Faculty Development Module: Align Learning Tasks with Learning Outcomes

1
Faculty Development Module Align Learning Tasks
with Learning Outcomes

• H. Jean Bryan
• DePaul University

2
DePaul University

• DePaul the largest Catholic university in the
  United States
• 824 full-time faculty
• 23,600 students
• Entrepreneurial online programs

3
Instructional Technology Development

• A university-wide service unit
• Consultation, training, designated production
  projects
• Five consultants, each assigned specific academic
  units
• Operations, development units

4
Online Teaching Institute

• Supports online re-certification program in
  School of Education
• Open to other departments, schools
• Limited participants each session
• First offered Summer 2003, again December 2003
• Courses delivered via Blackboard

5
Each Institute Participant

• Signs participation agreement
• Matched with instructional technology consultant
• Designs Blackboard draft site
• Participates as a student
• Provides consultant TA role in site

6
The Problem The Opportunity

• Varied design experience
• Stuck in 2-3 learning activities
• Perception, staff telling faculty how they
  should teach
• Guide participants thrure-thinking a course
• Provide re-useable tool

7
Overview Module and Worksheet

• Introduced in First Week
• Provide Examples, Definitions
• Personalized Template w Goals
• First Assignment Design Activities
• Meet with Instructional Consultant
• Template Referenced in other modules
• Institute Models Active Learning

8
The Worksheet
9
The Module

• Communication Student-Student,
  Student-Instructor
• Provide support worksheet, template, guidance
• Provide resources

10
Module Part I
11
Module Part II
12
Results - Positive

• Worksheet as Most Useful Tool
• It was the process of deconstructing my class
  and the process of my teaching that forced me to
  analyze how I interact with my students. That
  analysis helped identify areas that needed
  change.

13
Results - Positive

• Makes the process concrete, visible
• Provides common language
• Encourages early intervention
• Focuses discussion on outcomes rather activities
• Broadens learning activity scope
• Emphasizes strategies not content

14
Results - Concerns

• Incomplete templates
• Blackboards limited collaborative features
• One-time learning

15
Next - Summer 2004

• More fully integrate template into other modules
• Move Organization earlier in the Institute
  schedule
• Follow-up on the instructional design aspects of
  the Institute

16
Thank You

• This presentation is available on my website
• http//condor.depaul.edu/jbryan