SLN faculty development program

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The SUNY Learning Network E f f e c t I v e O n l I n e F a c u l t y D e v e l o p m e n t : K e y s t o S u c c e s s

• A l e x a n d r a M . P i c k e t t • 2 0 0 9 •

FacultyDevelopment

2001 recipient of the Sloan-C Award for Excellence in ALN Faculty Development

Keys to success of in the SUNY Learning Network

Alexandra M. PickettAssociate DirectorSUNY Learning NetworkFaculty Development & Instructional Design

This presentation will describe: An introduction and background of the SUNY

Learning Network (SLN).

The 5 key elements in SLN’s successfulaward-winning online faculty developmentprogram.

Our challenges & some lessons learned.

Overview

IntroductionState University ofNew York The single largest public university in the nation 440,000 students 32,000 + faculty

64 Campuses 13 University Centers and Doctoral Degree Granting Inst. 13 University Colleges 8 Colleges of Technology 30 Community Colleges

SUNY LearningNetwork

30 of the 64 campus participate in SLN.

3,000 online faculty.

107 online degrees offered.

100,000+ online student enrollments.

4,000 + fully online courses.

high levels of student & faculty satisfaction.

CC account for 67% of student enrollments.

!SLN was referencedin testimony to theKerrey Commissionin Congress as the2nd largestALN in thecountry.

2008-2009 academic year. . .

SLN Awards2000 EDUCAUSE Award for Systemic Progress inTeaching and Learning

2001 Sloan-C award for Excellence in ALN FacultyDevelopment

2002 Sloan-C award for Excellence in Institution-WideALN Programming

2003 Sloan-C Award for Excellence in Online Teaching

2006 USDLA 21st Century Best Practice Award - OnlineTechnology - Higher Education

2009 NUTN Distance Education Innovation Award

SLN Background Faculty Development and Training Faculty Training Materials Course Development Process Instructional Design & Support Team – best practices Campus-based MIDs – for ongoing local Faculty Support Research/Data Collection/Analysis Campus-based Academic Coordinator liaison Policy Development Marketing & Promotional Activities Technical Infrastructure (Servers/Telecommunications) Technical Support/7 x 24 Operational Support HelpDesk/7 days a week Central Inquiry Response Capacity Common Student Registration Process SUNY DL Web site Assisting Registrars

!SLN -built aUniversitySystem-wideALN

Visit: http://SLN.suny.edu

Historical Benefits ofMembership in SLN

SLN BackgroundAcademic Authority

Offer CoursesGrant DegreeSelect FacultyAcademic Review

Standard Student ServicesEnrollment ManagementFinancial AidAdvisement

Receive and Manage RevenueTuition, State Aid, Charge Backs, etc.

SUNY CampusResponsibilities

SLN BackgroundGrowth in onlinecourses…

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SLN BackgroundGrowth in online degreeprograms & certificates

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SLN BackgroundGrowth in enrollments

119 447 2009 606013021

39,966

53,638

68,887

86,110

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02 03 03-

Yesterday1994-95 research & development period.Objective: what works?We already assumed “no significant difference”http://www.nosignificantdifference.org/

1995-99 synthesis of models, processes, &procedures, infrastructure, resources, supportand services.Objective: will it scale?

1999-05 . . . Full-scale production.Objective: institutionalization, sustainability

Where we’ve been…

Migration2006-09 Campus, Course, Faculty, and SLNprogrammatic migration to ANGEL and newbusiness model.

Objective: Will they buy our support and services?What are the benefits of membership? Whom dowe serve?

2009 in the last month of our migration BB buysANGEL.

Where we are…

Today 25 of the 40 campuses migrated with us to

ANGEL - a 3-year process - June 2009.Future migration? To what?

Migration of programmatic elements,approaches, processes, methods.

Decentralization results in many changes forthe program and campuses.

Supporting campuses that choose not to usethe “preferred CMS.”

New fee for service business model.

Our challenges ...

. . . Evolution now! other LMSs blended learning quality matters web2.0 digital repositories mobile learning e-portfolio portals single sign-on

Objective: Growth and expansion, to serve the entire spectrum and continuum of SUNYonline needs including web enhanced and hybrid courses. Shift to fee for servicesmodel, shift from faculty and course-centered program to community-centered support &services.

The Future...Where are we going?

FacultyDevelopment

Our Roadmap... Objective: develop large numbers of faculty to

teach online and insure consistent and effectivecourses developed in a specific time frame.

Required: Need to develop and implement ascaleable and replicable process to train largenumbers of faculty to produce technically andinstructionally sound courses.

Result: Comprehensive and integrated facultydevelopment and course design processes.

Large-scale production required that we develop ways tosupport & train large numbers of faculty and produce largenumbers of courses of consistent quality.

Using a comprehensive faculty development and coursedesign approach, we avoid cookie cutter mass production byworking with individual faculty and allowing them and theircontent to drive course design.

We have the opportunity to influence and share bestpractices across the design of all courses.

Share stuffwe know works.

Learn fromfaculty - whatthey find works.

FacultyDevelopmentHow we did it...

!SLN’s 5 keyelements

What I have learnedfrom working with over3000 SUNY faculty,from 40+ SUNYinstitutions, andthousands of studentssince 1994.

Model: Rapid Scale: This required that we develop a consistently appliedand thoughtful faculty development process.

Support: Large numbers: Successful online courses have effectivedesigns and effective/prepared instructors. = Instructional designers, HD,templates.

Approaches: Our philosophy: The pedagogy dog wags the technologytail NOT the other way around.

Evaluation: Program evaluation and continuous improvements: Iterate!Best practices: what is working, why, what needs to be improved?

Quality: Requires a comprehensive approach to training, support,resources, best practices, exemplars, community of practice,template/standards, formal course review/rubric.

? What models does SLN usefor online faculty development,course design, and training?

Key ElementModels

Key Element 4-Stage faculty development process.

7 step online course design process.

Challenge: scalability, facultybuy-in, consistency in coursequality and student experience.

SLN faculty development,course design, training. . .

1. Model2. Support

3. Approaches

4. Evaluation

5. Quality

Garrison, Anderson, Rourke, Archer (2002).

SLN BackgroundResearch & Publicationhttp://tinyurl.com/69zw4l

What key support roles arenecessary?

Support

2?Key Element

Key Elements Campus-based MIDs & ACs. Community, professional development. Communications & regular events. Technical HelpDesk support. Resources in a variety of media.

Challenge: Limited staffresources, exponential growth,institutionalization

SLN support. . .

1. Model

2. Support3. Approaches

4. Evaluation

5. Quality

What technology, tools, andapproaches are necessary?

Approaches

3?Key Elements

Key Elements Home-grown CMS from 1994 – 2009. Faculty develop their own courses. Empowerment = build automation and

build campus autonomy and self-service. Andragogy

Challenge: limited staff & resources,no CMS, exponential growth.

SLN technology, tools, &approaches. . .

1. Model

2. Support

3. Approaches4. Evaluation

5. Quality

Learning experiencesshould be based aroundexperiences, since peopleare performance centeredin their learning.

Acquisition of subjectmatter. Curriculumorganized by subjects.

Orientation to learning

People learn what theyneed to know, so thatlearning is organizedaround real life application.

People learn what societyexpects them to. So thatthe curriculum isstandardized.

Readiness to learn

Interactive. Teachingmethods includediscussion, problem-solving, etc.

Passive. Teachingmethods are didactic.The learner's experience

Moves towardsindependence.Self-directed. Teacherencourages and nurturesthis movement.

Dependent. Teacherdirects what, when, how asubject is learned andtests that it has beenlearned.

The learner

AndragogyPedagogy

!PedagogyAndragogy

Accordingto MalcolmKnowles1970’s

A Comparison…

How do you evaluate andimprove your program, yourunderstanding of onlineteaching and learning, andyour approaches?

Evaluate

4?Key Elements

Key Elements Online teaching and learning

Effectiveness: Start with a theoretical frameworkto inform and contribute to practice, approaches,models, processes

Programmatic Effectiveness: In asystematic regular way ask what is working and whatcan be improved?

Challenge: proof of concept,scalability, institutionalization,sustainability.

SLN evaluation…1. Model

2. Support

3. Approaches

4. Evaluation5. Quality

How do you insure coursequality?

5?Key ElementsQuality

Key Elements Course templates/standards/wizard. Course review rubric/checklists- QM Revise and Improve new faculty wkshp. RFIDI: http://sln.suny.edu/teachingsurvey

Community of faculty & IDs

Challenge: quality on a largescale and growing number of“experienced” online faculty.

SLN course quality. . .1. Model

2. Support

3. Approaches

4. Evaluation

5. Quality

??Any questions

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Thank you!Alexandra M. Pickettalexandra.pickett@suny.edu

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