ࡱ> ba/( / 00DArialngsXk(0(z[ 0 "DTimes New Roman(0(z[ 0  DVerdanaw Roman(0(z[ 0 "0DWingdingsRoman(0(z[ 0  A .  @n?" dd@  @@`` ( Dh()  ()    21 5 , - ./01245689=>?@BCD 0AA@8 3ʚ;ʚ;g4LdLd@z[ 0"ppp@ <4ddddl 00k 80___PPT10 ?  %(A Model of Support^Faculty Learning Communities for Online Instructors Laura McGrath, Kennesaw State University *_Z5(  The Catalysts ZIsolation Stagnation Desire to learn more Need for eLearning conversations and networking Z[3  The Opportunity Who: Center for Excellence in Teaching and Learning What: Budgetary support for faculty learning communities (FLCs):  small groups of faculty who are interested in focusing on a particular teaching and learning initiative D1son About FLCs  &Cox (2004):  Multidisciplinarity and community are the elements that allow FLCs to excel . . . . Statistics Richlin & Essington (2004) Example: Kent State Ingram (2005):  The online learning and teaching FLC uses a combination of face-to-face meetings and Web-based activities to create an environment in which members can consult with each other to improve their online or Web-supported courses. ZZZ  ?0> + About FLCs: Goals Cox (2004): Enhancing teaching and learning Building community Encouraging collaboration Increasing awareness Promoting diversity Supporting the scholarship of teaching &   The Learning Community Online Instruction: Supporting Teachers, Enhancing Learning Goals: Address professional needs Provide a forum for sharing best practices & discussing challenges Create a group of online learning leaders Advance eLearning on campusvE= U    Proposal  Rationale: University-wide growth in eLearning offerings Limited support for online teachers Need for professional development opportunities Informed teachers benefit students 6  % Facilitating a FLC Petrone & Ortquist-Ahrens (2004): manage the agenda create community promote change encourage learning negotiate and locate resources communicate effectively Appropriate role for junior as well as senior faculty<"Z|Z6Z"|6$ Schedule and Activities Monthly afternoon meetings (November-May, 3:30 p.m.) Activities: Introductions/Profiles Shared practices, successes, challenges Book & article discussions Software trials Online posting (e-mail & group space) &AATexts Conrad and Donaldson s Engaging the Online Learner: Activities and Resources for Creative Instruction Hiltz and Goldman s Learning Together Online: Research on Asynchronous Learning Networks Palloff and Pratt s Collaborating Online: Learning Together in Community and The Virtual Student: A Profile and Guide to Working with Online Learners A variety of scholarly articlesnvZND5J ,gTCall for Participants Searched schedule of courses Invitations through campus e-mail Filled within a week and a half (coordinator + 6 participants) (~ Cross-Disciplinary Perspectives ! Varied eLearning Experiences     Successes|Discussed current scholarship & eLearning best practices Learned from members innovations, successes, and struggles Tested potential of eLearning software Established a leadership network , ` - Successes This program reinvigorated my online teaching, gave me new directions for my research, and enriched my sense of professional identity.  Challenges  2Unexpected opportunities and problems Ingram (2005):  maintaining progress and momentum Varying levels of commitment Achieving goals within time frame "Challenges: Asynchronous Component## Vaughn (2004): Problems = electronic communication overload; option to delay communication Strategies = involve members in the design and facilitation of online activities; pre- and post-meeting activities  cycles of inquiry ZD j Lessons Learned PMeet for at least 1 hour and 30-45 min. Extend over two academic years. Year 1: exploring issues, building community, setting goals Year 2: goal-oriented work Exploration action tangible outcomes Sustain community over the summer to avoid losing momentum. Plan for evaluation and assessmenthJWJW r Key Questions Does assigning participants roles within the community enhance engagement? How can the community relationships be sustained after the FLC project period? Should dissemination be a required responsibility for funded learning communities? How can the FLC s impact on teaching practices and student learning in online environments be measured? How can FLCs be assessed? npZ@ 3 Qk,_ "Why a Faculty eLearning Community?##   Sherer et al. (2003):  Faculty need an active, connected community to help filter the overwhelming availability of information, understand what they find, and use it appropriately. Especially true for those who teach online $& ` ___ff3ff` ___33f̙ffff` CCC` d___a%qw` *(Z___fFQt` 6CCCff3` CCCff` CCCf3f` f333ff` f333f3̙>?" dd@$?Fd@l A@lF`< n?" dd@   @@``PP   @ ` `(p>>    0 (  4T ``   "`` B  C HS @AB}C}EvFGxGH`I{QUNVWX}} }}}} `$ }} }}  G H I }} }} }}           `  `` "(`  00B  C Hh @AB}C}EvFGFH`I}QUNVWX}} }}}} `$ }} }}  G H I }} }} }}           `  `` " hB  s *D1"``  < r  "_^   T Click to edit Master title style! !*  6\u  "_^   RClick to edit Master text styles Second level Third level Fourth level Fifth level!     S  6z  #" `` `   F*0   6̇  #" ``    H*0   6d  #" `` `   H*0 H  0޽h ? ___ff3ff80___PPT10. Eclipse   _ W   (  :T ``   "`` hB  s *D1"0`0B  C H @AB}C}EvFG3/HI}QUNVWX}} }}}} `$ }} }}  G H I }} }} }}           `  `` "``  00B  S N @AB}C}EvFG2JHÊI}QUNVWX}} }}}} `$ }} }}  G H I }} }} }}           `  `` "    <  "m]   T Click to edit Master title style! !  6  "o]    W#Click to edit Master subtitle style$ $  6  #" `` `   F*0   6  #" ``    H*0   6  #" `` `   H*0 H  0޽h ? ___ff3ff80___PPT10.  0(  x  c $m]  x  c $0o]   H  0޽h ? 33___PPT10i.  ;+D=' = @B +}  $(  r  S P _^   r  S  _^   H  0޽h ? ___ff3ff___PPT10i.v+D=' = @B +}  $(  r  S 0 _^   r  S = _^   H  0޽h ? ___ff3ff___PPT10i.0 +D=' = @B +}   $(  r  S |a _^   r  S Ș _^   H  0޽h ? ___ff3ff___PPT10i.0{+D=' = @B +}  $(  r  S  _^   r  S  _^   H  0޽h ? ___ff3ff___PPT10i.P +D=' = @B +}  $(  r  S @G _^   r  S T7 _^   H  0޽h ? ___ff3ff___PPT10i.5:+D=' = @B +}  $(  r  S f _^   r  S P2 _^   H  0޽h ? ___ff3ff___PPT10i.(+D=' = @B +}  0$(  r  S Pԋ _^   r  S , _^   H  0޽h ? ___ff3ff___PPT10i.+D=' = @B +}  `$(  r  S  _^   r  S y _^   H  0޽h ? ___ff3ff___PPT10i.1+D=' = @B +  0(  x  c $^ _^   x  c $v _^   H  0޽h ? ___ff3ff___PPT10i.1+D=' = @B +  0(  x  c $e _^   x  c $6 _^   H  0޽h ? ___ff3ff___PPT10i.1+D=' = @B +^   u m ` (  x   c $`Y_^   M  A   # "NT\o1? ssZhsE^sHR6ms"Ʈݷsw@^ys*)  T  c $X99?A  jB   S ,o_s6156" ( 2   b|33>_s6155" H CCriminal JusticejB B S ,o_s6162" | 2  b33>_s6161" O h  ; Sociology  jB  S ,o_s6160" 6 | 2  b33>_s6159" r O   CComputer SciencejB   S ,o_s6154"   2   bLq33>_s6153"   < Management  jB  S ,o_s6152" m m 2  bd33>_s6151"    = English (3)  2  bL33>_s6150"    U eLearning   H  0޽h ? 33___PPT10i.U?+D=' = @B +     @Pf (  P~ P s *_^      G  P3 "NT\o1? dªdªUٳdªpØ1dªγdªL˾PPS9dª~57dªt  T P c $X99? G lB P S .o_s20497"  S 2 P L_s20496" s  ISignificant exp.0lB PB S .o_s20485"  | 2 P d`33>_s20486" O  EExtensive exp. (2)lB  P S .o_s20489" a | * 2  P dd33>_s20490"  O I  eNew to eLearning lB  P S .o_s20491"  "2  P dd@33>_s20492"  ]Preparing 1st course,  lB  P S .o_s20493"   2 P d#33>_s20494" B   AHybrid only (2)2 P d33>_s20495" B   U eLearning   H P 0޽h ? 33___PPT10i.U?+D=' = @B +}  $(  r  S  _^   r  S DJ _^   H  0޽h ? ___ff3ff___PPT10i.@+D=' = @B +}  $(  r  S  _^   r  S ; _^   H  0޽h ? ___ff3ff___PPT10i.V+D=' = @B +}   $(  r  S 9 _^   r  S  _^   H  0޽h ? ___ff3ff___PPT10i.rK+D=' = @B +  @ 0(   x   c $Ջ _^   x   c $\ _^   H   0޽h ? ___ff3ff___PPT10i.rK+D=' = @B +}  P$(  r  S 9 _^   r  S K _^   H  0޽h ? ___ff3ff___PPT10i.@BE+D=' = @B +}  $(  r  S @h _^   r  S  _^   H  0޽h ? ___ff3ff___PPT10i.z+D=' = @B +  @0(  x  c $, _^   x  c $[ _^   H  0޽h ? ___ff3ff___PPT10i.rK+D=' = @B +rl05Kgvr/>?MKPW_ZG]gi_=~€adUUR\̅ ? p Oh+'0 hp  Slide 1 lmcgrat2 Eclipse lmcgrat2 18gMicrosoft PowerPointP@"@T̲@ 2}KGg  ER  x-- @ !x--'--%O--'--R$'RU Y]af$k)q-w1}47:<=>>>=<:741-)$    RRRR--'ff--R$'&* .38=BG M#S%Y'_)e*k+r,x,,+*)'%#  &&&&--'@"Arial-. ff"2 |TA Model of Support ."System-@"Verdana-. C2 T(Faculty Learning Communities for Online           .-@"Verdana-. 2 T Instructors    .-@"Verdana-. C2 T(Laura McGrath, Kennesaw State University     .-՜.+,0    $ 7On-screen ShowKennesaw State UniversityatA ArialTimes New RomanVerdana WingdingsEclipseA Model of SupportThe CatalystsThe Opportunity About FLCsAbout FLCs: GoalsThe Learning Community ProposalFacilitating a FLCSchedule and ActivitiesTextsCall for Participants!Cross-Disciplinary Perspectives Varied eLearning Experiences Successes Successes Challenges#Challenges: Asynchronous ComponentLessons LearnedKey Questions#Why a Faculty eLearning Community?  Fonts UsedDesign Template Slide Titles _l lmcgrat2lmcgrat2  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHJKLMNOPRSTUVWXZ[\]^_`cRoot EntrydO)Current UserYSummaryInformation(IPowerPoint Document(DocumentSummaryInformation8Q