Judging the Relevance and worth of ideas part 2.pptx
A Faculty Online Readiness Tool
1. Carol McQuiggan, Penn State University-Harrisburg
Linda Futch, University of Central Florida
Larry Ragan, Penn State University
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2. Rationale
Initial categories
Partnering
Development process
Current status
Discussion
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3. Identify core competencies for online instructors
Promote eLearning through a faculty self-
assessment tool
◦ Determine their readiness for online teaching
◦ Link them to appropriate resources to fill in the
identified gaps
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4. Gleaned from various web and print resources:
◦ Initial preparation
◦ Use of Internet in teaching
◦ Communicating online
◦ Time management
◦ Organization
◦ Technical computer skills
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5. University of Central Florida contacted January
2007
First virtual meeting in March 2007
Collaboration tools:
◦ Writely -> Google Docs + Phone
◦ Adobe Connect Pro
◦ Email
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6. Grouped core competencies into 4 major
categories
From To
Organization Organization & Time
Time management Management
Communicating online Communicating Online
Initial preparation Teaching & Online
Use of Internet in teaching Experience
Technical computer skills Technical Skills
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7. Reviewed current criteria points in each
category
Narrowed number of criteria points to as few as
possible
Identified criteria that might be better addressed
in another category and moved it
Discussed categories and refined criteria points
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8. Located resources to fill in the knowledge gaps
the survey could uncover
Located research to support the online skills
identified
Scripted general and individual feedback
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9. Possible delivery mechanisms evaluated:
◦ Questionmark
◦ Online form
◦ Java score-generator
◦ Rubric tool developed by Dr. Kyle Peck
Selection criteria:
◦ Customizability – can add own resources to feedback
◦ Data collection options at local level
◦ Provide individualized feedback
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13. Rubric feedback from team
◦ Amount of time to take survey
◦ Clearness of questions
◦ Clearness of choices
◦ Clear/helpful feedback
◦ Grammar, spelling, punctuation, accessible language
◦ Recommended changes
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14. Rubric field tested
◦ Experienced online educators
◦ Educators with no online teaching experience
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15. Changes recommended from field test
◦ Make survey operational in multiple browsers
◦ Change colors for printing and accessibility
◦ Add directions to begin survey
◦ Indicate expected amount of time survey will take
◦ Make question grouping obvious
◦ Additional choices needed for some items
◦ Incomplete survey cannot be submitted, but message
received refers to question numbers and questions are
not numbered
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16. More changes recommended from field test
◦ Need to know to scroll down for feedback or add
feedback to top
◦ Need some way to indicate those places where faculty
skills are deficient
◦ Designate difference between generic feedback and
specific feedback, possibly putting specific feedback
first
◦ Printing instructions needed
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17. Programmer to make recommended changes
Pilot test with faculty groups
Analyze feedback and make final changes
Complete Creative Commons license
Add to Sloan-C website
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18. Distribution of handouts
In small groups of 4 or 5, review a category
One person from each small group record
points of discussion on paper
Reconvene with sharing of major points
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19. Do you think an online tool like this will be
helpful in your work?
Do you find the categories/questions
appropriate?
◦ What should be eliminated/changed?
◦ What is missing that should be added?
Other comments?
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