Mid-South Instructional Technology Conference
Teaching, Learning, & Technology
The Connected Classroom
April 7-9, 2002
From Key Handouts to More Hands On Keys: Planning for the Progressive Use of Technology by Faculty
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By: Mary Nunaley, David Warner |
Abstract
Two faculty members from Volunteer State Community College were assigned the charge "design an institution wide faculty training and development program for distance learning." The approach to planning began with a re-examination of the evolution of their use of technology, culminating in online course delivery. Participants will explore the stages through which faculty progress. Stages which can become the basis for an institution's faculty training and development program.
Description
Faculty members are being asked to integrate more technology-usage into their courses, not only by students, but also, by colleagues and administrators. However, faculty members possess different levels of knowledge or skills related to the use of the WWW, web-authoring and computer-mediated communication tools. The training and support that is required by faculty, should address the various technology-usage "entry levels."
Two faculty members from Volunteer State Community College were assigned the charge: "design an institution-wide faculty training and development program for distance learning." Their approach to planning began with a re-examination of the evolution of their use of technology, culminating in online course delivery. Participants will discuss the stages faculty progress through, stages which can become the basis for an institution's faculty training and development program.
Individual faculty member's evolving use of the WWW and computer-mediated communication may be viewed as a series of stages. Development may culminate in online courses which nourish a sense of community among learners. Faculty may begin their integration of technology with "resource" sites, communication tools, or course websites. As technology-use expands or broadens, these aspects become integrated, and that integration can lead to more connected, collaborative student learning beyond the classroom. As faculty are asked to "take (teach/develop) a course online," additional skills are needed, skills that are required to enhance students' feelings of belongingness.
The participants will share their experiences with the use of technology to enhance courses. Their experiences are the basis for planning a faculty training program at their institution.
Proceeding