A Flipped Framework for Implementing Faculty Development

Concurrent Session 2

Session Materials

Brief Abstract

How are you supporting faculty to deliver quality online courses? How are you fostering relationships between IDs and faculty? How do you encourage IDs as SMEs in the pedagogy of delivering online courses? We will explore these topics and explain how the framework answered these questions.

Presenters

Lead Presenter: Connie Hahn, Purdue University-Main Campus

Connie is an instructional designer at Purdue University for Purdue Online. She also is the vice chair, liaison to to the Online Administration Network for the eDesign Collaborative for UPCEA. Connie strives to help instructors create engaging, inclusive learning environments and build connections and rapport with instructors. Originally an English teacher, she sees the need significance of helping leaners reach their potential.

Co-presenter: April Wolf, Purdue University

I have a passion for finding solutions for the challenges that stakeholders face in a variety of learning environments. I have developed superb leadership and communication skills. During my career, I have cultivated trusting and productive relationships with stakeholders and subject matter experts.

Additional Authors

Sandra Henderson, Purdue University

I am an Associate Instructional Designer within the Innovative Learning group. I assist Instructors and Instructional Designers during the design and development stages of course building. After the course is built, I continue with ongoing support of those courses with the instructor.

Yingzhuo Quan, Purdue University

Yingzhuo Quan is an Instructional Designer at Purdue University. She has been teaching film study courses at Communication University of China (Beijing) for six years before she continued her education at Indiana State University. She received her Ph.D. in Educational Technology. Her research interests include online teaching and learning, learning from gaming, and online learning assessment.

Jason Garvey, Purdue University-Main Campus

Experienced Instructional Designer, certified facilitator in Quality Matters, with 12 years of working in higher education, focused on online and hybrid pedagogy. Possess in-depth knowledge and expertise of instructional theory and pedagogy; project management; ADDIE; accessibility and Universal Design Principles (UDL); instructional design technology; faculty training; Learning Management Systems (LMS); and spectrum of course and degree modalities.

Extended Abstract

Online courses are a growing trend in higher education, training, and skill certifications. The pedagogy and delivery methods that instructors employ in the face-to-face classroom does not transfer easily to an online course. As you reflect on changes that have occurred during the past three years, how do you support faculty in strengthening their pedagogical foundation and strategies for the future of teaching online courses? Do you have a framework and system to deliver the needed professional development to guide your faculty in delivering content for online learners? Do you have support in place to help faculty revise and improve their online courses to meet learners’ needs? Finally, how are you creating and forging meaningful and collaborative relationships with instructors?

To work towards a solution to these critical questions, our organization designed, developed, and implemented a faculty professional development series of workshops and mini-courses to help our instructors develop and deliver engaging and effective online content.  

Starting with five topics that went beyond the basics of teaching online, our project team led the way in creating a path for in-depth synchronous workshops and asynchronous mini-courses. Each workshop and mini-course was accompanied with a course shell on our learning management system (LMS). Each workshop had interactive discussions and hands-on activities. They were recorded and posted to the course for reference. Each mini-course contains a variety of strategies and activities for the faculty to complete, as well as ways to post questions for feedback from our team and receive ongoing pedagogical support. Through our lessons learned, we have improved our processes and strategies.