Executive Summary for Central Piedmont Community College
Proposed Faculty Online Training Course
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Many faculty members lack a fundamental understanding of online pedagogy and the appropriate format for computer-based instruction. They often struggle with rapidly evolving technology and resist curriculum changes. To address these challenges, we developed a comprehensive guide on preparing for online teaching, along with an overview of the distinctions between online and in-person instruction. We also created screencast tutorials for technical skills and incorporated reputable external media to bolster the message's credibility.
The project's initial goal was to develop an online training course for CPCC faculty, designed to cover:
Fundamentals of online teaching, student expectations
Significance of course organization, navigation, and layout
Appropriate faculty involvement in course interactions (e.g., announcements, discussion board posts/replies, email responses).
Following an initial analysis, the project's scope has been expanded to include:
An online readiness assessment
Adaptive instructional experience designed to address knowledge and skills gaps
Assess all materials for compliance with the Americans with Disabilities Act, which mandates accessessible content for users with a variety of disabilities.
The final product will allow learners to prepare for online teaching and ensure compliance with or exceed web accessibility guidelines established by the World Wide Web Consortium.
Course structure specifics: The course begins with an introduction and overview, featuring a welcome video from the Director of Educational Technology. Next, an initial assessment gauges participants' internet usage, basic computer proficiency, and comfort with Blackboard and other current community college software. Finally, we assist instructors with pinpointing areas for skill development in online teaching, while also providing feedback and data on areas of mastery.
The course is structured into four modules:
Module 1: Basic Computer Skills
Module 2: Online Teaching
Module 3: Using Blackboard
Module 4: Accessibility
We have successfully completed various client-requested tasks. These include evaluating and instructing on online teaching strategies, developing technical skills for online instruction (such as email communication with students), and creating accessible content within Blackboard. Additionally, all content is tailored to the learners' proficiency levels. Course navigation is intuitive, with a persistent menu on the left side of the interface. A hierarchical structure guides users from simpler to more complex modules, and a content guide ensures consistency across modules. Concrete examples are provided through video tutorials and explanatory text, and a variety of assessments are utilized. Automated feedback is implemented whenever possible to reduce the instructor's feedback burden, and clear instructions are provided to minimize user error.
Future iterations of the course could benefit from several enhancements. Developers might create a printable booklet to serve as an easy-to-reference takeaway for participating faculty. Additionally, incorporating more graphics would contribute to a more unified aesthetic for the course. Given the appropriate tools, the creation of simulations could offer a more immersive learning experience. For instance, instead of relying solely on tutorials and assignments, learners could practice technical skills within a virtual environment.