1. The USA Online Learning Lab Model: When the Inmates Run the Asylum Jack Dempsey University of South Alabama With asynchronous appearances by… Andy Stanfield Piti Kanjanapongpaisal Hans Gray Eunice Luyegu Suhana Chicatla

2. What’s the back-story?

3. Backstory Exponential growth – Late ’90s, university embraced Distributed Learning –8 to 200 fully online courses We created a monster!!!

4. Faculty Largely Clueless Most online faculty anxious Online medium that faculty… Never expected Never taught Never experienced as learner Univ. administrators contacted IDD program to help.

5. Backstory Ad-Hoc Committee established pedagogical and technical Goals established for faculty “Just do it” attitude

6. Enter the OLL Online Learning Lab (OLL) has two complementary missions — both professional development: Help university and K-12 faculty/staff to become proficient in developing, modifying, or facilitating distributed learning activities. Provide meaningful and practical professional experiences for IDD grad students.

7. Enter the OLL Jan 99 –1 faculty/director –2 IDD grad assistants –2 grad student volunteers Present –1 faculty/director –8-10 staff all part-time

8. Physical Facilities Medium sized office with 4-5 workstations Small video studio and lab with 2 workstation Scheduled use of 21 station computer lab and auditorium.

9. What kinds of things does the OLL do? A lot of interaction with faculty

10. What kinds of things does the OLL do? From 2005-06 OLL Annual Report

11. Continual Staff Turnover During the last 4 semesters, 8 staff members hired at better paying positions- most full-time 2 hired as research assistants

12. Do we have guiding principles? http://www.clt.astate.edu/wnarey/

13. Credo Tail should not wag the dog. We are instructional designers Pedagogy is the dog; technology is the tail. Always at least 50% pedagogy Highlight use of technology in teaching and learning

14. Credo Inmates should run the asylum. In class – students In OLL – staff Director provides guidance, but not procedure (usually). purposeful, mission- oriented self- sufficiency.

15. Credo Profession alism is a habit. Paying attention to details. Showing up for work as scheduled. Deliverables on-time, instructionally sound, and professionally produced. Respectful interaction with faculty and other staff.

16. Credo Competency is contimual & progressive. Personal and creative effort needs to increase with improved competency. No plateaus for lifelong learners Learning (and teaching) is social—It’s our job to help each other learn.

17. Credo Leaving is a positive experien ce for everyone. We want competent staff to move on when they are ready. The OLL is not a career. If experienced OLL members are continuously training other staff, everyone should be happy!

18. How do the OLL staff develop competency?

19. Staff Competency Training Uses a type of PQS. Staff members self-rate capability 0 to 3 on many competencies

20. Meet some inmates?

21. Staff Competency Resource Library Job Aids Staff Training

22. Staff Competency Training Resource Library

23. Staff Competency Training Job Aids Currently being transferred to an OLL wiki

24. Staff Competency Training Staff Train Each Other –Learn from someone who knows; teach someone who doesn’t.

25. What is the model that we use to train staff?

26. Staff Training Model Staff Competency Hands-on Training Cross TrainingPeer Tutoring Self Training

27. OLL Staff Training Model Peer Tutoring Self-TrainingCross-Training Hands-On Training

28. What approach do we use to train faculty?

29. Balance & Targeting Faculty Roles Balance between pedagogy and technology 3 roles of faculty regarding online learning

30. Innovative Online Teaching Training Approaches PedagogyTechnology Innovative Online Teaching

31. Pedagogy Approach Pedagogical Components Pedagogy Instructional Design Instructional Strategies Pedagogy

32. Technology Approach Technological Components Developer Adapter/Modifier Facilitator Technology

33. Training Model PedagogyTechnology Innovative Online Teaching Instructional Design Instructional Strategies Developer Adapter/Modifier Facilitator

34. What are our faculty development methods?

35. Methods of Faculty Development Group Training Online/Onsite Support Individual Consultation

36. e.g., Group Training Faculty Fridays Full-day Workshops Videoconferences ePortfolio Training Theory Tuesdays

37. e.g., Online/Onsite Support (RLOs) Job Aids ID Electronic Workbook Research Tech Reports

38. e.g, Individual Consultation Online Course Audits M-F Telephone Support Shooting & Editing Video Teaching Assistance

39. What’s It Like for Staff to Work with Faculty?

40. Mechanics of Working With Faculty

41. Positive Experience –OLL staff members are graduate assistants. –Faculty members are empathetic – also served as graduate assistants.

42. Mechanics of Working With Faculty OLL staff does not present any kind of competition or threat.

43. Mechanics of Working With Faculty Faculty members: –want new professional skills. –love new ideas and new techniques. –have motivation, but limited time.

44. Mechanics of Working With Faculty IDD faculty provide direction and support.

45. Special Projects Assist faculty any time, any place, but give faculty ownership.

46. e.g., Production The OLL filmed and edited video clips of counseling professors created a graphic user interface produced> 5,000 copies of the CD- ROM Transcending Trama CD (related to Hurricane Katrina)

47. e.g., Grant Support Local Grant: –to help HS kids in Bayou le Batre, AL document the effect of Katrina on their community –to help them develop technical skills

48. What about staff accountability?

49. Accountability ResponsibilityEmpowermentPost-Empowerment

50. Accountability job sheets (tasks, staff hours, clients) Bi-weekly PQS reports Weekly meetings Individual meetings Yearly formal evaluations

51. What are the payoffs for the OLL Model?

52. Payoffs for the Institution: Complementary Motivators—Symbiotic Relationships Minimal Resources Robust Payoff

53. Payoffs for the Institution: Complementary Motivators—Symbiotic Relationships Minimal Resources University— –provides (existing) graduate assistantships, some other support (e.g., lunches for all day workshops) Robust Payoff University— –trains faculty –minimal new investment –Some support of local school system

54. Payoffs for the Institution: Complementary Motivators—Symbiotic Relationships Minimal Resources University— –provides (existing) graduate assistantships, some other support (e.g., lunches for all day workshops) COE— –provides facilities, software, and equipment Robust Payoff University— –trains faculty –minimal new investment –Some support of local school systemCOE— -gains onsite faculty training center -great PR with university and school system

55. Payoffs for the Institution: Complementary Motivators—Symbiotic Relationships Minimal Resources University— –provides (existing) graduate assistantships, some other support (e.g., lunches for all day workshops) COE— –provides facilities, software, and equipment IDD Program— –Part-time commitment by 1 faculty –Some assistance by others Robust Payoff University— –trains faculty –minimal new investment –Some support of local school systemCOE— -gains onsite faculty training center -great PR with university and school system IDD Program— –Practical experiences for students –Central location for IDD grad students to ”connect” socially and professionally

56. Payoffs for the OLL Alumni: Complementary Motivators—Symbiotic Relationships Skills that are marketable and degree-related Responsible and professional experiences Memories that connect to our university

57. Plus, it’s fun sometimes

58. For more information, contact: Jack Dempsey jdempsey@usouthal.edu Photo collage by Hans Gray