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Create two sustainable faculty development opportunities within our institutions for 2018

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Provide support, accountability and guidance for areas of personal growth

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Read and discuss a book and share and identify key themes and discussions

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Working together to explore and publish an article on meaningful online faculty development.

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Universal Design Course

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Stakeholder Interaction

Transition from F2F to Virtual Sessions.

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Book: Writer / Designer: A Guide to Making Multimodal Projects
Multimodality Presentation for ENG106

Sustainable Food (Internal Use as has student example)

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1. OER resource from UM re: humanizing online courses

2. Engineering Course

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(it all started in Illinois :) - http://ngtm.net/

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National Great Teachers Movement - Status and 2015 Update

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PowerPoint Presentation on GTR for NISOD 2012

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PowerPoint Presentation on GTR for NISOD 2012

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NISOD 2012-Great Teachers Retreat Presentation

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Faculty Action Plan 5 year action plan - have to make changes to course 3x

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Faculty Action Plan 5 year action plan - have to make changes to course 3x

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PLC (concrete goals)

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Traci attended conference & shared following resources:

tinyurl.com/Lilly2017

techtoolshcc.weebly.com

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Student Employees @FIU
Course Builder
Course Designer
ID
Sr. ID
LMS Specialist

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FIU Online collaborates with many of the university's colleges to offer fully online courses and programs. Here at FIU Online, we ensure your online teaching experience is positive and beneficial to your students.

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Online Course Developer (Paid)
This is a more "high-end" student position, but has job description you may find interesting

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Innovation Age Learning: Empowering Students by Empowering Teachers (Sharon “Sam” Sakai-Miller)

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#FormativeTech: Meaningful, Sustainable, and Scalable Formative Assessment with Technology (Monica Burns)

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Online Professional Development for Teachers: Emerging Models and Methods (Chris Dede)

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1. What is the current research on professional development?

2. What is the currently approach to flipped professional development?

3. What is the currently approach to faculty development?

4. How is the design of an online course important for online faculty development?

5. How does use existing models of online instruction and transform the teacher in a student role?

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Annual report with Spark

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#CPDinVR: Virtual Teach: VR in Education Presentation

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#CPDinVR: Virtual Teach: VR in Education Presentation

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VirtualiTeach (Integrating Virtual and Augmented Reality in Education)
Timelooper (mobile app that lets you travel back in time using your smartphone),
Virtuali-Tee, (Augmented-reality T-shirt),
Epic Citadel (Mobile App)
Nature Treks VR (Steam App)

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One Button Studio @ UM
One Button Studio @ PennState

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Double Flip Your Classroom

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Link

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In Defense of the Lecture

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CoE Survey (anonymous) vs. "muddiest points" written down

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Channel

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Website

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Link
Call for Proposals

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YouTube video (faculty extremes in adopting Instructional Technology)

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YouTube video (faculty extremes in adopting Instructional Technology)

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https://youtu.be/2HJZGZX_Ycw

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Value of Digital Learning (article from MIT)

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Value of Digital Learning (article from MIT)

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Value of Digital Learning | Office of Digital Learning

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Digital learning today is where smartphones were a decade ago. Adoption is taking hold, and the technology has proven its value along some dimensions. We are on the frontier. We can see new possibilities in front of us. Still more possibilities are beyond our imagination.

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Should I share my learning outcomes with students?

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Should I share my learning outcomes with students?

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Some great frameworks to use with faculty.

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Dr. Sara M. Fulmer is an Educational Developer at the University of Guelph. She supports faculty, graduate students, and academic programs with implementing evidence-based approaches to enhance pedagogical practices and students' learning. Her areas of research include student motivation in challenging contexts and teacher professional development. She received her B.A., B.Ed., and M.A. from Brock University in Ontario, Canada, and Ph.D. in Developmental Psychology from the University of Notre Dame. You can find her on Twitter @sara_fulmer. Sara previously contributed guest posts on learner-centered syllabi a nd how manipulatives can hinder learning.
How do you know which path to choose, or whether you have arrived, if you do not have a destination? In the context of teaching and learning, learning outcomes are the destination.

This post responds to a reader's question, "Is there any evidence to support sharing written learning outcomes prior to teaching a topic?"

By the end of reading this blog post, readers should be able to:

Evaluate the effectiveness of a learning outcome using a checklist

Describe the benefits of learning outcomes for students and teachers

Identify strategies to share learning outcomes with students

What are learning outcomes?
"Learning outcomes are measurable statements that articulate what students should know, be able to do, or value as a result of taking a course or completing a program" (1). In addition to a course or program, we can also write learning outcomes for smaller elements of the learning process, such as an assignment, single class session, or unit. Effective learning outcomes are student-centered, specific, and measurable, and provide a road map for determining the content, organization, and assessment of the course.

To learn more about writing effective learning outcomes, see this post on setting learning outcomes and this resource on the differences between learning goals, learning objectives, and learning outcomes.

Why share learning outcomes with students?

Learning outcomes can increase student learning in foundational knowledge or short-term retention (2), (3) and higher-order cognitive processes, such as application or transfer (3), (4), (5). For example, student exam performance increased after a faculty member redesigned an introductory biology course by creating learning goals for each class session, making these goals explicit to students in each lecture, and labeling exam questions with the corresponding learning goal (4). These students also rated learning goals as the most helpful component of lecture, beating out clicker questions, quizzes, vocabulary lists, and group work (4).

But why do learning outcomes improve learning? Learning outcomes shape what students learn. When students know what they are expected to learn, they can direct their attention towards those particular areas (6) and use to strategically work towards learning those concepts and skills. Students in courses with clear learning outcomes aligned with the assessments, compared to students in courses without these components, are more likely to spend extra time studying and extend their knowledge by seeking additional information (7). Stating learning outcomes at the start of a lesson, unit, or course is also an important element of guided instruction, which is more beneficial than less-structured approaches for learning, particularly for novice learners.

Knowing the learning outcomes in advance also helps students practice metacognition and become self-regulated learners (3), (8), (9). For example, undergraduate students report that having clear learning outcomes helps them to narrow their focus on important concepts and skills, organize their notes, track their learning towards those outcomes, and improve their study practices (10). Because learning outcomes help students to make strategic decisions, students also feel an increased sense of control or ownership over their learning (1), (9).

Sharing learning outcomes prior to learning can also increase students' motivation and engagement (2), (4), (11). Learning outcomes give learners a sense of purpose for their learning, answering the frequently asked question, "Why am I learning this?" Learning outcomes help students feel more connected to the course material and perceive the content as useful (8), (10). When students understand what is expected of their learning, they are more likely to feel that they can be successful in meeting those expectations. For example, students who receive assignments with a clear purpose and explicit connection to course learning outcomes report greater academic confidence and a feeling of mastery of important skills (2). This is particularly true for first-generation, low-income, and underrepresented students (2). One reason why students feel more confident is because learning outcomes reduce ambiguity in a course. This is exemplified in a quote from an undergraduate student in Wang et al.'s (7) study:
"They (The instructors) are supposed to spell out what I shall achieve so that I do not have to guess. I know what they intend to teach, but I am not very clear what kind of outcomes they want us to achieve. For example, to what level are we going to apply the knowledge we have learnt."
Worried about learning outcomes limiting students' creativity? Check out this post on ways to use learning outcomes to set high standards and foster creativity and innovation.

Having clear learning outcomes also benefits teachers. The following table summarizes the literature on these benefits.

How can I share learning outcomes with students?

Learning outcomes can appear anywhere, such as a slide, whiteboard, handout, classroom poster, or in your learner-centered course syllabus. For creative ideas, check out these strategies for higher education, and for K-12, 40 ways to introduce learning objectives and this teacher's decision-making process regarding how to share learning outcomes in his class.

The most important step of sharing learning outcomes is to ensure that students understand the learning outcomes. Engage students in a discussion about the learning outcomes with questions like:

Using your own words, what does this outcome mean?

How will I know if I've achieved this outcome?

Why do you think it's important that we learn this?

How does this learning outcome relate to something we've already learned?

Bonus: these questions also help to stimulate students' interest and curiosity!

At the end of the topic or unit, ask students to write on an index card or sticky note an answer to: "What do you think you were supposed to learn from this lesson/class/unit?" (9).

You can also introduce students to learning outcomes through a pre-assessment, asking students to rate their level of confidence or level of current knowledge/skill for each of the learning outcomes. The image below offers some examples of how learning outcomes were transformed into survey items.

This strategy offers several added bonuses:

Gathering information about students' current level of knowledge before you begin teaching a unit will help you adjust your instruction to meet students where they are.

Students have an opportunity to think about their current knowledge with respect to each of the learning outcomes, while gaining insight into what they will be expected to know and be able to do.

You can track changes in students' perceptions of their knowledge over time. Give students the same survey before and after the unit/course and compare their "pre" and "post" responses. Share the aggregated data with students to help them recognize how much they have learned.

How will you share learning outcomes with your students? Comment below!

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"Learning outcomes are measurable statements that articulate what students should know, be able to do, or value as a result of taking a course or completing a program" (1).This post responds to a reader's question, "Is there any evidence to support sharing written learning outcomes prior to teaching a topic?"

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Five ways the farm bill strengthen the economy

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Five ways the farm bill strengthen the economy

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Here's How a Comprehensive Farm Bill Goes Way Beyond Our Farms:

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See the President's daily schedule, explore behind-the-scenes photos from inside the White House, and find out all the ways you can engage with the most interactive administration in our country's history.

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Interesting read (although K-12 education)

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Interesting read (although K-12 education)

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http://www.thetechedvocate.org/edtech-alone-cant-change-americas-schools/

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Accelerated online courses are "condensed" courses that are shorter in length than regular semester long courses. Accelerated courses in the Bachelor's Programs are 8 and 12 weeks long. Typically, you will enroll in two courses during the first 8 weeks and two courses in the second eight weeks for the fall and spring terms. In the summer term, your online courses will be 12 weeks in length. There are no upper division online courses offered in the two 6 week sessions during the summer (Summer A and Summer B).

It is important to note that the amount of coursework covered in accelerated courses is the same as that found in the semester long courses. Since accelerated courses contain the same learning outcomes and the same amount of coursework as the semester courses, that means that students expected to complete the same amount of coursework in half the time.

If you take accelerated courses five times a year, you've equaled a typical year of courses taken in a traditional year (10 courses), while only having to concentrate on two courses at a time.

Before enrolling in accelerated courses, take a moment to consider whether this type of online education is appropriate for you. To help you decide if accelerated online degree programs are right for you, we have compiled a checklist of advice and warnings gathered from online students and research.

Consider these factors:

1. Become oriented with Blackboard - MDC's learning platform. Please consider enrolling in the Virtual College online orientation. This will ensure that you spend less time trying to figure out the environment, and more time concentrating on learning your course content. The Virtual College offers a no fee, no credit online orientation for all new students.

2. Get your textbooks. There's no need to wait for the first day of class to get your textbook and start reading. Many online courses rely heavily on reading assignments and the amount of reading you are expected to do can mount up quickly.

3. You have to make some sacrifice. The pace of an accelerated course is intense. You have a short time in which you must get your assignments done. Therefore, you may need to reduce time spent with friends and family, watching television, or participating in other regular activities. Remember, you are making a sacrifice so that you can get the most out the learning experience. More importantly, you are making a sacrifice in order to secure a better future. The sacrifice is temporary.

4. Stay Current! If you don't have the structure of showing up to class at a specific time, in a specific location it can be difficult to keep up with course work. If you are prone to procrastination an online course will be a challenge for you. Do what you can to keep up with reading and assignments. Review your calendar frequently to make sure you are working toward exams and major projects and papers in advance of their due dates. It is ultimately your responsibility to stay current with the course and ready to move forward. Exercise self-discipline and be self-motivated.

5. Check in with the course site every day. Your instructor or the course syllabus may only require that you check in once per week for course participation, or that checking in three times during the week is advised. Check in every day. A daily check-in should include checking course announcements and browsing the latest discussion boards for new posts.

6. Maintain a weekly checklist. And mark things off as they are completed. You may find a checklist or a weekly "to-do" list within each week's lesson or unit in some courses. If so, print it out and keep it close for quick reference. Include assignments as well as other tasks associated with being a student in the course.

7. Ask questions as they come up. Don't wait. Consider all of the resources available to you that might be able to answer your question, whatever it might be. Your instructor will be a great source of information, as well as your classmates. Look for "course questions" discussion area in your course set up for students to ask and answer each other's questions. Who else can help you? Try the help desk, librarian, your academic advisor and career counselor. Check the list of available resources provided in the "help & support" area of your course. If you are still not sure whom to ask, start with your instructor, who may be able to point you in the right direction.

8. Preview the upcoming unit. Check to see when each unit is available. You may be able to see the entire course within the course site from the first day, or the course may be scheduled so that each unit is released at the beginning of the week. Take a quick look to make sure you are aware of upcoming assignments and activities.

9. Review your degree plan. Check-in with your larger plan and see where you are and what you've accomplished so far. It can be very motivating to acknowledge milestones, such as finishing that first course, hitting the halfway point, and preparing for the last course in your program.

10. Prep for the next course. If you have a break in between terms, this is an ideal time to get ready for the next course. The cycle continues.

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Accelerated online courses are "condensed" courses that are shorter in length than regular semester long courses. Accelerated courses in the Bachelor's Programs are 8 and 12 weeks long. Typically, you will enroll in two courses during the first 8 weeks and two courses in the second eight weeks for the fall and spring terms. In the summer term, your online courses will be 12 weeks in length.

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Communicate with Faculty about Innovative Technologies

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Communicate with Faculty about Innovative Technologies

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Evaluation and information gathering about how we communicate with faculty.

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Ideas about pedagogy - UDL (course but how else - exiting and other methods)?

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Ideas about pedagogy - UDL (course but how else - exiting and other methods)?

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Starting point
1. Talk with faculty
2. Survey faculty - how to do you like to know (email, called, brainstorming, workshops, etc.)

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Human Centered Design / Design Thinking Framework

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Human Centered Design / Design Thinking Framework

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How to communicate the things that we do?

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How to communicate the things that we do?

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- Too many projects to confirm one
- Immediate VS Long Term
ROAD BLOCK