GOALS

Use information technology to increase the size of classes and reduce the number/duration of face-to-face meetings without reducing the quality of teaching and learning...
Without further overburdening faculty and academic support staff! 

Increase the number of people reached effectively by faculty development programs.  Reduce the number/duration of face-to-face faculty development meetings while increasing the number and quality of improvements that faculty members make in their teaching and learning...
Without further overburdening faculty and academic support staff! 

1.  Sampling, Covering, Incompleteness

1.  Sampling and Covering – What’s “good enough”?

(including but not limited to assessment of student progress, attitudes)

E.g., Develop intermittent "sampling" strategies and schedules for the interaction of learners with teachers and with instructional resources.  

1.  Sampling, Covering, and Incompleteness

a.  Be comfortable giving faculty only a small selection of attractive, useful options.

b.  Help faculty become comfortable with, for example, NOT having daily individualized interaction with every student in every course that has a substantial online component. 

Bronco Busting vs. Horse Whisperer
(wait till the workload breaks them vs. ???  pick a non-threatening approach? – see below, especially LTAs)

Also see: Dangerous Discussions
 

2.  Deeper Learning,
Team Learning

2.  Deeper Learning

(Including but not limited to team learning, small group work, learning by teaching, and "Same Activity(ies), Deeper Learning")

2.  Deeper Learning

(Including but not limited to team learning, small group work, learning by teaching)  See TLT Group’s cohort, mentor, Compassionate Pioneer approach to professional/faculty development.
 

3.  LTAs

(Low-Threshold …)

3.  LTAs

LTAs= Low-Threshold Applications, Activities, Approaches

3.  LTAs for Faculty Development?

(Consider “Dummies” books – at least about technology applications -- repurposing materials allegedly aimed at inexperienced students.)

4.  Meta-Learning, MetaCognition

4.  Teach Students HOW to Learn Better

(including but not limited to metacognition skills)

e.g., "Educational Implications and
 Applications of Recent Cognitive Science
 Findings," Saundra McGuire, LSU

4.  Convince Faculty that it is both desirable and feasible to learn how to improve teaching and learning in some ways that do not depend much on the specific subject or topic.

 How?

5.  Seven Principles

5.  Seven Principles of Good Practice in Undergraduate Education

1. Encourages contact between students and faculty,
2. Develops reciprocity and cooperation among students,
3. Encourages active learning,
4. Gives prompt feedback,
5. Emphasizes time on task,
6. Communicates high expectations, and
7. Respects diverse talents and ways of learning.

5.  Apply Seven Principles of Good Practice in Undergraduate Education to Faculty Development?

1. Encourages contact between academic support professionals  and faculty,
2. Develops reciprocity and cooperation among faculty members,
3. Encourages active learning by faculty members,
4. Gives prompt feedback to faculty members (!),
5. Emphasizes time on task for faculty members,
6. Communicates high expectations for faculty members’ improvements of teaching and learning, and
7. Respects diverse talents and ways of teaching and learning.

6.  Caring

6.  Caring

(Enough, but not too much!)

• Faculty caring about students;

• Faculty caring about their academic field;

• Students caring about each other; ..

Click here to see answers, esp. the more "visionary" answers to "Why bother?"
[Why bother to keep trying to improve teaching and learning with technology?]
 

6.  Caring

(Academic support professionals caring enough, but not too much about helping faculty improve their teaching and their students’ learning!)

Click here to see resources for the TLT Group's "Fundamental Questions"

7.  Media

7.  Media Options

(Including but not limited to use of audio at a distance, both synchronously and asynchronously.)
 

7. Media Options

(Including but not limited to use of audio at a distance, both synchronously and asynchronously.)

8.  Compassionate Pioneering

Acts typical of faculty members and other academic professionals who are inclined BOTH to take innovative steps themselves AND to help colleagues make similar efforts.  See "Compassionate Pioneers."
 

8.  Compassionate Pioneering