Principal Investigator: Associate Provost Robert Whittaker
As we built this program to guide faculty through the course design process and prepare faculty for the teaching transitions they will encounter, the purpose was to focus on the structure, format, and learning activities so that they were seen as relevant to the activities and topics we covered in the workshops. We incorporated the above principles and philosophies into their repertoire as we prepared faculty for hybrid teaching:
1. We began the faculty development program at least six months prior to the time instructors were to be teaching their first hybrid courses because of the significant time required to redesign hybrid courses.
2. Used the hybrid format to teach the faculty development program so that faculty directly experienced the advantages and challenges of the hybrid course model.
3. Included opportunities for participants to interact with a course design specialist so that participants see that hybrid courses can work as well or better than traditional methodologies and the benefits are real.
4. Ensured that participants left with concrete results, e.g., a- a draft syllabus,
b- one or more learning modules,
c- and a plan for continuing the redesign process.
d- Last but not least offered some „toys and tools‟ and training on how to use them. (ie: Kodak „flip‟ type cameras with 8g memory, microphone, flash drive, a copy of Camtasia, and Audacity to make audio mp3 files).
5. Provided ample opportunities to learn with the new teaching skills needed for hybrid instruction, and viewed videos particularly showing skills not encountered in the traditional face-to-face classroom, like facilitation of online discussion, iClicker technologies, and incorporation of multimedia projects.
6. Had faculty work in small collaborative groups during breakout sessions whenever possible as they dealt with course redesign issues to develop confidence and foster ongoing collegial support.
7. Ensured during the program that trainer provided ample and timely feedback and responded to one-on- one meeting requests from participants at the faculty‟s convenience. Provided benchmarks for course completion that moved the course creation process along in a logical and timely progression.
8. Created a complete Blackboard site to teach all Lehman students how to use Blackboard by using Blackboard in a sequential self-paced tutorial. Site is available to entire Lehman community through Blackboard.
9. Increased hybrid course offerings by 25 courses for spring 2011…We have continued to and will encourage faculty in the teaching process by making certain that the associate director remains available to them at their convenience to respond to questions and offer feedback.
10. Offered access to technology & imparted the knowledge for when and what to use appropriately:
a. Purchased Kodak flip-type digital/video cameras with 8gb memory cards, tripod and microphones for podcasting, student videos, recording classroom activities; flash memory 8gb for portable transporting, copying files; copies of audacity for audio mp3 file production, copies of Camtasia or Adobe X PDF maker for facilitation of desktop instruction.
b. Conducted a final synchronous online workshop using Adobe Connect- faculty were the „students‟ to view examples of what exemplary online facilitation looked like.
c. 12 follow up workshops scheduled and conducted through summer 2011: Best Web 2.0 collaboration tools (blogging, wikis, VoiceThread, iClickers in the Hybrid Classroom, Group Collaboration tools (using BlackBoard), podcasting and voice-casting your lectures with Camtasia and Audacity and course production development with SoftChalk.
