maintain Existing ones Help Identify New Markets/Maintain Existing ones Cutting edge pedagogy Cutting edge pedagogy

4 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney UML Largest in UMOL/One of Largest in N E UML Largest in UMOL/One of Largest in N E –UML Pioneers in 1996, Access: over 7,200 enrollments at UML and in 0 14,000 enrollments at UMOL Access: over 7,200 enrollments at UML and in 0 14,000 enrollments at UMOL Generate New Revenues for the Campuses Generate New Revenues for the Campuses –UMOL $13,000,000 annual revenue Members of Sloan-C, grant & award recipients Members of Sloan-C, grant & award recipients Success attributed to faculty involvement in all aspects of planning and design of the program Success attributed to faculty involvement in all aspects of planning and design of the program trivia trivia UMass Online Programs

5 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Address Faculty Concerns Upfront

6 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Address Faculty Concerns Upfront Will I have the necessary technology and support I need, when I need it? Will I have the necessary technology and support I need, when I need it? Is this a veiled attempt to eliminate tenure or full- time faculty? Is this a veiled attempt to eliminate tenure or full- time faculty? Is it worth the time to learn the technology and to migrate a course online? Is it worth the time to learn the technology and to migrate a course online? What happens to my course/materials once online? What happens to my course/materials once online? How will I adapt my face to face course to the online environment? How will I adapt my face to face course to the online environment? Will I lose my ability to interact with students? Will I lose my ability to interact with students?

7 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Faculty Recruitment & Oversight Develop Business Plan Program Development Develop Business Plan Program Development –Engage Faculty Governance and Trusted Advisors –Identify Programs, markets, financial plan –Number of faculty and courses needed each year Expand the Faculty Pipeline Expand the Faculty Pipeline –Start with early adopters –Encourage skeptical faculty –Tenured faculty seeking new challenges –Part-time faculty with campus affiliation –Encourage diversity especially age (Retirees) –Faculty at a distance

8 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Balance Extrinsic/Intrinsic Incentives Feiman-Nemser and Floden Contract/policy defines explicit conditions & terms Contract/policy defines explicit conditions & terms –Training Requirements –how much, when, for what –Departmental, College approval Extrinsic/Monetary Incentives Extrinsic/Monetary Incentives –Course Development Stipends, laptops Institutional Recognition Institutional Recognition –Framework for workload implications –Weight in the promotion and tenure Intellectual Property Intellectual Property

9 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Intellectual Property Guidelines Mutually Beneficial In Spirit Mutually Beneficial In Spirit Joint investment in course development Joint investment in course development Stipulate faculty ownership of course materials, content, etc. Stipulate faculty ownership of course materials, content, etc. Stipulate who owns the online course Stipulate who owns the online course Parties stipulate conditions under which the course can be taught by another instructor Parties stipulate conditions under which the course can be taught by another instructor Agree to conditions for royalties upfront Agree to conditions for royalties upfront

10 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Intrinsic Incentives Participation in an exciting learning community Participation in an exciting learning community –Learn and apply new technologies –Reflect on and explore new pedagogies Research and publications on the study of online education Research and publications on the study of online education Service as mentors Service as mentors Conference opportunities Conference opportunities Professional awards Professional awards Trivia/teams/$150,000 Trivia/teams/$150,000

11 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Models for Quality Training & Migration In-house vs. out-sourced model In-house vs. out-sourced model Quality programs phase faculty into online teaching Quality programs phase faculty into online teaching trainingmigration teachingcourse redesign Model Quality Online Teaching by Training the Faculty Online Model Quality Online Teaching by Training the Faculty Online –Provides convenience and flexibility –Experience of learning online –Builds confidence and sensitivity –Builds online learning communities

12 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Emphasize Pedagogy & Technical Skills Introduction to Online Teaching Strategies Introduction to Online Teaching Strategies –Creating presence and interaction –Converting assignments Using the Learning Management System Using the Learning Management System –How to upload content –Empower the faculty with technical skills –Introducing audio and video

13 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney

14 Continuous Improvement Faculty Feedback Faculty Feedback –350 faculty Trained in Online Institute since 04 –97% satisfied with training Student Feedback Student Feedback –95% satisfied with technical and learning experience Assessment for Transformation Assessment for Transformation

15 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Continuous Improvement through Assessment

16 UCEA Executive Seminar. Boston Massachusetts. ©2004 Moloney Resources and Contact Information Jacqueline Moloney, Jacqueline Moloney, Cathy Kendrick Cathy Kendrick UMass Lowell Online Teaching Institute Education Pathways


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