1. The Learning Technology Consortium Indiana University ● University of Delaware ● University of Florida ● University of Georgia ● University of North Carolina ● University of Notre Dame ● University of Pittsburgh ● Virginia Tech ● Wake Forest University Faculty Workshop Strategies David G. Brown, Wake Forest University Nicholas C. Laudato, University of Pittsburgh Thomas C. Laughner, University of Notre Dame John F. Moore, Virginia Tech Copyright © David G. Brown, Nicholas C. Laudato, Thomas C. Laughner, and John F. Moore, 2002

2. Faculty Workshop Strategies Wake Forest University By David G. Brown, Vice President

3. Types of Workshops (for blended teaching) ● Basic Training provided by Library Professionals, in two-hour segments and groups of 5-15, usually around Course Management System routines ● Discipline-Specific Training provided by Computer Specialists within Each Discipline, in groups of 1-5. ● Highly sophisticated programs taught by Campus- wide computer experts, in three-hour segments to “the same” highly motivated group of about 15 faculty members ● Other one-on-one training is done by departmentally based specialists, by specially training students, and by the staff of our multi- media center (in the library)

4. Getting Faculty to Attend ● Use respected faculty as instructors ● Garner the sponsorship of the Teaching-Learning Center (not the technology center) ● Hold sessions in the library (or a location equally respectable even to reluctant adopters) ● Limit the aspirations of each session, so that faculty leave with a sense of achievement ● Be prepared to take the workshop to a particular department, if asked

5. Focusing Upon Meaningful Content ● Start from Teaching Strategies, not educational theory & not specific software ● Emphasize first the strategies that are best supported by technology--- i.e. interactive, collaborative, customized learning that is presented in a controversial format with assistance from adjuncts & consultants ● Teach and support the low hanging fruit ● Stress just-in-time sessions centered around the use of a Course Management System (e.g., Blackboard or WebCT) KISSKISS

6. Running the Workshops ● Always coffee, soda, and cookies ● Lunch for all day sessions ● Roving support staff who enable the “podium instructor” to keep moving, even when a particular individual needs special help ● Printed material that accompanies presentation ● Computers that are “identical” to the ones faculty will actually be using ● Note to each faculty member’s department chair and dean regarding his/her participation

7. Other Tips ● Form learning pairs, so that each person has a “buddy” in the group ● Identify an expert who will be ready to assist workshop participants after workshop day ● Ask each department chair to name a faculty member within the department to serve as liaison to the technology training effort ● Recognize that different disciplines use the computer in very different ways, and therefore require different training and help-desk support

8. Faculty Workshop Strategies University of Pittsburgh Nick Laudato Center for Instructional Development & Distance Education

9. Pittsburgh Greensburg Johnstown Bradford Titusville University of Pittsburgh ● Founded in 1787 ● Five campuses ● Nineteen schools ● Graduate, undergraduate, professional, and continuing education programs ● 28,800 Fall-term FTE ● 4,100 full- and part-time faculty members

10. Interactive Television Services Classroom Engineering Academic Testing Services Instructional Media Services Manuscript ProductionVideo Production Electronic Graphics and Design Photographic and Electronic Imaging Services Instructional Computing Faculty Instructional Development Lab Instructional Design Instructional Development Instructional Support University Service Faculty Development Center for Instructional Development & Distance Education

11. Faculty Support Strategies Process Technology Support Instructional Development Faculty Development Faculty Training Ad Hoc Assistance User Help Course Management System Instructional Technologies

12. Process Instructional Design Model Goals & Objectives Instructiona l Activities Assessment of Learning Learner

13. Technology Sections Offered in Blackboard 99-1: 21 sections 99-2: 115 sections 99-3: 80 sections 00-1: 351 sections 00-2: 362 sections 00-3: 126 sections 01-1: 642 sections 01-2: 430 sections 01-3: 125 sections 02-1: 745 sections 02-2: 677 sections 02-3: 205 sections 03-1: >990 sections Statistics as of 9/30/2002 Nearly 60% of the University’s students use Blackboard for at least one course per term

14. Technology Faculty Instructional Development Lab

15. Support Blackboard-Related Training ● Core (Required) ● Summer Institute (3-4 days) ● Novice (12 hours; extensive hands-on) ● Standard (8 hours; some hands-on) ● Expert (1-2 hours; no hands-on) ● On-line (1-hour intro; self-instructional) ● Instructional Design Workshop ● Copyright and Legal Issues ● Supporting Technologies ● MS Word, MS PowerPoint, graphics and images, video clips, HTML

16. Support Faculty Taking Core Blackboard Training Academic Year Faculty Trained 1997-199824 1998-1999325 1999-2000404 2000-2001244 2001-2002330 Total1,327

17. Support ● Summer Instructional Development Institute ● Teaching Excellence Fair ● Innovation in Education Grants ● School Liaisons ● Teaching Times Publication ● Starting Off Right ● New Faculty Orientation ● New TA/TF Orientation

18. Summary Process Technology Support Instructional Development Faculty Development Faculty Training Ad Hoc Assistance User Help Course Management System Instructional Technologies

19. Faculty Workshop Strategies Thomas C. Laughner University of Notre Dame

20. University of Notre Dame Workshops ● Most hands-on training provided by computer center staff. ● WebCT training sponsored by computer center, but mostly provided by teaching and learning center staff. ● Other workshops sponsored by Teaching and Learning Center focus on effective uses of technology. ● Workshops given in context of “Teaching Well Using Technology” workshop.

21. Getting Faculty to Attend ● Workshops are kept short (WebCT courses are no longer than two hours) ● Workshops are developed around a pedagogical principle (Increasing faculty-student interaction with WebCT) ● Allow faculty to focus on their own course, so the time is well spent ● Offer discipline-specific workshops

22. Running the Workshops ● Refreshments for Teaching and Learning Center events, not for hands- on workshops ● No all day sessions held ● Hands-on workshops are kept small (maximum of ten) ● Detailed handouts so participants can replicate exercises in their offices

23. Faculty Workshop Strategies Virginia Tech John F. Moore Director, Educational Technologies

24. Virginia Tech Faculty Development Institute ● Year-round program reaching >25% of faculty each year ● 400 faculty allocated a 3-day summer workshop and a computer 24 workshops across 12 Tracks ● 40 mini-workshops each semester ● ElementK on-line tutorials available 24x7 ● Computer replacement tied to participation in a 3-day summer workshop, on a 4-year cycle ● Summer participants select computer: 12 choices ● Combined instructor-led and web-based training for improved access ● New Media Center’s Open Lab offers 1:1 help; production ‘coupons’

25. Getting Faculty to Participate ● New computer and software every 4 years ● Variety of Summer Tracks helps faculty choose suitable content ● Clearly stated objectives and outcomes for all workshops are available during registration ● Targeted communications through direct e-mail and through department heads ● Advanced topics open to faculty & GTA teams ● ElementK on-line tutorials help address just-in- time needs and extend “FDI brand” beyond workshops

26. Focusing Upon Meaningful Content ● Broad content spectrum, project oriented ● Basic Skills ● Digital Content Creation & Web Page Development ● Web-based Pedagogy, Interaction, and Blackboard ● Emerging Technologies ● Research-related special topics ● Multiple levels to serve a variety of needs, interests, and skill levels ● Practical applications and case studies ● Connect new workshops to curricular initiatives ● Help faculty understand how to leverage on- line ElementK tutorials, to extend student learning

27. Running the Workshops ● On-line registration database helps profile attendees ● Evaluation every 90 minutes; results online ● Lunch often includes short presentation by faculty ● Graduate student tutors coach participants. Also help synthesize during project times ● Handouts remain available on-line. Manuals and software subsidized as needed

28. Other Tips ● ‘Blitz Week’ before semester starts: 90 minute sessions all day long; drop-in ● Many workshops taught by same people who will provide assistance afterwards ● Expand workshop enrollment to include staff and graduate students, to broaden value and strengthen support for your program

29. Let’s Hear From YOU! ● Questions and Comments Related to the Presentations ● On an index card, write one word to identify the category of your “effective practice” (i.e. getting vs running vs focusing vs other). Then, describe your faculty workshop practice that you believe others might wish to consider (give your card to one of us at the end of the session) ● Put your email address on the sheet that is being passed around if you would like to receive a copy of the ideas that you and others have put on the cards.