August 29, 2014

Examples from Ontario colleges of faculty development in online learning

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This is the third in a series of guest blogs on innovative developments in online learning in Ontario post-secondary institutions. (The first was examples of hybrid learning and the second was examples of virtual worlds. simulations and mobile apps.)

In this post, Judith Tobin of Contact North| Contact Nord focuses on examples of faculty and professional development. Here is her guest post:

Introduction

In my third guest blog based on the Pockets of Innovation Series from Contact North, Ontario’s distance learning and training network, I am focusing on the professional development and training opportunities offered by some Ontario colleges to prepare their faculty to take advantage of online and hybrid learning. 

 Georgian College

Georgian College in Barrie provides two programs with the students and their learning at the core of the instructional design. Following some mandatory online training prior to attending the Designing for Online Learning Series, faculty then meet and discuss learning theories, online course design principles, and online learning tools, supplemented with some hands-on experience.  The subsequent program, Online Course Development Workshop, offers online modules and personal support as the faculty work through the tools and structures for developing one of their courses for online delivery. Faculty were initially disappointed that the first program did not teach them all they needed to know about technological tools but have come to appreciate the emphasis on learning and theory. The course development workshop incorporates discussion groups so that faculty can form communities to support each other during and after the course.

Niagara College

At Niagara College in Welland and Niagara-on-the-Lake, Hybrid Course Development is offered as a four credit Continuing Education course. The course is taught in hybrid mode so that the faculty have the same experience as their students in adapting to and benefitting from hybrid learning. The faculty learn about the technological tools by using them and applying them to their course development. The goal is to have the faculty appreciate and be able to exploit the variety and potential effectiveness of technologically-based alternatives to lectures.

Mohawk College 

Mohawk College of Applied Arts and Technology in Hamilton is working to position itself as a blended learning institution, using eLearn@Mohawk. Each course is required to post information, course, and assignment information, resources, discussion boards, and the grade book – all of which is facilitated by tools created by the Centre for Teaching and Learning. To support sustainability, paperless assignments and online communication and collaborative learning are to be integrated. Blended learning with core and supplemental materials online and a reduction in face-to-face class time is the third step. An intensive blended learning course has been developed so that faculty can become familiar with the pedagogy and the technological tools of blended learning. To engage the faculty, the course begins by looking at what they like least about teaching the course they are re-designing and then suggesting how blended learning can address that as well as provide effective teaching and learning.

Faculty Cyber Connections

Six colleges in eastern Ontario – Algonquin, Durham, Fleming, La Cité collégiale, Loyalist, and St. Lawrence – have established Faculty Cyber Connections so that faculty can collaborate online with their colleagues. To support faculty development, nine online modules are offered. Sir Stanford Fleming College in Peterborough had developed the module on Classroom Management, which features videos, discussion boards, readings, and other activities.  The course instructor also models classroom management principles in her facilitation of the discussion board, providing useful models for the faculty. 

Humber Institute of Teaching and Advanced Learning

The Centre for Teaching and Learning (CTL) at the Humber Institute of Teaching and Advanced Learning has set up an eLearning Roadshow during which displays and demonstrations are set up in the high traffic areas of the different Schools or departments at Humber.  Bringing the technology to the faculty, CTL highlights wikis, podcasts, white boards, e-portfolios, and all manner of other tools available for online teaching and learning.  Stressing the student success factor and student demand for flexibility, the Roadshow attracts faculty who are unfamiliar with technology and online pedagogy and starts the conversation about new ways of teaching.

Strengths and challenges

Each of these initiatives builds from the pedagogy, new ways of thinking about and facilitating teaching and learning, to the technology and its capabilities.  This is both the strength and the greatest challenge of faculty training and development.  Starting from the pedagogy places learning effectiveness and outcomes at the centre of the thinking and keeps the student as the focus. However, many of the faculty would prefer to focus on the technologies. The challenge is to blend these two approaches, providing an understanding of how online pedagogy and tools need to work together for enhanced learning.  

Keeping faculty committed to course development provides other challenges as well.  Despite release time, it is often difficult to keep faculty motivated throughout the often lengthy and complex process of re-thinking and re-structuring a course they have taught for years.  Concerns about work load are common as faculty are not prepared to deal with the new demands of online teaching and communication, especially with such tasks as monitoring discussion boards. Institutions, in some cases, are working to develop better understanding of the demands for faculty training, support, release time, and work load implications for online or hybrid learning. Change is never an easy process. Faculty training, development, and ongoing support are essential components to the integration of online learning and teaching in any institution.

In the face of these opportunities and challenges, the college staff who contributed to the Pockets of Innovation on faculty training and development all expressed their willingness to share their experiences with other colleagues and to learn from each other.

 

A project using e-readers in Africa

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The WorldReader project in Ghana © Wired Magazine, 2010

Trucano, M. (2012) An update on the use of e-readers in Africa EduTech, March 16

Michael Trucano’s excellent World Bank blog here reports on the use of e-readers in Africa, based mainly on a Kindle-based project from an NGO called WorldReader.

Dust and breakage were a problem. Most low cost e-readers are just not robust enough for climatic and usage challenges by children in Africa. (Incidentally, this is a problem the very lost Aakash tablet has run into in India).

However, WorldBreaker has a number of other lessons that it has learned from this project, some of which are in fact recurring themes in many ICT projects in developing countries:

  • lack of cheap content: not enough African-originated material; traditional book publishers are not willing to make texts available for free; need for a rights business model that allows for low cost use ($1 a book?) – to date only 250 African books are available for this project
  • need for support from local education officials
  • need for  support from teachers
  • a need to give reading a higher social currency in many  local cultures, especially those that have very strong oral traditions
  • dedicated ‘face time’ in schools
  • buy in from local support structures at the community level
  • funding to scale up from a pilot to a mid-sized project that can transferred eventually on a larger scale across countries.

Despite these difficulties, there are signs that the project is encouraging greater reading, especially in Grades 4-5.

This project also reminds me of Professor Fred Litto’s project, ‘Escola do Futuro‘ in Brazil in the late 1990s, where he created one of the first open source models for books in Portuguese for Brazilian schools. This project is still running successfully almost 20 years later.

Thanks to Stephen Downes for directing me to this. See also:

Sorrel, C. (2010) Kindle comes to classroom in Ghana Wired Gadget Lab, March 16

Bertelsmann Stiftung (2011) Worldreader brings e-readers to Ghanaian classrooms Future Challenges, July 11

Sniderman, Z. (2011) E-Readers in Africa: Non-Profit Brings Thousands of Books to Ghanaian Children Mashable Social Media, January 26

 

40 years of comparative research on technology for teaching: ‘weak’ results

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© Merlot Biology

Tamim, R. et al. (2011) What Forty Years of Research Says About the Impact of Technology on Learning: A Second-Order Meta-Analysis and Validation Study Review of Educational Research, Vol. 81, No. 1

This study found that looking at studies over 40 years, there is a slight tendency for students who study with technology to do better than students who study without technology.

Don’t get too excited about this. This is a ‘second-order meta-analysis.’ A meta-analysis collects a wide range of research publications on the topic, aggregates the data then runs statistical tests to see if across all the studies there are consistent statistically valid results, even if individual studies didn’t find clear differences or produced mixed or contradictory results. Meta-analyses sometimes find differences ‘missed’ in the original studies, because the larger the sample, the smaller the differences needed to be statistically significant. The results of the meta-analysis depend heavily on the criteria used to chose the original studies.

Note though that this paper  is a meta-analysis of previous meta-analyses, so that although the aggregated sample size of participants is very large, the study is now two levels of analysis away from the original research. You begin to wonder what this really means, especially since that even at the second-order level of analysis, the measured difference between ‘effect’ (studying with technology) and ‘control’ (studying without technology) is quite weak (0.35 on a range of .00 to 1.0). As the researchers themselves conclude:

‘It is important to note that these average effects must be interpreted cautiously because of the wide variability that surrounds them. We interpret this to mean that other factors, not identified in previous meta-analyses or in this summary, may account for this variability….Thus, it is arguable that it is aspects of the goals of instruction, pedagogy, teacher effectiveness, subject matter, age level, fidelity of technology implementation, and possibly other factors that may represent more powerful influences on effect sizes than the nature of the technology intervention.’

Right on, but, as always, I recommend you read the article in full if you believe the results could be important.

The African Health OER Network

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Mawayo, M. and Tlaka, M. (2011) The African Health OER Network, SAIDE Newsletter, Vol. 17, No. 5

A useful short description of the African Health OER Network.

The role of the Network is to:

  • Aggregate the results of multiple health education initiatives by collecting, classifying, indexing, and then actively distributing African-initiated resources with the global health community;
  • Facilitate discussion of how these resources can best be used;
  • Share best practices, e.g., OER production and advocacy;
  • Aggregate content to develop and deliver a critical mass of learning materials; and
  • Work through institutions and associations to advocate the principles of openness and of sharing educational materials. This includes helping institutions to create an enabling policy environment for OER production and use.

The African Health OER Network has a nice new web site, with nearly 300 resources for free downloading. About half are in the Public and Community Health area.

A state wide online consortium for California?

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Taylor, M. (2010) Using Distance Education to Increase College Access and Efficiency Sacramento CA: Legislative Analyst Office, State of California

The Contra Costa Times is not normally on my reading list, but thanks to the Web (and Academic Impressions) I came across this report, about a recommendation for more online courses and more collaboration in online learning between Californian colleges and universities. Specifically, the report makes the following recommendations:

  • Adopting a standard definition of distance education for UC, CSU, and CCC, and requiring the segments to report periodically on student enrollment and performance in distance-education coursework.
  • Establishing competitive statewide grants to develop a repository of online curricula that would be made available to faculty throughout the state.
  • Requiring that reviews of proposals for new academic programs evaluate whether shared distance-education programs would be a better alternative.
  • Directing the Chancellor’s Offices of CSU and CCC to study the feasibility of developing online degree-completion programs for persons who started college but never obtained a degree.
  • Creating a task force to pursue a public-private partnership with Western Governors University, a Utah-based nonprofit online university of which California is already a member.

I’m struggling to see how this adds anything to what is already happening in California, although I suppose a weak recommendation supporting distance education from the state legislature is better than nothing. It also suggests that California is way behind many other jurisdictions in North America regarding an organized distance education system, as distinct from a bunch of odd courses from many different institutions.

I am reminded that what goes around, comes around. The California Virtual Campus already provides a comprehensive list of online courses, so the second recommendation makes no sense to me.

There are plenty of models for California to follow, such as the Southern Regional Education Board’s Electronic Campus in the USA. North of the border there’s BC Campus, e-Campus Alberta, and Contact North and elearnnetwork.ca in Ontario.

The big challenge of course is credit transfer: will one college accept credits from another college for transfer into its own program? Are there articulation agreements between the community colleges and universities? Is the transfer of credit automatic or does the student need to apply individually each time? Is someone/some body ensuring coherence in the construction of a qualification from multiple sources? That’s the difference between a consortium and a web portal. There wasn’t any discussion of this in the report, which focuses on what institutions should do, not what students need, which is not the same thing at all.

For analysis of this report, see:

Krupnick, M. (2010) Legislative analyst: Beef up online college courses Contra Costa Times, October 25

Kolowich, S. (2010) Digital Solution for Sacramento, Inside Higher Education, October 26