Faculty development programs frequently straddle the fine line between research presentation and validation and specific skill training. Both approaches are necessary and beneficial for the online instructor in providing a theoretical base as well as training in those tasks necessary for online teaching success. Academics tend to seek the empirical evidence that a specific approach has been validated via research. Although this may be a necessary step toward developing the required teaching behaviors for online teaching success, certainly philosophically, it does little to establish and measure ability with the tasks necessary for teaching success. These tasks may be administrative, technical or pedagogical in nature. Unless evidence is provided of proficiency with a range of specific tasks, the online instructor may be placed in the online classroom under prepared and over confident! Penn State University and The Institute of Technology Sligo of Ireland have developed convergent approaches to designing, developing and delivering a competency-based faculty development program that requires the online instructors to demonstrate proficiency in a number of skills in each of the three previously described domains. Penn State has developed a competency-based faculty development program with the lead faculty of the Bachelor of Science in Business (BSBIC) as a method of assuring faculty readiness for the online instructor. The Institute of Technology Sligo has also developed a competency-based faculty development initiative in learning technologies. The Sligo initiative is aimed at both online and campus-based faculty with the dual objectives of guaranteeing minimum standards in online courses and improving standards in campus-based courses. These two programs, similar in desired outcomes, have differences in charge, approach and methods. This session will provide an opportunity to compare and contrast these two initiatives. Points for comparison between the Penn State and Sligo Institute of Technlogy include: 1) program parameters 2) institutional mandates/directives 3) program implementation strategies 4) program outcomes 5) institutional contexts 6) suggested next steps The target competencies contained within the three domains represented skills such as: Technology The online instructor is able to: 1. complete basic computer operations, including creating and manipulating documents, managing files and folders, and working with multiple windows. 2. successfully log into the LMS and access the course. 3. set-up and manage the gradebook including making grades visible to students and exporting and recording grades to the University's grading system as required. 4. effectively use course communications systems via email, discussion forums, and announcements. 5. set-up and manage teams/groups within a course. 6. manage the course roster to add instructors, teaching assistants, and outside guests with the appropriate permissions. 7. set-up and fully utilize drop boxes for student submissions, including uploading and downloading contents. 8. manage the course files and folders within the LMS. 9. give interactive live classes using a conferencing system 10. create simple electronic content. (eg. Online videos) Course Administration The online instructor is able to: 1. log-in to the course regularly (preferably on a daily basis) in order to respond to student inquiries, monitor student progress, engage in student activities, etc. 2. communicate to students, in advance, when assignments and exams will be graded and returned. 3. adhere to institutional syllabus policy - eg. see http://www.psu.edu/ufs/policies/43-00.html. 4. mediate course-related student conflicts as they arise - see http://studentaffairs.psu.edu/judicial/classdisrupt.shtml 5. adhere to the university's policies regarding the Federal Educational Rights & Privacy Act (FERPA) - see http://www.registrar.psu.edu/confidentiality/FERPA_faq.cfm 6. revise course content and instruction based on student feedback as appropriate 7. identify the appropriate procedures for getting assistance and support when encountering a technical problem. 8. communicate expectations of student classroom behavior (netiquette guidelines). Pedagogy The online instructor is able to: 1. direct the teaching and learning process. 2. respond to student inquiries. 3. provide prompt, clear, detailed feedback on assignments and exams. 4. communicate with students about course progress and changes. 5. create a learning environment that is safe and inviting. 6. monitor and manage student progress. 7. communicate course goals and outcomes. 8. show respect to students in his/her communications with them. 9. play an active role in online discussions when appropriate. 10. provide a good model of expected behavior for all course communication. 11. demonstrate a sensitivity to disabilities and diversities including aspects of cultural, cognitive, emotional and physical differences. 12. devise appropriate online teaching strategies
