Engaging Faculty in the Training Process

Author Information
Author(s): 
Gail Niklason
Institution(s) or Organization(s) Where EP Occurred: 
Weber State University
Effective Practice Abstract/Summary
Abstract/Summary of Effective Practice: 

Migrating to a new learning management system is a daunting process that many faculty would, if they could, avoid. Given the need to do so, however, we've devised a process that better engages faculty in the new learning management system while allowing them to move through the training process on their own terms.

Description of the Effective Practice
Description of the Effective Practice: 

Faculty enroll in an "Overview" course, conducted in the new system, that allows them to work through 6 modules at their own pace. This overview provides an introduction to the tools and capabilities of the new system while also demonstrating these tools in the course itself. On completion of the Overview Course, faculty are encouraged to migrate content of one course from the old system to the new, with step-by-step guidance. At that point the faculty are invited to register for a 3 hour hands-on training session (offered weekly and one Saturday each month). Participants come to the session with an understanding of the new system, the migration process, and armed with relevant questions that help to guide the training sessions. At the conclusion of the hands-on training session each participant is ready to 'hit the ground running'. Times for drop-in support are advertised broadly so that faculty can work in the faculty lab (away from the distractions of their own offices, but in the vicinity of the instructional design team) either on their own or with guided support.

Supporting Information for this Effective Practice
Evidence of Effectiveness: 

To date we've seen evidence manifested in two ways, both anecdotal. First, faculty have come to the hands-on sessions armed with relevant questions. It's clear that they considered the tools, how they can be used, what challenges the transition presents. It makes the training session much more interactive and focused on faculty needs. Second, some faculty have completely bypassed the hands-on training, having gotten the information they needed from the orientation course. We don't want to force training on faculty who don't feel they need it.

How does this practice relate to pillars?: 

Faculty who are more engaged in the training process are more likely satisfied with the change they are training to complete. It allows the trainers to employ principles of adult learning - just in time, relevance, acknowledgement and support of prior experience - in the training program.

Equipment necessary to implement Effective Practice: 

This may seem obvious, but having access to the new learning management system during a transition period (for example, before the contract for the system being replaced has expired and the contract for the new system has begun) is critical. It's not reasonable to expect just a cut-over, so budgeting or otherwise arranging for access to both the outgoing and in coming systems during a transition period (ideally 1 year or longer) is important.

A training classroom/lab is needed.

Estimate the probable costs associated with this practice: 

Potential costs:
1 - duel product licensing during the transition period. Whether or not either the old or new system is open source can have a huge impact on this cost. This cost would be unique to each institution.

2 - possible additional personnel costs during transition. We have covered this with the addition of hourly, student workers, but estimate it will cost an additional $15,000 for this support.

3 - if a lab is not available, one should be borrowed, rented, or developed. Costs will vary depending on the solution and number of systems made available.

4 - we are going to compensate faculty for the completion of the process, that is, successful move of a course to the new system, following established best practices for online teaching. With that 'check', they will be compensated $250 (per faculty, not per course). It's nominal, but collectively can be a significant budget item.

References, supporting documents: 

We will be doing ongoing assessment of the training process and will document that process and the feedback.

Contact(s) for this Effective Practice
Effective Practice Contact: 
Gail Niklason
Email this contact: 
gniklason@weber.edu
Effective Practice Contact 2: 
Andrea Jensen
Email contact 2: 
asandry@weber.edu
Tags:
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