eLearning Frenzy

eLearning is like a sewer, what you get out of it depends on what you put into it.


faculty training

BbWorld15: Drop-In Trainings – A Buffet Approach to Technology Training – Session Blog

Christala Smith
Director, Center for Instructional Development & Technology
Southeastern Oklahoma State University

Problem with scheduled training classes is low attendance.

Problem solving:

  • have to attend hour long training for 5 minutes of what they need
  • low attendance at scheduled training classes
  • different expectations
  • Quality delivery mechanisms

Educause Article on Drop-In Training

Wall of different software with handouts for each at the lab.  Go and get the exactly the information you want, right then.  Find experts in tech that wouldn’t mind being available to answer questions for the buffet-style training.


– Have a Variety of Tools – they come for what they need  (they come wanting to learn thing but end up learning two or more)
– Start: Targeted Training
– Networking Opportunities
– Personalized Hands-on Training
– All Inclusive Technology
– Have food (buffet of tech and buffet of food)

Have floater walking around touching base and asking “Did You Know” questions to direct faculty to appropriate drop-in group.

Have different units there to help with area of expertise:  Trainers, Instructional Designers, Support Desk, Video Team, Web Content specialists, Library etc..)

Send images of software offered in press release and let faculty know that they can think of questions before hand.

Getting the word out:  E-mail, Flyers, Word-of-Mouth

Success:  More served immediately, increased exposure, improve meetings, creating unique solutions, bridge of creativity, positive feedback!

Future:  In Conjunction with faculty symposium, include other trainers/topics, additional space.

BbWorld15: Leveraging Blackboard to Introduce New Faculty to Essential Technologies – Session Blog

Kimberly Evans
Joey Robinson
Reynolds Community College

TTS 101 Orientation to Essential Tech is an online orientation designed to streamline the on-boarding process and acclimate newly hired faculty to various technologies and services.  A collection of modules are housed within Blackboard introducing faculty to the wide range of tech resources they will be expected to use.

Upon hire faculty are automatically enrolled and through Blackboard complete each module.  They will remain enrolled for 1 year.  Once completed, deans and chairs are notified and they receive 1.5 hours of professional development.

Information is distributed at faculty orientations, convocation.

Orientation contains:

  • brief video of objectives
  • self-guided activities
  • self-assessment
  • resources

Each of the modules use adaptive release to move faculty on to the next module when they complete the previous one.

Menu: Possibilities: (Start Here, E-mail, Computer account, SIS, LMS etc..)

Exit survey posted at the end of session to measure effectiveness of orientation.  (It is not mandatory to complete training)

Reynolds looked at helpdesk tickets (Logon Concerns, Email, Software) they all decreased over time with implementation of orientation.

Don’t ask, just congratulate when welcoming.  Not “Would you like to participate?”, but “Congratulations, you’ve been enrolled..”

BbWorld Session Blog: Growing Enrollments: Implementing Online Programs with Learners in Mind

Lido 3104
Leslie Buckalew | Vice President Student Learning | Columbia College

This session will focus on helping educational administrators grow enrollments using Online Programs that improve student retention and timely degree completion.  Proven pedagogy that focuses on learner needs will be reviewed.  Use of the Blackboard Learn and Collaborate will be highlighted. Program evaluation will be discussed in the context of a larger campus strategic plan.

Online Education Initiative – Environment to get student in virtual courses in a seamless fashion.

*Students will be successful if faculty are supported.

Online Learner: Characteristics and Course Development with their needs in Mind:

Self-Directed: Metacognitively aware (know how to learn)

Value Collaboration technology/social learning

Need to be Connected

Part of a community of Practice

Title II Grant: Money to expand distance learning (2 million for 5 years) – equip faculty to teach online using cohort training (flexible, collaborative and accountable training program)  Online and face-to-face learning community setting.

  • Teaching and learning Communities
  • Blackboard 9.1 Training
  • Collaborative Development
  • Technology Training & workshops
  • Peer Mentors
  • Incentives and Software

Designed a three unit course called (Online Course Development as a supplement as grant has run out.  Also provided other instructional technology training (smaller groups – Variety is the spice of life).  Encouraged everyone of their faculty to use Blackboard as an enhancement in their class.

Best Practices (Principles of Good Practice)

  • Good practice encourages contact between students and faculty
  • Good practice develops reciprocity and cooperation among students
  • Good practice encourages active learning
  • Good practice gives prompt feedback
  • Good practice emphasizes time on task
  • Good practice communicates high expectations
  • Good practice respects diverse talents and ways of learning

Faculty Training Offers

  • Web Resources (JIT)
  • Peer Mentoring
  • Online Development Cohort & Classes
  • Ongoing Support
  • Pre & Post Surveys for Program Assessment
  • Instructional Technology Training – ties into having students feel supported as well.

Pre & Post Faculty Training Survey*

Equipping Faculty to Provide:

  • Start Here Modules (safety Net activities)
  • Safety Nets (Practice Assignments)
  • Universal Designed & Accessible Learning Materials and Modules
  • Need to Know student service information
  • Authentic Assessment
  • Embedded Instructional Video Clips – welcome video required
  • Asynchronous and Synchronous Communication Tools
  • Rubrics, Models & Guidelines
  • Community Building Activities

Training Topics & Activities

  • Create Accessible Syllabus and Materials
  • Develop Rubrics
  • Embed Instructional Videos
  • Set-Up Anti-plagiarism assignments (safe assign, turnitin)
  • Provide Different Learning Style Activities
  • Design learning modules
  • Participate in Communication Tools
  • Embed the Human Presence Aspect – sprinkles and icing

Need to Know video clips –

  • Where to find a tutor
  • Technical Support
  • etc..

Virtual Conferencing Tools for Office Hours, Lectures, Counseling, and Meetings (Bb Collaborate, Google Hangouts)

Student Success Factors Proven Effective

  • Blackboard Help Desk
  • Instructional Technology Center
  • F2f and Virtual Orientations
  • Video tours of Online Class
  • Embedded Instructional Videos
  • Online Student Resources
  • Blackboard Quick Guide
  • Email Blasts
  • Faculty Directory Page

Take Aways

  • Student Confidence is up
  • 21st Century Skills
  • Strong Online Community
  • Higher Retention Rates
  • Student Satisfaction
  • Educational Opportunities


BbWorld Blog: Pedagogy First Course Design to Follow

July 11, 2012 | Room 392

Subject:  In order to ensure that our students receive a high quality online education, Montclair State University has transformed its approach to faculty training and development.  By restructuring the format of our training workshops, from technology to pedagogy focused, we have seen an increase in the quality of instruction and comfort with this new online learning environment.  We have implemented a pedagogically focused online course template, with an emphasis on active learning.  These innovations have led to an increase in online/hybrid course offerings and improved student outcomes.

Montclair State has 6 colleges/schools and 18,000 students (graduate and undergraduate).

Pedagogically focused online course template –
Benefits and challenges of online learning and teaching are important to think about.

What do students expect?  Quality, Clarity, responsiveness and frequent timely feedback.

Online – Flexible time and space, front loaded design process, instructions must be explicit, guide on side, technology must be leveraged to facilitate interaction, frequent instructor feedback.

Work is grounded in Quality Matters:

Course design model (subject/content driven model).  Holistic approach to each learning unit: Orientation, Content, Interaction and Assessment.

administrative information is separated from learning units.

Old approach

New approach
Building a student friendly online course
Facilitating online interaction
Designing Assessments Online
Transforming a face to face course to an online/hybrid
Assessing Learning through scoring rurbrics.

This leads to radically changing how you position your material.  Focus on collaboration, communication, assessment and interaction.

They run a summer institute (3 days). Focus on delivering content, collaboration, assessment and communication.  See real examples of coursework from peers.

Services listed of what instructional designer can do?  Where do they go for information, how do they get design help.

Guide to becoming a successful online learner.  (Is online learning right for me?)

Spotlight the faculty (ask them to e-mail in what they think is cool).  Once a week goes out in the blurb.  (leverage connect here also maybe a text message).


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