Overview of Part 1 of UWM's efforts to redesign the UWM Onliine and Blended faculty development program

1. Faculty development program
redesign for Fall 2012
Retreat, Day 1
8.3.2012

2. Goals in program redesign
Considerations in overall redesign:
1. Methods: Implement backward design in faculty
development program redesign
2. Format: Provide program in manageable chunks with
flexibility in offerings, easy to follow the path to completion
that provides specialization, and manage LTC
workload, scalable (every faculty on campus could take it)
3. Develop coherency: Link together larger f2f program
meetings, f2f “specialized” workshops, online
presentations, workshop and support digital
documentation, incl. videos, mentoring, certification, etc.

3. Goal 1: Manageable chunks and
flexibility of offerings
1) The sessions integrate online and face-to-face activities.
2) The face-to-face activities are not high risk. They are offered on a
rolling basis. If you
miss one, another one is available the next month.
3) The face-to-face sessions are shorter in duration.
4) The program is specialized for individual’s needs.
5) The program includes required attendance at other “specialized”
workshops building coherency and comprehensiveness in the program.

4. Continued…
6) The program will incorporate LTC staff and certificate recipients building in
a mentoring aspect and peer evaluation/feedback opportunities, including a
formal peer evaluation before or during course delivery.
7) The program provides pedagogical and now technical guidance.
8) The program provides an opportunity for course development within D2L
during its
duration.
9) The program will include stimulating instructor participation in building
campus
connections through the virtual teaching commons, OBTUG, OPC, UWM
Certificate in
Online and Blended, Lazirko Award and others.

5. Overview of program
Voiceover
D2L Basics
Powerpoint
Workshop
Workshop
Online: Discussion
Meeting 1 Course Demo Meeting 2 workshop Meeting 3
Develop
Assessment:
module in
Quiz
D2L site

6. Overview of program
Syllabus
w/Assessment Evaluation Delivery of Improving,
Meeting 3 Plan of Course Course Next Steps
Reflection

7. Goal 2: Implementing backwards
design in redesign
How do we evaluate instructors’ courses?
http://tinyurl.com/uwmpeerevaluationhandbook
How will their participation in the program (completion
of instructional modules) lead to the evidence we
evaluate?
What do we do in the program to provide them with the
information, training, and skills they need to produce this
evidence?

8. Desired results
• Examined learning outcomes from 2006 – present
• Included learning outcomes documented in peer
evaluation handbook
• Sent to LTC group for feedback
• Next step

9. Retreat Day 1: Partners
• Content: Amy and Nicole
• Assessment: Matt and Gerry
• Student expectations/support: Andy, Bara, and
Lindsey
• What do you want the instructors to be able to
do after completing the instructional module?
• Do these activities produce evidence that will
lead to a positive evaluation when the LTC
Evaluation Handbook is used?

10. 10 Keys Considerations for
“Instructional Module” development
1.) Use student-centered, active learning pedagogy (less content delivery and ppt)
2.) Use online and f2f mediums effectively
Include assessment of online activities (quizzes, online discussions), particularly
for content delivered online
Include f2f time to develop course products (learning modules, assessment plans,
syllabi, course redesign plan and timeline, etc.)
Include integration of online and f2f activities (targeted debriefings in f2f based
on quiz results and online discussions)
3.) Develop consumable, accessible content (based on research), keeping LTC
workload in mind
Keep content delivery (e.g. voice-over ppt) to less than 12 minutes
integrate more OER
4.) Incorporate the use of our emerging technology projects, including OER, social
media, etexts, ePortfolio, clickers, competencies, intelligent agents, gamification,
mobile learning, etc. for more experiential learning opportunities

11. Continued…
5.) Incorporate current research on blended and online pedagogical practices and
identify areas where we need research to support our practices
6.) Build in opportunities for reflection on changes in pedagogy
7.) Include technical training at several points throughout the program
8.) Develop more opportunities for peer learning, peer review, and showcasing in
order to further build UWM community/support (i.e., certificate
recipient, OPC, OBTUG)
9.) Identify materials and processes for the virtual teaching commons (showcase
courses, syllabi, learning modules, assessment plans, role changes, interviews)
10.) Develop or utilize materials that meet accessibility standards (mobile, HTML
5, 503B, broadband)