1. Matrix on Virtual Teaching: a Competency-based Model for Faculty Development Mary Rose Grant, Ph.D. Saint Louis University MERLOT Conference 2008

2. Seminar objectives Discuss “best practices” for web-mediated and online adult learning. Discuss “best practices” for web-mediated and online adult learning. Discuss competency development for online teaching. Discuss competency development for online teaching. Demonstrate cross cutting nature of competencies with “ best practices”. Demonstrate cross cutting nature of competencies with “ best practices”. Present Competency-based model. Present Competency-based model. Explore ways to implement model. Explore ways to implement model.

3. 7 PRINCIPLES of Good Practice 1.Encourages staff-student contact 2.Encourages cooperation among students 3.Encourages active learning 4.Provides prompt feedback 5.Encourages time on task 6.Communicates high expectations 7.Respects diverse talents and ways of learning

4. 1.“encouraging staff-student contact” Introductions Introductions E-mail E-mail Announcements Announcements Virtual office hours Virtual office hours Open bulletin board (Chat) Open bulletin board (Chat) Discussion forums Discussion forums Personalize feedback Personalize feedback

5. 2.“encouraging cooperation among students” Discussion forums Discussion forums Team Projects Team Projects Peer reviews Peer reviews Learning community (share resources) Learning community (share resources) Study Groups Study Groups Others Others

6. 3.“encouraging active learning” Internet exploration e.g. Web quests Internet exploration e.g. Web quests Inquiry/discovery Inquiry/discovery Case studies Case studies Problem solving Problem solving Writing Writing Journaling Journaling Others Others

7. 4.“providing prompt feedback” Automatic grading of tests, quizzes, discussion forums Automatic grading of tests, quizzes, discussion forums 24/7 responses 24/7 responses Peer review Peer review Q & A after each course module Q & A after each course module Virtual Grade book Virtual Grade book Rubrics Rubrics Online interactive self-scored tests Online interactive self-scored tests

8. 5.“time on task” Deadlines Deadlines Timelines Timelines Focused discussions Focused discussions Expanded learning Expanded learning Re-tests/re-writes Re-tests/re-writes Others Others

9. 6.“communicates high expectations” Syllabus Syllabus Challenges Challenges Encourages improvement Encourages improvement Praises & recognizes excellence Praises & recognizes excellence Model desired behavior Model desired behavior Best effort gets the best grade Best effort gets the best grade Others Others

10. 7.“respecting diverse talents, ways of learning” Teach to different learning styles( vary formats, PPT, images, video, audio) Teach to different learning styles( vary formats, PPT, images, video, audio) Assess for different learning styles (vary tests, papers, projects) Assess for different learning styles (vary tests, papers, projects) Encourage self-directed paths Encourage self-directed paths Recognize and accept diverse backgrounds and experiences ( peer review exposes points of view) Recognize and accept diverse backgrounds and experiences ( peer review exposes points of view) Provide an even playing field (open discussion) Provide an even playing field (open discussion) Respond to students as individuals Respond to students as individuals Use the students own words in responses Use the students own words in responses

11. 8.Other Best Practices: online Practice good pedagogy Practice good pedagogy Don’t overuse technology Don’t overuse technology Over communicate Over communicate Make applications to real world Make applications to real world Use Webquest, Blogs, Web resources Use Webquest, Blogs, Web resources Use library e-Reserve Use library e-Reserve Maintain personal & social presence Maintain personal & social presence Reinforce reading and good writing skills Reinforce reading and good writing skills Praise student’s work Praise student’s work Keep high standards Keep high standards

12. Three Themes Emerged… In relation to the “Best Practices”: 1.Course design Encompasses: Practices 2,5 and 8 2.Instructor Effectiveness Encompasses: Practices 1,6 and 7 3.Course Management Encompasses: Practices 3 and 4

13. Competencies Understand online format Understand online format Understand online pedagogy Understand online pedagogy Develop Course Content Develop Course Content Understand Instructional Design Understand Instructional Design Demonstrate Course Management Demonstrate Course Management Practice use of Technology Practice use of Technology Develop Quality Assurances Develop Quality Assurances

14. Competencies and Best Practices for Online Teaching: Matrix Demonstrating Cross-Cutting Nature of Both B E S T P R A C T I C E S Emerging Themes Course Design Instruction Effectiveness Course Management COMPETENCIESCOMPETENCIES Best Practice Coop. 2 Time Task 5 Comm. 1 Expect. 6 Respect diversity 7 Active Learning 3 Feedback 4 Understand Online Format XXX Know Online Pedagogy XXXXXXX Develop Course Content XXX Understand Instructional Design XXX Determine Course Management XXXX Practice Use of Technology: Functionality, and Usability XX Develop Quality Assurances XXXXX

15. Competency-Based Model Identify “best practices” for online teaching Identify “best practices” for online teaching Present competencies needed to teach online Present competencies needed to teach online Demonstrate how competencies cut cross “best practices” Demonstrate how competencies cut cross “best practices” Provide examples for implementation Provide examples for implementation Master competencies with practice Master competencies with practice Evaluate practice through peer review Evaluate practice through peer review

16. Format for Model Online Delivery Online Delivery Independent Mastery Approach Independent Mastery Approach Open enrollment Open enrollment Peer Review Peer Review Formal Completion Process Formal Completion Process

17. Competency #1: Understand Online Format Determine time and effort required Determine time and effort required Understand the medium (CMS) Understand the medium (CMS) – Use – Support Believe in the outcome Believe in the outcome Discover teaching and social presence Discover teaching and social presence

18. Competency #2: Know Online Pedagogy Connectivity (engagement) Connectivity (engagement) – Student to student…dialogue – Student to content…active and applicable – Student to instructor… feedback and communication Interactivity Interactivity – Learning community – Groups – Feedback – Peer Review – Journals

19. Competency #2: Know Online Pedagogy Competency #2: Know Online Pedagogy Student to student: Student to student: – Facilitate discussions (do not overly engage) – Motivate participation – Encourage participation (groups) – Respect – Encourage peer feedback

20. Competency #2: Know Online Pedagogy Student to Content: Student to Content: – Additional resources – Creative teaching techniques – Application strategies – Independent online activities

21. C ompetency #2: Know Online Pedagogy Connectivity (engagement) Student to Instructor: Student to Instructor: – Facilitate discussions – Encourage dialogue – E-mail – Parameters for feedback – Repeat everything, often – Announcements – Respect – Reflect student ideas

22. Competency #2: Know Online Pedagogy Interactivity: Interactivity: – Learning Community – Groups – Feedback – Peer Review – Journaling

23. Competency #3: Develop Course Content Build a Course Outline Build a Course Outline – Course outcomes – Course learning objectives – Course activities – Timelines and Schedules – Assessments Write a Syllabus Write a Syllabus – Detailed instructions – Rubrics – Grading, Attendance and Plagiarism policies – Deadlines

24. Competency #4: Know Instructional Design Developing Content Developing Content – Presentation of content Chunking and modules Chunking and modules Learning style sensitivity Learning style sensitivity Use of HTML, Images and PowerPoint Use of HTML, Images and PowerPoint Audio and visual Audio and visual Web quests Web quests Case studies Case studies

25. Competency #4: Know Instructional Design – Use of Resources Copyright issues Copyright issues Glossary of terms Glossary of terms Reading lists…relevant journals Reading lists…relevant journals Pod casts Pod casts Web links…to library, writing center, other sources Web links…to library, writing center, other sources

26. Competency #5: Understand Course Management Support and CMS navigation Support and CMS navigation Student Profiles and records Student Profiles and records Welcome and ice breakers Welcome and ice breakers Start and stop dates Start and stop dates Pace and workload Pace and workload Communicate time commitment Communicate time commitment Communication: e-mail and chat Communication: e-mail and chat Directions, Assignment submission, grades Directions, Assignment submission, grades

27. Competency #6: Practice Use of Technology Functionality and Usability Functionality and Usability – Use of appropriate technology – Navigation on the WWW as well as in CMS – Graphic elements – Fonts and formats – Color, layout and design – Student support (who, where and when)

28. Competency #6: Practice Use of Technology – Media Elements Video Video Audio Audio Simulations Simulations Games Games graphics graphics

29. Competency #7: Develop Quality Assurances Standards of conduct (netiquette) Standards of conduct (netiquette) Rubrics Rubrics Evaluations (informal and formal) Evaluations (informal and formal) Open course for preview Open course for preview Open course for review Open course for review Check course web links for access Check course web links for access

30. Summary Cross-cutting Competencies Understanding Online Format- Competency #1 Understanding Online Format- Competency #1 – Practices: 1. Communication 1. Communication 5.Time on Task 5.Time on Task 6. Expectations 6. Expectations Understanding Online Pedagogy –Competency #2 Understanding Online Pedagogy –Competency #2 – Practices: 1.Communication 1.Communication 2. Cooperation 2. Cooperation 3. Active Learning 3. Active Learning 4. Feedback 4. Feedback 5. Time on Task 5. Time on Task 6. Expectations 6. Expectations 7. Diversity 7. Diversity

31. Summary Cross-cutting Competencies Develop Course Content– Competency #3 Develop Course Content– Competency #3 – Practices: 1. Communication 1. Communication 5. Time on Task 5. Time on Task 6. Expectations 6. Expectations Know Instructional Design-Competency #4 Know Instructional Design-Competency #4 – Practices: 2. Cooperation 2. Cooperation 3. Active Learning 3. Active Learning 7. Respect for diversity 7. Respect for diversity

32. Summary Cross-cutting Competencies Understand Course Management-Competency #5 Understand Course Management-Competency #5 – Practices: 1. Communication 1. Communication 4. Feedback 4. Feedback 5. Time on Task 5. Time on Task 6. Expectations 6. Expectations Use of Technology- Competency #6 Use of Technology- Competency #6 – Practices: 1. Communication 1. Communication 7. Respect for Diversity 7. Respect for Diversity

33. Summary Cross-cutting Competencies Develop Quality Assurances- Competency #7 Develop Quality Assurances- Competency #7 – Practices: 1. Communication 1. Communication 2. Cooperation 2. Cooperation 4. Feedback 4. Feedback 6. Expectations 6. Expectations 7. Respect for Diversity 7. Respect for Diversity

34. References Grant, M.R. (2007). Engaging Part-time Faculty: Best Practices in Developing Part-time Faculty who Teach at a Distance. Association for Continuing Higher Education, ACHE, Conference Proceedings, Roanoke, Virginia. Grant, M.R., & Thornton, H. (2007). A Longitudinal Comparison between Online and Face to Face Courses in an Adult Continuing Education Program. The International Journal of Instructional Technology and Distance Learning. Article 01, December 07 http://itdl.org/Journal/Dec_07/article01.htm Grant, M.R., & Thornton, H. (2007). Best Practices in Undergraduate Adult-Centered Online Learning: Mechanism for Course Design and Delivery. MERLOT Journal of Online Teaching and Learning. Vol.3, No.4, December 2007 http://jolt.merlot.org/vol3no4/grant.htm

35. Use? Future Studies? Use? Future Studies? QUESTIONS ? ?