Poster Session: Community Informatics: Potential Applications for Academic Libraries and Institutions
Start Date
4-5-2012 12:00 AM
End Date
4-5-2012 12:00 AM
Description
Training faculty during technology transitions on campus often represents an arduous, hit-or-miss process involving lengthy tutorials, sparsely attended training sessions and emergency technical support resulting in spotty adoption of best practices and disgruntled instructors. Distance faculty are even more removed from the training process, usually reliant on self-directed learning and online tutorials seen in isolation from the learning community.
This study offers a variety of innovative, interactive methods for training distance faculty during instructional technology transitions, including hiring student assistants as one-on-one trainer-collaborators, “flipping” training sessions, and providing ongoing training and support through synchronous web conferencing and individualized screencasts. By looking at the successful learning management system transition at San Jose State University’s fully online School of Library and Information Science in 2011 involving 200 distance faculty teaching 230 fully online course sections, attendees will:
• Learn how the use of instructional and emerging technologies already licensed by universities or available at low or no cost, such as Adobe Captivate, Blackboard Collaborate, Skype, and Jing can be successfully utilized in large faculty technology training projects, particularly those involving distance faculty and students.
• Have a model for the use of student assistants as both a cost effective staffing solution and important contributors to faculty training programs and the development of online learning best practices.
• See easily deployed examples of assessment methods for technology training programs using both qualitative and quantitative measures that include faculty, trainer and student feedback.
The satisfaction of a majority of SLIS faculty with their training experience as captured by our assessments indicates this methodology as successful and sustainable for future technological transitions in the university and beyond. Professionals engaged in online teaching, learning or support of either will benefit from a better understanding of appropriate training models needed for quality adoption of technologies that facilitate online learning environments.
Poster Session: Community Informatics: Potential Applications for Academic Libraries and Institutions
Training faculty during technology transitions on campus often represents an arduous, hit-or-miss process involving lengthy tutorials, sparsely attended training sessions and emergency technical support resulting in spotty adoption of best practices and disgruntled instructors. Distance faculty are even more removed from the training process, usually reliant on self-directed learning and online tutorials seen in isolation from the learning community.
This study offers a variety of innovative, interactive methods for training distance faculty during instructional technology transitions, including hiring student assistants as one-on-one trainer-collaborators, “flipping” training sessions, and providing ongoing training and support through synchronous web conferencing and individualized screencasts. By looking at the successful learning management system transition at San Jose State University’s fully online School of Library and Information Science in 2011 involving 200 distance faculty teaching 230 fully online course sections, attendees will:
• Learn how the use of instructional and emerging technologies already licensed by universities or available at low or no cost, such as Adobe Captivate, Blackboard Collaborate, Skype, and Jing can be successfully utilized in large faculty technology training projects, particularly those involving distance faculty and students.
• Have a model for the use of student assistants as both a cost effective staffing solution and important contributors to faculty training programs and the development of online learning best practices.
• See easily deployed examples of assessment methods for technology training programs using both qualitative and quantitative measures that include faculty, trainer and student feedback.
The satisfaction of a majority of SLIS faculty with their training experience as captured by our assessments indicates this methodology as successful and sustainable for future technological transitions in the university and beyond. Professionals engaged in online teaching, learning or support of either will benefit from a better understanding of appropriate training models needed for quality adoption of technologies that facilitate online learning environments.
