DRAFT - August, 2005

Aligning the Seven Principles of Good Practice with Identified Issues/Fundamental Questions Discussion from the Pittsburgh Regional Faculty Development Group
DRAFT

Salvatore Sanders, Youngstown State University
Melba Tomeo, Slippery Rock University

Create technology masters - able to use resources avail today

References:

• For Results of the Fundamental Questions Discussion, June 13, 2005, see:
  http://www.tltgroup.org
  /TailoredWebsites
  /RLA/FQResults6-13- 2005.htm

• For the Seven Principles of Good Practice:
  Using Technology to Improve Learning Outcomes, see:
  http://www.tltgroup.org
  /Seven/Home.htm

• For the Seven Principles Low-Threshold-Application Library, see:
  http://www.tltgroup.org
  /Seven/Library_TOC.htm

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MAPPING ONTO THE SEVEN PRINCIPLES

1) Encourage contact between student and faculty (good communication practices)
 Avoid students being left behind
 Enhance, enrich, deepen experience
 Preserve ability to look into students' eyes and see comprehension; read non-verbal communication

2) Develop reciprocity and cooperation among students
 Develop Learning communities
 Enhance, enrich, deepen experience

3) Promote active learning (engagement, effective instruction)
 Engage students critically & intellectually - and find ways to better assess the outcomes of students' learning (iterative, corrective)
 Preserve ability to look into students' eyes and see comprehension; read non-verbal communication
 Avoid turning out poor quality product - esp. online
 Enhance, enrich, deepen experience
 Avoid entertainment instead of education; avoid superficial use of entertainment [OK to be entertaining and educationally effective!]

4) Provide prompt feedback (assessment, corrective, iterative)
 Preserve Personal Interactions - faculty-student-student-faculty-
 Avoid students being left behind
 Assessment
 Track student performance and make use of reports from course management systems
 Avoid loss of 1-1 personal attention, motivating students

5) Emphasize time on task (effective, efficient instruction)
 Preserve quality, relevance, and rigor of education
 Motivate students
 Avoid students being left behind
6) Communicate high expectations
 Avoid turning out poor quality product - esp. online

7) Respect diverse talents and ways of learning (engagement, enhance and enrich)
 Consider and design for accessibility (disabilities, life circumstances, geography)
 Avoid turning out poor quality product - esp. online

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ADDITIONAL ISSUES and/or GOALS

1) Marketing/Promoting
 Marketing your distance learning program
 Student retention strategies
 Institutional identities – Branding courses and your program/institutions’ teaching philosophy

2) Training/Education – For Faculty
 Arbitrarily assigning faculty to teaching online - without preparation or training
 Mentoring relationships between faculty

3) Training/Education – For Students
 Student Retention strategies
 Avoid students being left behind

4) Collaboration
 Form consortia to share faculty and resources with other colleges/universities/businesses

5) Keeping your sanity – For Faculty and Learners
 Mentoring relationships between faculty

6) Avoiding Pitfalls
 Avoid being sabotaged by alums and faculty and boards who do NOT want to change
 Dealing with change

7) Instructional Design
 Avoid tech being the driver for what we do/how we teach
 Avoid entertainment instead of education; avoid superficial use of entertainment [OK to be entertaining and educationally effective!]

8) Providing student services
 Integrating library systems

9) Technical Support
 Avoid turning out poor quality product - esp. online
 Avoid students being left behind
 Avoid Crisis with tech support
 Tech being the driver for what we do/how we teach
 Making administrative decisions for online learning environments



Faculty Roles
Student Roles
Institutional Roles

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Please send your questions or suggestions for improving our work together Steve Gilbert at: 
GILBERT@TLTGROUP.ORG

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  Reset at 0 8/17/2005

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