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QUICK DESIGN GUIDE (--THIS SECTION DOES NOT PRINT--) This PowerPoint 2007 template produces a 36x48 inch professional poster. You can use it to create.

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Presentation on theme: "QUICK DESIGN GUIDE (--THIS SECTION DOES NOT PRINT--) This PowerPoint 2007 template produces a 36x48 inch professional poster. You can use it to create."— Presentation transcript:

1 QUICK DESIGN GUIDE (--THIS SECTION DOES NOT PRINT--) This PowerPoint 2007 template produces a 36x48 inch professional poster. You can use it to create your research poster and save valuable time placing titles, subtitles, text, and graphics. We provide a series of online tutorials that will guide you through the poster design process and answer your poster production questions. To view our template tutorials, go online to PosterPresentations.com and click on HELP DESK. When you are ready to print your poster, go online to PosterPresentations.com. Need Assistance? Call us at Object Placeholders Using the placeholders To add text, click inside a placeholder on the poster and type or paste your text. To move a placeholder, click it once (to select it). Place your cursor on its frame, and your cursor will change to this symbol Click once and drag it to a new location where you can resize it. Section Header placeholder Click and drag this preformatted section header placeholder to the poster area to add another section header. Use section headers to separate topics or concepts within your presentation. Text placeholder Move this preformatted text placeholder to the poster to add a new body of text. Picture placeholder Move this graphic placeholder onto your poster, size it first, and then click it to add a picture to the poster. RESEARCH POSTER PRESENTATION DESIGN © Student discounts are available on our Facebook page. Go to PosterPresentations.com and click on the FB icon. QUICK TIPS (--THIS SECTION DOES NOT PRINT--) This PowerPoint template requires basic PowerPoint (version 2007 or newer) skills. Below is a list of commonly asked questions specific to this template. If you are using an older version of PowerPoint some template features may not work properly. Template FAQs Verifying the quality of your graphics Go to the VIEW menu and click on ZOOM to set your preferred magnification. This template is at 100% the size of the final poster. All text and graphics will be printed at 100% their size. To see what your poster will look like when printed, set the zoom to 100% and evaluate the quality of all your graphics before you submit your poster for printing. Modifying the layout This template has four different column layouts. Right-click your mouse on the background and click on LAYOUT to see the layout options. The columns in the provided layouts are fixed and cannot be moved but advanced users can modify any layout by going to VIEW and then SLIDE MASTER. Importing text and graphics from external sources TEXT: Paste or type your text into a pre-existing placeholder or drag in a new placeholder from the left side of the template. Move it anywhere as needed. PHOTOS: Drag in a picture placeholder, size it first, click in it and insert a photo from the menu. TABLES: You can copy and paste a table from an external document onto this poster template. To adjust the way the text fits within the cells of a table that has been pasted, right-click on the table, click FORMAT SHAPE then click on TEXT BOX and change the INTERNAL MARGIN values to Modifying the color scheme To change the color scheme of this template go to the DESIGN menu and click on COLORS. You can choose from the provided color combinations or create your own. © 2013 PosterPresentations.com 2117 Fourth Street, Unit C Berkeley CA Research Questions The eQIP Program at Boise State We applied a mixed-method approach of data collection to facilitate the triangulation of data and help minimize risk to participants. The following quantitative and qualitative empirical data: online fieldwork, web survey, and user activities were collected to analyze faculty change and perception of the program in Research as the Protocol of Informed Improvement Faculty participate in the seminars as students and experience an online course from the student perspective. This allows online instructors to anticipate a wide array of complications that may arise in online courses including technical difficulties with Blackboard or other LMS software, eBook issues, questions relating to academic honesty, accessibility issues, copyright questions, student interaction issues, time management and more. The experience is valuable once instructors jump into online course development and teaching Multiple measures were used to analyze faculty change and perceptions. In one area (student interaction), we tracked participants in the Fall 2013 iteration of the eTOS seminar to see what changes were taking place in terms of participants interactions with each other and with faculty moderators in course discussions. Discussion tracking during the first weeks of the seminar show a high dependence on faculty moderators with the moderator at the center of the web both providing and receiving comments: However, as participant confidence increased in the online environment, we see a much more balanced web in which participants both received and contributed equally: In effective online courses, students will likely experience a similar change in behavior. Teachers can therefore encourage this change by working to draw out students during the first few weeks of the course and then rely more heavily on student interaction and confidence in course discussions once the online class is underway. To advocate learner-centered interaction and instructor presence, we managed balanced content, social, and managerial forum discussions. The instructor contributed about ¼~ of overall discussions while leaving most spaces for participants in content discussion. Faculty Engagement Conclusions Transferability 66% of Boise State Universitys Academic Departments offer at least one online course and 1 in 3 Boise State students is taking an online class each semester (http://ecampus.boisestate.edu/center/snapshot/). With the extremely rapid growth in demand for online courses and credit hours produced, more and more instructors who have previously taught only in a face-to-face classroom will teach online. BSUs eQIP Program provides a valuable peer community and professional development opportunity for both new and experienced instructors. In the seminar, faculty learn best practice strategies and methodologies for teaching effectively in the online environment. For more information about eQIP program offered by the eCampus Center, please contact Crystal Nielsen, eQIP Coordinator, at or For the detailed research study, please contact Ken-Zen Chen, Research Analyst, at or Owing to continual improvement, the end-of-course survey also showed increasing faculty satisfactory in eCD2S. In the eCampus Center, we respond to faculty needs by offering the eCampus Quality Instruction Program (eQIP), a series of online faculty development opportunities. This program consists of the following four components: 1. eCampus Course Design and Development Seminar (eCD2S). This seminar is an online 12-week course that focuses on designing and developing online courses. The seminar is specifically designed for faculty participants who have not had previous experience with online course design. 2. eCampus Course Development Phase (eCD). This phase is designed for faculty that have already completed the eCD2S and have had experience using the course design process we use for developing online courses at Boise State. During the 8-week construction phase, each faculty works with an instructional designer and collaborates with colleagues to produce a turnkey-ready online course. 3. Quality Matter Peer Review (QMPR). The course that is developed under eCD2S and eCD is reviewed in-depth by a team of 3 faculty colleagues who have been trained to apply the nationally recognized Quality Matters® rubric. 4. eCampus Teaching Online Seminar (eTOS). A 6-week online professional development course that provides an overview of the key knowledge and skills faculty need to successfully teach an online course. The course is for faculty who currently teach or are preparing to teach a previously developed online course. In the year of 2013, there were 21 eCD2S, 13 eCD, 33 eTOS, and 19 QMPR faculty participants. 34 online courses were created or re-designed during the eQIP process. In end-of –course survey (6-point scale) from the Spring, Summer, and Fall 2013 iterations of the eTOS, participants felt that the seminar content was well-presented, met their learning expectations, and helped them feel an increased level of confidence as they went into their first online teaching experience. Kenzen Chen, et. al., Boise State University eCampus Center Boise State eCampus eQIP Program Supporting Faculty toward High-Quality Online Course Design Seminar Topics Weekly review meetings were scheduled during the offerings of seminars. A weekly retention report with module satisfaction survey was provided to the meeting. Seminar facilitators discussed faculty participants progress issues, and concerns. Short-term revisions and action items were decided according to facilitators mutual agreements and long-term revision projects were noted to be changed during the break time. We also reviewed participants online forum discussions and brainstormed a set-tone of responses. When it came to the development phase, facilitators also shared the progress of course development about paired faculty participants. An external faculty reviewer from Department of Educational Technology was invited to provide design feedback to the seminars. In eQIP, we focus on faculty competency in design, develop (eCD2S), and teaching (eTOS) online courses. These topics were covered during the seminars: eCD2S 1.Refining & Aligning Learning Objectives (week 1) 2.Designing Assessments (week 2) 3.Designing Learning Activities (week 3) 4.Fostering Community & Course Improvement (week 4) 5.Creating a High-Quality Online Course Site (week 5) 6.Developing Your Modules (week 6-11) 7.QM Progress Check and Wrap-up (week 12) eTOS 1.Teaching & Learning Online 2.Setting Students Up to Succeed & Meeting Quality Standards 3.Conveying Teaching Presence & Communicating Online 4.Building Social Presence & an Online Learning Community 5.Establishing Cognitive Presence & Online Pedagogy 6.Support Resources & Professional Development we expected faculty to spend 8 hours weekly in eCD2S activities and 6 hours weekly in the eTOS. In spring and summer, faculty spent more hours than we required completing the seminar. Once the blogging assignment was set optional, the time eTOS fall cohort spent was relatively manageable. What are the professional development and support resource needs for faculty who are designing and developing online courses? What are the professional development and support resource needs for faculty who are teaching online courses? What are the faculty perceptions of the online teaching and learning scholarship referenced by the eCampus Center? How do the professional development and support resources offered by the eCampus Center improve participating facultys self-efficacy of online course design and development? How do the professional development and support resources offered by the eCampus Center improve participating facultys self-efficacy of online teaching? What are faculty perceptions of the usefulness of the learning activities and course development tools in the professional development sessions? How do eCampus consultations with faculty influence the online course design and development process? How do eCampus consultations with faculty influence the online teaching process? What components in the professional development sessions make significant differences in faculty knowledge and skills in online course design and development? What components in the professional development sessions make significant differences in faculty knowledge and skills in online teaching?


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