Using data to drive training: The beginnings of a faculty training program

Concurrent Session 5
Research

Session Materials

Brief Abstract

Learn how one instructional designer is letting data inform faculty training. The presenter will describe the types of data collected, identify key themes found in the data, describe current faculty training efforts, and share the vision for an ongoing faculty training plan based on the analysis of the data.

Extended Abstract

In higher education a big part of instructional design is supporting faculty. That support may come in many different forms. This session will focus on training as one of the essential forms of support instructional designers provide to faculty. The presenter will employ data-rich graphics and storytelling to engage attendees interested in learning how data can be used to inform faculty training. Attendees will leave the session ready to explore their own data and modify their training efforts accordingly.

The National Center for Education Statistics reported 6 million undergraduate students were enrolled in at least one distance education course and 2.4 million were taking all distance education courses in fall 2019. With this many students in distance education and many more engaging with content for on-campus classes through learning management systems and other instructional technologies it is impossible for instructional designers to build, deliver, and maintain courses or online components of courses for faculty. Targeted training is one method to supplement where instructional design support is missing or reduced. A well-established training program can decrease stress for faculty, reduce the skills gap, and reduce the amount of instructional design support needed to develop and maintain an online course.

Attendees will learn how one instructional designer is using data as a window to identify gaps in use and understanding of the learning management system and use that information to inform training efforts. During the session, the instructional designer will describe the types of data collected, identify key themes found in the data, describe current training efforts, and share the vision for ongoing faculty training efforts based on the analysis of the data.

Following this session, attendees will be able to identify key themes they can look for in their own data, describe some different training options, and recommend appropriate training based on their own institution data. 

Source: National Center for Education Statistics. (2022). Distance Learning. Fast Facts, retrieved 11/01/2022, from https://nces.ed.gov/fastfacts/display.asp?id=80