Focus on the Essentials: A Flexible Model to Prepare Hundreds of Faculty for Online Teaching in Just a Few Weeks

Start

10-1-2020 3:00 PM

End

10-1-2020 4:00 PM

Short Description

Creation of new faculty development programs can be a lengthy process and may be limited to small faculty enrollment. However, circumstances such as the recent global pandemic may present the need to quickly prepare large amounts of faculty to teach online. This presentation will explore a model used to quickly create a quality faculty development course focused on the essentials of online teaching, which can be scaled based on individual institutional needs.

Abstract

Development of traditional faculty development can be a lengthy process; however, because of the recent global pandemic, there was a need to prepare large amounts of faculty in a short period of time. In response, Instructional Designers at the University of Central Florida (UCF) implemented responsive practices to create a new three-week, fully online faculty development course that focused on the essentials of online teaching which also aligned with quality online course design standards. As a result, UCF was able to prepare almost 300 new to online faculty to quickly design, develop, and teach quality online and blended courses in the first iteration of the course.

The model utilized can be summarized into three primary phases – planning, development and next steps – which was adapted from multiple models for rapid project management and course development (Pappas, 2015; Read, Morel and Hennington, 2015; Trust and Pektas, 2019). In this presentation we will explore this model for faculty development, which can be scaled up or down based on individual institutional needs.

References

  • Pappas, C. (2015, April 19). The Power Of AGILE Instructional Design Approach. Retrieved from https://elearningindustry.com/the-power-of-agile-instructional-design-approach 
  • Read, M., Morel, G. & Hennington, D. (2015). Using ADDIE to Design Online Courses Via Hybrid Faculty Development. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1873-1878). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 31, 2020 from https://www.learntechlib.org/primary/p/152238/.
  • Trust, T., & Pektas, E. (2018). Using the ADDIE Model and Universal Design for Learning Principles to Develop an Open Online Course for Teacher Professional Development. Journal of Digital Learning in Teacher Education, 34(4), 219-233. doi:10.1080/21532974.2018.1494521

Format

Concurrent Session

Institutional level targeted

Higher Ed

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Oct 1st, 3:00 PM Oct 1st, 4:00 PM

Focus on the Essentials: A Flexible Model to Prepare Hundreds of Faculty for Online Teaching in Just a Few Weeks

Development of traditional faculty development can be a lengthy process; however, because of the recent global pandemic, there was a need to prepare large amounts of faculty in a short period of time. In response, Instructional Designers at the University of Central Florida (UCF) implemented responsive practices to create a new three-week, fully online faculty development course that focused on the essentials of online teaching which also aligned with quality online course design standards. As a result, UCF was able to prepare almost 300 new to online faculty to quickly design, develop, and teach quality online and blended courses in the first iteration of the course.

The model utilized can be summarized into three primary phases – planning, development and next steps – which was adapted from multiple models for rapid project management and course development (Pappas, 2015; Read, Morel and Hennington, 2015; Trust and Pektas, 2019). In this presentation we will explore this model for faculty development, which can be scaled up or down based on individual institutional needs.

References

  • Pappas, C. (2015, April 19). The Power Of AGILE Instructional Design Approach. Retrieved from https://elearningindustry.com/the-power-of-agile-instructional-design-approach 
  • Read, M., Morel, G. & Hennington, D. (2015). Using ADDIE to Design Online Courses Via Hybrid Faculty Development. In Proceedings of E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1873-1878). Kona, Hawaii, United States: Association for the Advancement of Computing in Education (AACE). Retrieved July 31, 2020 from https://www.learntechlib.org/primary/p/152238/.
  • Trust, T., & Pektas, E. (2018). Using the ADDIE Model and Universal Design for Learning Principles to Develop an Open Online Course for Teacher Professional Development. Journal of Digital Learning in Teacher Education, 34(4), 219-233. doi:10.1080/21532974.2018.1494521