10 Tips for Training and Development

Presenters: Rena Palloff and Keith Pratt

NARRATIVE: This session had some excellent chat discussion because many in the audience were trainers or work with faculty. There was some conversation about the very name "faculty development" which in some ways makes faculty "feel" they need to improve. Which is true in all cases, right? The session began by looking at the stages faculty go through as teacher in the online environment. The progression from having personal interest and the challenges they face as the primary focus to later phases where pedagogy can be at the forefront of their concerns. I think this is especially true with beginners who already have anxiety about teaching online and their technical skills. That anxiety needs to be overcome not with blinding technology, but with compassion and helpfulness on the part of the trainer. They move to a place later, when they are more "experts" into a place where the pedagogy has been learned and continues to improve, to a place where they can begin to find the highest purpose in the technologies they employ in their classes.

I think one of the best reaffirming concepts for me was the notion of ongoing training and what that means. Does ongoing mean once a year? An hour long workshop once a month? How do we incorporate that into the culture of the college? That is key and I think it needs to begin with the leadership role-modeling ongoing development. Not just fixing issues, but doing things that the rest of the college sees as them somehow improving their skills. I am not sure how that happens?


(excellent chat post links to https://www4.uwm.edu/ltc/certificate/index.cfm)
  1. Successful completion of the UWM Faculty Development Program for Online and Blended Course Redesign offered by the LTC. Application for certification can be grandparented to recognize those who have already successfully completed the program. A self-paced fully online version of the program is available for instructors who come to UWM with previous online or blended teaching experience and who wish certification
  2. Creation of a D2L course site which demonstrates pedagogical and technical skills appropriate to the circumstances of the course, e.g., its level, enrolment size, learning objectives
  3. Delivery of an online or a blended credit course at UWM
  4. Peer course evaluation by the LTC staff or by a certified mentor/evaluator
  5. Provision of a brief (2-3 pages) letter of reflection on how the instructor’s pedagogy has changed.
  6. Allowing your name to be added to the blended-online@uwm.edu user group listserv providing guidance to other faculty
  7. Allowing your syllabus to be offered as a model for other faculty
Four basic concepts instructors have in order of importance in different stages of teaching


Novice teacher
  • personal
  • pedagogy
  • technology
  • content
Apprentice
  • pedagogy
  • technology
  • content
  • personal
Insider
  • pedagogy
  • content
  • technology
  • personal
Master
  • technology
  • content
  • pedagogy
  • personal

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