Faculty Development and the use of LoTi Framework in Higher Education

Concurrent Session 7

Session Materials

Brief Abstract

As part of the strategic plan, Cabrini University is transitioning traditional programs to online delivery. The session will present experiences with best practices and challenges in integrating technology.  Participants will be exposed to the LoTi framework and how its components can be used in a higher education setting.


Andrew Pron, Ed.D., is the Senior Instructional Technology Specialist and an Adjunct Professor in the Doctoral of Educational Leadership program at Cabrini University. Dr. Pron is an advocate for the implementation of instructional technology in order to increase achievement, promote collaboration, and develop dynamic learning environments. He has experience using a variety of learning management systems and has conducted extensive research on the integration of instructional technology both in person and online. His doctorate is in educational leadership with a focus on raising technology proficiency of faculty through innovative research based workshops. A majority of his research has focused on raising the LoTi (Levels of Teaching Innovation) of teachers/administrators. Dr. Pron has implemented positive systematic change in K-12 schools and Universities where he has successful raised the LoTi level of educators involved in his workshops.

Extended Abstract

While technology afford various new opportunities, a significant number of faculty in higher education are resistant to the adoption of new technologies and online delivery. Outlow, Rice, & Wright (2017) indicated a negative relationship between faculty higher technological efficacy and stress level. In a study that reviewed and synthesized sixty seven empirical research on faculty teaching online, Wingo, Ivankova, & Moss (2017) reported on finding several concerns perceived by faculty. One of those is students’ success in online classes.

With resistance in mind, as a leading team in the transition to online offering, this session will focus on initiatives related to training faculty who are subject matter experts to shift their thinking from the traditional face-to-face teaching into becoming a successful online facilitator. The process involve supporting faculty to explore the relationship between content, teaching, & learning in an online environment. The workshop will highlight several strategies that we are implementing to create best practices for teaching online such as,

  1. Creating interactive syllabi using Articulate 360 Rise for SCORM.

  2. Implementing and Promoting Collaboration Online course for faculty members teaching an online course.

  3. A Faculty Learning Community where faculty share what works in their online courses.

  4. Creating master courses with course improvement plans.

  5. Self review and peer review using an external standards/rubrics.

  6. Development of a master template that is the starting point for all faculty.

The process:

The session will be structured by presenting our experience with best practices and challenges. These best practices include our faculty online orientation, learning communities, peer review process and more. We will share our challenges and provide insight to help the attendee avoid common problems. In the next part, we will dive into the process that we used with the School of Education as they brought more programs fully online- including interactive syllabi, faculty learning community, and review of courses using external rubric.  

Next Step for Cabrini University:

Learn how Cabrini intends to use components of the LoTi (Levels of Technology Implementation) framework that was developed by Dr. Moersch. Cabrini is developing an innovative workshop series for faculty to increase their proficiency in implementing technology.

The goal is to use the LoTi measurement tool to gauge the level of the person participating in the workshop series. The LoTi scale was originally developed to measure the level of technology implementation in a K-12 setting. It is our intent to make appropriate adjustments to adapt to the needs of higher education. The LoTi level ranges between 0-6. The scale allows the faculty to follow up on the progress with regard to their implementation of technology. Cabrini University intend to develop a workshop series to raise the LoTi level of a select group of faculty members who are below a LoTi level 3.

Finally, learn about the future plans of developing an instructional technology mentor program and cultivating faculty with a LoTi score of 5 or higher to serve as peer mentors and support their colleagues in developing and designing courses that integrate technology. These mentors will work in small teams to support faculty members and in turn raise their LoTi score with a focus on best practices in online learning.

The session will integrate modeling and active participation. Participants will be encouraged to share how they will use information from this session to support initiatives at their respective schools. The intent is to provide participants with resources and a conceptual framework to implement ideas from this session. Finally, have an opportunity to join our community to continue collaboration after the conference.


Moersch, C.  (2016). https://www.loticonnection.com/

Outlow, Rice, & Wright (2017). Arranging and rearranging practice in digital spaces: Professional learning amongst teachers educators.   

Wingo, N.; Ivankova, N.; & J. Moss (2017). Faculty perceptions about teaching online:Exploring the literature using the technology acceptance model as an organizing framework.    Online Learning Journal (21)1 p. 15-35.