Alec Haggard

EIPT 6433: Theories/Models/Strategies for Online Learning

Faculty eLearning Training
11/18/2014
Dr. Ge

Faculty eLearning Training 2

Table of Contents
Design Overview .................................................................................................................................... 3
Background ......................................................................................................................................... 3
Needs. .............................................................................................................................................. 3
Purpose and Goals. .......................................................................................................................... 3
Community Members/Learners....................................................................................................... 3
Contextual Information. .................................................................................................................. 4
Design Framework .............................................................................................................................. 4
Design.............................................................................................................................................. 4
Assessment. ..................................................................................................................................... 5
Formative. ....................................................................................................................................... 5
Theories/Rationale. ......................................................................................................................... 6
Tools. ............................................................................................................................................... 7
References .............................................................................................................................................. 8
Appendix ................................................................................................................................................ 9
Blog ..................................................................................................................................................... 9
Example. ........................................................................................................................................ 11
Guidance. ...................................................................................................................................... 15
Concept Map. .................................................................................................................................... 15
Example. ........................................................................................................................................ 17
Guidance. ...................................................................................................................................... 18
End of Instruction Essay ................................................................................................................... 19
Guidance. ...................................................................................................................................... 21
Website ............................................................................................................................................. 21
Example. ........................................................................................................................................ 24
Guidance. ...................................................................................................................................... 24
Discussions ....................................................................................................................................... 25
Guidance. ...................................................................................................................................... 27
Podcast .............................................................................................................................................. 27
Example. ........................................................................................................................................ 29
Guidance. ...................................................................................................................................... 29
Evaluation Plan ................................................................................................................................. 30
Self-Evaluation ................................................................................................................................. 30
Evaluation Instrument ...................................................................................................................... 35

Faculty eLearning Training 3

Design Overview
Background
Needs.
This faculty training for eLearning program is rooted within the development of the Digital
Initiative set forth by the Provost at the University of Oklahoma (OU). Within this initiative, there
was a significant push to create and develop an xMOOC environment. This was started as a
collaboration of Next Thought (NT) and OU. The current system is called Janux. With this being
said, the need for a more comprehensive and holistic approach to developing this training program for
faculty will become aware of the pedagogical and technological principles for developing online
courses.
Purpose and Goals.
The goals of this faculty training are centered on the faculty, but aimed at teaching
effectiveness in online learning environments, which will undoubtedly impact the learners
understanding of the content.
There are two main purposes for the faculty training sessions:
1. On a macro scale, the purpose is to propel instruction at the university forward in online
education.
2. On a micro scale, it is to prepare the existing and incoming faculty with the tools necessary to
carry out the broader organizational mission of the university.
There are two main goals for this training session:
1. Provide faculty with the knowledge necessary to make decision on content, and interaction
based on and grounded in theory.
2. Provide faculty the online learning technical skills required for them to develop meaningful
interactions in their respective classes, and domain of knowledge.
Although the purpose and goals are condensed into two superordinate purposes and goals, this
does not mean that there cant be subordinate goals and purposes throughout developmental process
of the training program.

Community Members/Learners.

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The community will consist of the instructors, faculty members, and adjuncts that have or will
be producing or delivering an online class in the next academic year. Next, the second major cohort
will be the learners enrolled in the classes. This can be a very diverse cohort, and will need careful
analysis to be cognizant of the multitude of learners involved with the Janux platform. For instance,
the typical learning that engages in eLearning is far different than the traditional college student. The
traditional college student will be a large part of the cohort involved in these classes and mostly will
utilize them as deciding factors for taking the credit class in the future. A good portion of these
learners are adults, with full time jobs, and families. Within the adult learner group, you have several
subsets of learners. One is the interested learner, two is the learner who normally has some
knowledge in the domain and, third, is the learner who wants to see what it is like.
Contextual Information.
The context of the faculty training program will be employed in a university setting to help
the faculty develop the knowledge, skills, and abilities associated with creating pedagogically sound
eLearning content. The tools, resources, and activities will be vast for this training program. The
faculty will learn how to engage the learner using the Janux platform, by utilizing effective activities,
such as, blogs, podcast, twitter, and reflective essays to create a more meaningful learning
experience. The culture of the organization, under the Provost Administration and the Digital
Initiative, provides a clear description and vision of where the university needs to go, and where we
currently are. With a clear vision, and proper funding for new spin-off initiatives, and continued
development of the Janux platform, the culture of the xMOOC within OU will be positive and
productive for years to come.

Design Framework
Design.
For this faculty training program I have designed an eLearning environment that is comprised
of adjunct and full-time faculty that have participated in or will be scheduled to participate in delivery
or development of an online class. According to Riel and Polin (2004), my community is categorized
as a practice based learning community. Typically, members of this Virtual Learning Community
(VLC) have a high degree of education, and have a high degree of motivation to learn about
pedagogy and technology application in eLearning. According to Jonassen (1999), motivation is
critical when problems are ill-defined or ill-structured. Furthermore, the crux of learning, according
to Riel and Polin (2004), are reification and participation. Therefore, the proliferation of
documentation will be a critical component of my learning community. For this, I often think of
STAR Legacy, which emphasizes an iterative approach by researching, reflecting, collaborating, and
publicizing your documentation.
I am anticipating a diverse population of learners and of all knowledge levels, based on a
continuum of novice to expert in the eLearning field today. With this in mind, Brown, Collins and
Duguid (1989), article on situated cognition and culture of learning will be an overarching principle
of the discussion board. Similar to many trade professions, such as electricians, and how knowledge
was transferred for thousands of years before the advent of main stream education; first, I will pair a
novice and expert together, which will be based on a self-selected survey. Learners will be given a set
of guiding questions that will be designed for engaging higher order thinking skills, and then each
learner will be asked to share with their discussion partner their response, which will also be visible

Faculty eLearning Training 5

to the global community. After their answers, the global community will then critique the original
post, using supporting literature from eLearning bank of knowledge within D2L. After each person
has received a critique, they will post their reflective response to the critique(s). Second, the novice of
the group will have to prepare a lesson on his or her discovery based reading.
Next, for this activity, learners will be required to develop a Concept Map (C-Map) with their
colleague (novice-expert) pairing. Within my VLC, I plan to maximize the interactions between and
amongst the experienced and less experienced faculty members throughout training. There has been
much discussion on the value of interactions, and the learning that can take place, not from facilitator
instruction, but from discussions amongst the various members of a VLC. According to Bonk &
Zhang (2008), reading and reflecting can be some of the most significant learning events, especially
given one of the strengths of reflection in online learning communities, which is the duration to create
meaningful, profound, and robust responses.
According to Clark and Mayer (2011), Segmenting and Pre-training plays an important
cognitive role in teacher professional development (TPD), and can reduce cognitive load, and
increase performance. For this reason, if a low knowledge learner begins to struggle in the traditional
faculty training program, it is most likely due to the technological aspect, so there should be a
remedial component for the faculty training program that deals specifically with technology in
learning communities. However, as Mayer (2005) points out, well designed multimedia instructional
presentations better support the low knowledge than the high knowledge learners (p. 328). However,
I would tend to disagree about the ability for faculty, especially, the older generation of faculty still
residing on college campuses, to be high knowledge learners without some sort of basic, rudimentary
knowledge in technical aspect of online learning. So, as we are designing instruction we ought to be
careful that we know our target audience and their respective needs.
By providing a multitude of scenarios situated in authentic context, and the space and time for
active discussions between the more experienced and novice in my VLC, I hope to enhance cognitive
flexibility, which, according to Jonassen, edited by Reigeluth (1999), instruction often filters out the
complexity that exists in most applied knowledge domains, causing shallow understanding of domain
knowledge to develop (p.224).
Assessment.

Assessments will happen throughout the process of the discussion boards, which are expected
to be of rich and vibrant content, of which, much weight will be carried on the interaction of the
learners. The reason for this is the deeper the interaction, deeper the conversation, the deeper the
learners knowledge can go by responding and reflecting on the VLCs collective knowledge
progression. The learners will also be assessed on their ability to effectively create, and provide
discussion within the VLC. Their peers will provide feedback based their collective knowledge of
eLearning principles. Also, they will be required to develop a presentation, with thorough rationale,
and deliver to the other classmates via Adobe Connect. The presentation should consider visual
literacy and text presentation items, such as contiguity and modality principles. Furthermore, the
learners would need to be cognizant of Mayer (2001), which outlines presentation guidelines for
more effective content transfer.
Formative.

For the formative piece of assessment, the majority of the focus will be on the quality of the
interactions within the framework of the activities. There will be several methods used for formative

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assessment, most of which will be peer critiques, peer evaluations, and an overall assessment from
the instructor.
Summative.
For the summative assessment, we will be collecting pre-training data from the provost office
on teacher and class performance for online and blended learning environments for each participant,
if applicable. Secondly, for the post-test scores, the instructor will review the class assessment for
instructors involved in the program to identify areas of development, strength, and weaknesses.

Theories/Rationale.
There are several key theories that are leaned on during the design and development of this
course. These are: Social Constructivism, Reciprocal Teaching, Authentic/Situated Learning, and
Cognitive Apprenticeship.
Social Constructivism.
Social constructivism is rooted in Vygotsky s Zone of Proximal Development (ZPD)
(Vygotsky, 1962). There are several other key components of his theory. These are social interaction,
cognitive reflection, and dialogue, which have been proven to be effective if provided in an
appropriate ZPD for the learners knowledge level (Powell & Kalina, 2009). I plan to use a similar
test to place novice and experts together to obtain more information related to domain knowledge, so
the ZPD can be used for a basis to start, especially, with the more novice learners.
Reciprocal teaching.
Reciprocal teaching began to show up in the early 1980s in a body of research hat was
focused on the need to continually monitor internal processes when performing a learning task.,
which was supported by Vygotsky, which is summed up by Palinscar & Brown (1984), Children
first experience a particular set of cognitive activities in the presence of experts, and only gradually
come to perform these functions by themselves. This will play a key role in the VLC, as I plan to
utilize the more experienced learners. For instance, one of the discussions will be a discovery based
reading by the novice, and then the novice will be required to teach the expert about his or her
discovery based reading.
Authentic/Situated learning.

Situated, authentic learning, as described by Brown, Collins, & Duiguid (1989), describes the
process of learning in the moment or, in situ, and, enculturation of processes, in many cases, is lost
from traditional schooling, which erodes the transfer of this knowledge by artificially creating an
unrealistic environment where the problem rest. For example, they study just plain folks (JPF),
Students and Practitioners. They found that JPFs and the Practitioners solve problem remarkably
similar, when compared to students. Ultimately, they argue, JPFs and Practitioners are more

Faculty eLearning Training 7

effective at solving math problems because they solve the problem in its authentic experience, when
students dilute the learning process by removing from the authentic problem space. For the purpose
of the faculty training, we will promote authentic learning environments for our instructors, and will
model these by allowing them to create different tools that they can use for use in their upcoming
classes.
Cognitive apprenticeship.

According to Brown, Collins, & Holum (1991), there are four critical components of
apprenticeship, which are modeling, scaffolding, fading, and coaching. Each stage is vitally important
for the novice to learn from the expert in their craft. For instance, early on in the process, the
modeling behavior component is key for the novice to learn, initial expectations, and helps with the
enculturation process Brown, Collins, & Duiguid (1989); experts does this by making the process and
the rationale along the way visible for the learner to understand within the context of the real problem
and process. Next, the novice has some rudimentary skill level, and can perform the task, but with
some help or scaffolding. The second phase of this would be continued practice, and appropriate
fading to ensure the difficulty level is appropriate for the novice, systematically reducing the
scaffolding as necessary. This is often referred to as fading. Coaching is the final stage of cognitive
apprenticeship, where the expert modeled the desired behavior or knowledge, provided necessary
scaffolding to support the learner along the way, and faded the scaffolding appropriately, then
sustained this knowledge by providing ongoing knowledge coaching.
Within the faculty training program, we will pair novice and expert together through the
majority of assignment and activities to indoctrinate this kind of activity based interaction. We feel
that the more experienced within the class can provide valuable knowledge to the less experience,
without creating a high load on the instructors teaching the course. Although, this is not to say the
instructors dont plan to be involved with the learning process, but should be considered the
facilitator of the course and content.. Another added benefit of pairing faculty together, will be the
ability to build relationships between faculty members, departments, and colleges, which could
possibly lead to more cross training, which should be mutually beneficial to the departments,
colleges, and the university.
Tools.

The tools used to augment the eLearning experience are: podcast, discussion boards, blogs,
concept maps, and a website. Each one of the tools plays an important role for the learners to develop
knowledge of eLearning principles of activity, and help promote interactivity within the
novice/expert groups. Some of the specific tools we will be using will be audacity, Weebly, D2L,
BlogSpot, LinkedIn, Twitter, Instagram, Adobe Connect, and for the more advanced and
technologically savvy faculty, iBooks author and ePub3 formatting.

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References
Bonk, C. J., & Zhang, K. (2008). Empowering online learning: 100+ activities for reading,
reflecting, displaying, and doing. San Francisco, CA: Jossey-Bass.
Brown, J.S., Collins, A., & Duiguid, P. (1989). Situated learning and the Culture of Learning.
Educational Researcher, 18(1), 32-42.
Clark, R. C., & Mayer, R. E. (2011). E-learning and the science of instruction: Proven
guidelines for consumers and designers of multimedia learning. John Wiley & Sons.
Collins, A., Brown, J.S., & Holum, A. (1991). Cognitive Apprenticeship: Making thinking
Visible.American Educator, 15(3), 6-11.
Jonassen, D. (1999). Designing constructivist learning environments. Instructional design
theories and models: A new paradigm of instructional theory, 2, 215-239.
Palinscar, A. S., & Brown, A. L. (1984). Reciprocal teaching of comprehension-fostering and
comprehension-monitoring activities. Cognition and instruction, 1(2), 117-175.
Powell, K. C., & Kalina, C. J. (2009). Cognitive and Social Constructivism: Developing tools for
an effective classroom. Education, 130(2), 241-250.
Mayer, R. E. (2001). The Cambridge Handbook of Multimedia Learning. New York:
Cambridge University Press
Mayer, R. E. (Ed.). (2005). The Cambridge handbook of multimedia learning. Cambridge
University Press.
Reigeluth, C.M. (Ed.). (1999). Designing constructivist learning environments. Instructional
Design Theories
Riel, M., & Polin, L. (2004). Online learning communities: Common ground and critical
differences in designing technical environments. Designing for virtual communities in the
service of learning, 16-50.
Vygotsky, L.S. (1962). Thought and Language. Cambridge, MA: MIT Press

Faculty eLearning Training 9

Appendix
Blog
Activities and Strategies
(Artifacts) Worksheet

Directions: This worksheet is intended to help you work through the Artifacts assignments.
You may either submit the assignments using this worksheet or in the format of a narrative
essay.

How can I integrate *(technology) for the Community (name of the community) I am going to
build?
Required Components
Technology created
(attach it to this
assignment) or selected
(e.g., as a result of
online search; provide
link or attach the
deliverable to this
assignment)
Purpose for the
community (specify the
audience)

Information /
Description
I will build
a blogbrief
to explore
faculty traininginstead
programs
in higher
(*Need
description/narration
of bulleted
education.
points)

The audience for this blog would be for learners who have some stake
and interest in training, especially, teacher and faculty programs and
how to determine their needs, learning objectives, and develop tools
paired with pedagogy for robust and meaningful learner interactions.

Domain/Subject/Context The main domain of this blog would be faculty/teacher training.

Learning objectives or
skills to be targeted on
(higher--order thinking
skills)

The faculty training blog will be targeting metacognition and reflection

aspects of higher order thinking skills.

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Strategies in
integrating the chosen
technology to support
the learning
objectives described
above

Strategies incorporated into the blog for deeper understanding are

reading and reflection. By providing ample opportunities and time for
reflection, I hope to engage the learners to begin thinking,
metacognitively, about the faculty training program, the tools needed for
success, and the strategies each of them can develop and administer
within the realm of their specific content expertise area.

Which level of
technology use
according to the
SAMR model?

According to the SAMR Model, the blog will provide modification of

previous task by allowing learners to critique, provide feedback, and
then resubmit their work.

Design rationale and

theoretical support
(What learning
theory supports this
activity?)

Theoretical support for this will lie in Banduras social learning theory.
This process will enable learners to observe, read, reflect, and respond
to critiques with ample to have metacognition.

Multimedia
principles applied
in this assignment

The blog will contain a couple multimedia principles. Specifically, it will

adhere to the coherence and segmenting principles related to limiting
extraneous information, and limited the duration of video and audio
clips, if necessary.

In what ways do you

believe this
technology and
strategy will facilitate
the building of the
virtual learning
community you plan
to build?

The blog will serve a as a mini community of practice, and since

Learning opportunities occur primarily through informal interactions
among colleagues in the context of work (Renninger & Shumar,
2002). This format will provide this organic learning to be cultivated
and grow through a more informal network of a blog.

http://alechaggard.blogspot.com/

Faculty eLearning Training 11

Example.

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Guidance.

Faculty Training Blog Instructions

1. Please find and review at least three blogs. Write down your thoughts on this blog, the
theoretical rationale behind the blog, technology incorporated, and epistemological beliefs of
the blogs author.
2. Create a blog, with the subject of your liking, incorporating your lessons learned from the
three blogs you reviewed, in an introductory paragraph.
3. The blog must be updated every week, and you must provide feedback to at least 2 of your
colleagues, and then provide a reflection summary on your blog with: 1) which blogs you
have read and provided feedback to and, 2) what you learned about the person and blog
subject, and 3) provide your reflection on your blog (must be 250 words minimum)

Concept Map.
Activities and Strategies
(Artifacts) Worksheet

Directions: This worksheet is intended to help you work through the Artifacts assignments. You
may either submit the assignments using this worksheet or in the format of a narrative essay.

How can I integrate *(technology) for the Community (name of the community) I am going to
build?
Required Components
Technology created
(attach it to this
assignment) or selected
(e.g., as a result of
online search; provide
link or attach the
deliverable to this
assignment)

Information /
Description
The technology
created
is a concept map.
(*Need
brief description/narration
instead of bulleted
points)

Purpose for the

The purpose of the concept map is to link broad terms together so that
community (specify the the learner can see the big picture.
audience)

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Domain/Subject/Context Faculty training for online course development.

Learning objectives or
skills to be targeted on
(higher--order thinking
skills)

Skills to be targeted for the C-Map activity will be reasoning and metacognition.

Strategies in
integrating the chosen
technology to support
the learning objectives
described above

The C-Map activity will require the requiring some doing. They will be
required to use their knowledge to create a C-Map, and then reflecting to
create an essay explaining what they like about other C-Maps, and what
they would possibly do to revise their own C-Map.

Which level of
technology use
according to the
SAMR model?

The C-Map exercise is augmenting the experiences in real life.

Design rationale and

theoretical support
(What learning theory
supports this
activity?)

The C-Map activity will target the problem based learning, and social
learning theories.

Multimedia
principles applied in
this assignment

Multimedia principles related to the C-Map will be modality and

contiguity principles as well as the coherence principle.

In what ways do you

This is building a community of practice for highly intelligent and
believe this technology skilled people to come together.
and strategy will
facilitate the building
of the virtual learning
community you plan to
build?

Faculty eLearning Training 17

Example.

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Guidance.

Concept Map Instructions

For the concept map activity, the learners will be required to develop a concept map with a
group of their self-identified knowledge group. At a minimum, their needs to be three learners per
subordinate group, and if there are more than seven in any subordinate group, the group will need to
split into two. The reasoning behind this is to provide multiple group perspectives. There will be at
least two superordinate groups: novice and expert; However, an intermediate knowledge group(s)
could also be created to further unpack and delineate the knowledge groups.

1. After the learners break into their respective knowledge groups, they will be required
to produce a concept map using a collaborative tool. (Googledocs, Prezi, PowerPoint,
or bubbl.us, etc.)
2. They will have two days to have the completed C-Map posted (or a link to it) in D2L
on the discussion board

3. Each learner will post to at least two other concept maps

4. The expert group will post to the novice and intermediate (if applicable)

Faculty eLearning Training 19

End of Instruction Essay

Activities and Strategies
(Artifacts) Worksheet
Directions: This worksheet is intended to help you work through the Artifacts
assignments. You may either submit the assignments using this worksheet or in the format of
a narrative essay.

How can I integrate *(technology) for the Community (name of the community) I am going to
build?
Required Components
Technology created
(attach it to this
assignment) or selected
(e.g., as a result of
online search; provide
link or attach the
deliverable to this
assignment)

Purpose for the

community (specify the
audience)

Information /
Description
The technology
is an end of instruction
essayof(EOI).
(*Needcreated
brief description/narration
instead
bulleted
points)

The audience is adjunct and faculty members of the university of

Oklahoma that plan to teach online courses. The purpose of this
community is to provide practice in the realms of pedagogy and
technology tools necessary for facilitating online courses.

Domain/Subject/Context Faculty training for online education in higher education

Learning objectives or
skills to be targeted on
(higher--order thinking
skills)

The targeted learning objective for this activity is providing faculty the
necessary knowledge and tools to appropriately develop eLearning
classes, and by reading and reflecting the EOI will provide a summative
evaluation tool for the faculty.

Faculty eLearning Training 20

Strategies in
The strategies that will lend us support in the development of this
integrating the chosen module is reading and reflecting.
technology to support
the learning
objectives described
above

Which level of
technology use
according to the
SAMR model?

The EOI is geared to allow the learners to summarize what they have
learned through the process of the eLearning training. They will have one
week to complete, with an emphasis on reading the first two days, and
then writing the latter three to reflect upon their reading and experiences
throughout the training course.

Design rationale and

theoretical support
(What learning
theory supports this
activity?)

This artifact will possess pieces from authentic learning and social
constructivist learning; however, the learners will not be actively
engaged in these processes at the time of this activity, they will be
required to provide instances where the group provided insight and
multiple perspectives on several topics in their reflective EOI.

Multimedia
principles applied
in this assignment

There wont be modality principles applied, normally, during this

activity, but there should be some reflective thought on how multimedia
principles play a role in learning outcomes.

In what ways do you

believe this
technology and
strategy will facilitate
the building of the
virtual learning
community you plan
to build?

The techniques, strategies and principles applied in this artifact, and

that will be required of the faculty to develop with demonstrate the
power of community of practice, which will enable buy-in to the
process, and create a more meaningful learning experience for the
learner.

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Guidance.

End of Instruction Reflective Essay (EOI Essay)

(Facilitation guide)

The EOI essay will be an opportunity to synthesize your learning throughout the eLearning
training course. For this, the first two days you will be encouraged to re-read the books, and articles
provided to you throughout the duration of this course. When you are reading these, pay close
attention to how these would have impacted your activities you completed, and how the interaction
with your colleagues have helped shaped your knowledge. Furthermore, please provide some detail
on at least three of the most meaningful learning theories, and explain, in detail, how you will create
these environments in your upcoming eLearning class. The EOI essay will need to be at least 10
pages in length, single spaced, and use at least five of the sources provided, and five sources you have
found during your discovery reading activities.

Website
Activities and Strategies
(Artifacts) Worksheet

Directions: This worksheet is intended to help you work through the Artifacts assignments.
You may either submit the assignments using this worksheet or in the format of a narrative
essay.
How can I integrate *(technology) for the Community (name of the community) I am going to
build?
Required Components

Information /
Description
(*Need brief description/narration instead of bulleted
points)

Faculty eLearning Training 22

Technology created
The technology created for artifact 4 is a website.
(attach it to this
assignment) or selected
(e.g., as a result of online
search; provide link or
attach the deliverable to
this assignment)

Purpose for the

community (specify the
audience)

The audience is adjunct and faculty members of the university of

Oklahoma that plan to teach online courses. The purpose of this
community is to provide practice in the realms of pedagogy and
technology tools necessary for facilitating online courses.

Domain/Subject/Context Faculty training for online education in higher education

Learning objectives or
skills to be targeted on
(higher--order thinking
skills)

The learning objectives of this activity will be creating and developing

learning environments that are self-regulated, based on the learners
feedback, and can strive for metacognition.

Strategies in integrating
the chosen technology to
support the learning
objectives described
above

The strategies that will lend us support in the development of this

module are reflect and doing.

Which level of
The development of the website will enable reflection by the learner
technology use according doing. By providing feedback through the doing part, and then asking
the learner to write a small reflection piece on lessons learned, it
to the SAMR model?
should greatly enhance their level on the SAMR ladder. The website
design will be developed with modification of the learning occurring,
but I would not be surprised if a well-designed learner website, with
appropriate scaffolding, and training can lead the learners into a more
redefinition phase of learning through technology.
Design rationale and
This artifact will possess component of community of learner,
theoretical support (What cognitive apprenticeship, and social/cultural learning theories.
learning theory supports
this activity?)

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Multimedia principles
applied in this
assignment

Principles applied in this project will be robust; the learner will be

required to demonstrate mastery of modality, contiguity, and splitattention.

In what ways do you

believe this technology
and strategy will
facilitate the building of
the virtual learning
community you plan to
build?

The techniques, strategies and principles applied in this artifact, and

that will be required of the faculty to develop with demonstrate the
power of community of practice, which will enable buy-in to the
process, and create a more meaningful learning experience for the
learner.

Faculty eLearning Training 24

Example.

Guidance.

Website Instructions
(Facilitation guide)
The website you create must be used to engage the learner in a number of ways. By creating a
website in Weebly, you can easily design and develop your website to include your blogs, twitter,
LinkedIn, and other social media and informational sites. You should use your website to describe
yourself, your interests, and any important information. For example, you could create a site that
contains your recent research for people to learn more about.
The main idea here is to develop deliverables to engage and interact with the learning
community. For example, you could create a blog in your Weebly website on technology since the
2000s. You will be required to have at least three pages, have a link to two social networking site,
and post 3 times during the course of the training program.

Faculty eLearning Training 25

Discussions
Activities and Strategies
(Artifacts) Worksheet

Directions: This worksheet is intended to help you work through the Artifacts assignments.
You may either submit the assignments using this worksheet or in the format of a narrative
essay.
How can I integrate *(technology) for the Community (name of the community) I am going to
build?
Required Components
Technology created
(attach it to this
assignment) or selected
(e.g., as a result of
online search; provide
link or attach the
deliverable to this
assignment)

Purpose for the

community (specify the
audience)

Information /
Description
(*Needcreated
brief description/narration
of bulleted
The technology
is a discussion boardinstead
for faculty
training class.
points)

The audience is adjunct and faculty members of the university of

Oklahoma that plan to teach online courses. The purpose of this
community is to provide practice in the realms of pedagogy and
technology tools necessary for facilitating online courses.

Domain/Subject/Context Faculty training for online education in higher education.

Learning objectives or
skills to be targeted on
(higher--order thinking
skills)

The learning objectives of this activity will be creating and developing

learning environments that are self-regulated, based on the learners
feedback, and can strive for metacognition.

Faculty eLearning Training 26

Strategies in integrating
the chosen technology
to support the learning
objectives described
above

The strategies that will lend us support in the development of this

module is reading and reflecting.

Which level of
technology use
according to the SAMR
model?

The development of the discussion post will enable reflection by the

learner doing. By providing feedback through the doing part, and then
asking the learner to write a small reflection piece on lessons learned,
it should greatly enhance their level on the SAMR ladder. The
website design will be developed with modification of the learning
occurring, but I would not be surprised if a well-designed learner
website, with appropriate scaffolding, and training can lead the
learners into a more redefinition phase of learning through
technology.

Design rationale and

theoretical support
(What learning theory
supports this activity?)

This artifact will possess component of community of learner,

cognitive apprenticeship, and social/cultural learning theories.

Multimedia principles
applied in this
assignment

Principles applied in this project will be: modality, contiguity, and

split-attention.

In what ways do you

believe this technology
and strategy will
facilitate the building of
the virtual learning
community you plan to
build?

The techniques, strategies and principles applied in this artifact, and

that will be required of the faculty to develop with demonstrate the
power of community of practice, which will enable buy-in to the
process, and create a more meaningful learning experience for the
learner.

Faculty eLearning Training 27

Guidance.

Discussions Instructions
(Facilitation guide)
Participants will complete the reading, and be required to post a thread in the discussion
forum based on the guiding questions. There should be syntheses of material and compare/contrasting
of concepts and examples. Each learner will be required to post on two other discussions, and will
have 1 week (after they reply to at least two other learners) to post a reflective summary.

Podcast
Activities and Strategies (Artifacts)
Worksheet

Directions: This worksheet is intended to help you work through the Artifacts assignments.
You may either submit the assignments using this worksheet or in the format of a narrative
essay.

How can I integrate *(technology) for the Community (name of the community) I am going to
build?
Required Components

Technology created (attach

it to this assignment) or
selected (e.g., as a result of
online search; provide link
or attach the deliverable to
this assignment)

Information /
Description
brief
description/narration
of bulleted
A Podcast(*Need
will be
created
using Audacityinstead
for instructional
points)
purposes.

Faculty eLearning Training 28

Purpose for the community
(specify the audience)

The audience is faculty members of the university of Oklahoma

that plan to teach online courses. The purpose of this community
is to provide practice in the realms of pedagogy and technology
tools necessary for facilitating online courses.

Domain/Subject/Context
Faculty training for online learning in higher
education

Learning objectives or
skills to be targeted on
(higher--order thinking
skills)

Metacognition and reflection are the higher order thinking skills

being targeted by this this activity.

Strategies in integrating the

chosen technology to
support the learning
objectives described above

The main strategy employed by the podcast will be reading and

doing. At this stage, the learner will be directed to several online
articles and be asked to read and share their experiences with the
group by making a podcast of their own.

Which level of technology

use according to the
SAMR model?

The podcast allows for interaction of instructor and learner in a

more meaningful way than before by providing the mode of
communication through reciprocal teaching.

Design rationale and

theoretical support (What
learning theory supports
this activity?)

The community of practice learning theory supports this activity,

since it is a group of people coming together to improve their
online instruction performance.

Multimedia principles
applied in this assignment

The podcast will be no longer than 5 minutes, and have individual

segments within it, which can be controlled by the learner.

In what ways do you

believe this technology and
strategy will facilitate the
building of the virtual
learning community you
plan to build?

The podcast will create interactivity, which will provide short

description of task, and provide examples of the activities.

Evaluation Instrument for Online Learning Community

Example.
eLearning_Podcast.aup

Guidance.

Podcast Instructions
(Facilitation guide)
The podcast will be used an introduction to the training program, and will highlight some of the key
component of the class. For example, it will have information on Bonks R2D2 model, and address some of
the multimedia principles the learner will need to be aware of. The podcast will need to be, at a minimum,
two minutes and, at a maximum, four minutes.

Evaluation Instrument for Online Learning Community

Evaluation Plan
The goals and objectives seem to be evident in the introductory podcast for the faculty eLearning
training program on D2L. The learning outcomes are evident in the course projects, which would help provide
knowledge and tools for faculty engaging in eLearning course. However, I could have out the learning
objectives in the contents section for the course. I do feel like the activities are directly related to the learning
outcomes desired from the learners. This was based in a non-linear format, so learners could engage in selfregulated, discovery based learning strategies for knowledge construction throughout the process.
There is feedback designed within each activity, however, I feel I could have developed a survey
through Qualtrics that would enable more robust feedback mechanism for faculty, and provide meaningful
formative evaluation mechanism for me and the how the design of the course could be altered to promote
more effective learning strategies, and address faculty concerns with the process. Throughout the course, I
have provided ample item for the learners to collaborate with each other, and the facilitator to increase
interaction, and learner support and scaffolding. Lastly, I could have developed more straightforward,
meaningful, and clear directions and instructions for the learners.
It was unfortunate, but I did not receive direct feedback on my project, which was somewhat of a
hindrance to the further development of my paper and D2L site. However, I feel like I have identified several
key areas that could have been approved, and approved some of those areas, as I went along, but have not
fully implemented these changes in on the D2L site. I have included the self-evaluation of the project in the
following section, which can provide some insight on strengths and weaknesses of my design. I feel like
having the ability to step back, and then pick the evaluation process up, again, was fruitful in the way I looked
at my project.

Self-Evaluation

Designer's Name(s):
Project Title and Link:
Evaluators (Signed by):

Please write evaluation comments in response to each of the following questions and suggest a
rating for the item.

1.

Evaluation Instrument for Online Learning Community

Evaluation Instrument for Online Learning Community

9. Technologies are provided to enhance social interaction and discourse.of 5

a. Are!hls used appropriate for the given goals?
V Discussion forums
Audio chat
...........Chat; teacher-student, studentred
workspace
student
documents
Journals, blogs, podcasts or
Q & A section
videocasts
Videoconferencing

or shared

10. There are multiple modes of communications and collaboration opportunities,4of 5

e.g.,
Discussion forums
Vchat; teacher-student, studentstudent
journals,
blogs, podcasts or
videocasts
Videoconferencing

Audio chat
Shared workspace
documents
Q & A section

or shared

Faculty eLearning Training 33

13. Instructions are clear and easy to follow. of 5

14. Scaffolding mechanism is self-evident given the learning goals and

objectives.: e.g., technology help/manual, odcast, links, tutorials,
templates, simulations, synchronous coaching/help desk, etc.
4 of 5

16. The organization of the materials is consistent in interface. of 5

17. The site is easy to navigate and materials and resources are easily accessible.

18. Time use is appropriate and flexible, e.g.:

Predominately asynchronous
Reasonable number of activities
Reasonable due dates

5_ of 5

Note: Feel free to add any items that you think is important but missing from
this evaluation instrument.

Overall comment and rating:

5 of 5

Faculty eLearning Training 34

Faculty eLearning Training 35

Comment [WU1]: Add info on evaluation, and
create form or use pieces of the online learning
community eval provided, and then include in
paper.

Evaluation Instrument
Designers Name(s):
Project Title and Link:
Evaluators (Signed by):

__________________________________________
__________________________________________
__________________________________________

Please write evaluation comments in response to each of the following questions and
suggest a rating for the item.

1. The goals and objectives of community are evident.

__ of 5

2. The learning objectives and outcomes are clearly defined and measurable.

__ of 5

3. The learning activities are aligned with the learning objectives and outcomes. __ of 5

4. There are a range of learning objectives & outcomes, from lower level declarative to higherlevel procedural, problem-solving, evaluation, and metacognitive. __ of 5

5. The members have choice and autonomy in the community. __ of 5

Faculty eLearning Training 36

6. Opportunities for collaboration and communication are self-evident. __ of 5

7. There is a feedback mechanism in this community. __ of 5

8. Instructional guidance is self-evident. __ of 5

9. Technologies are provided to enhance social interaction and discourse. __ of 5

a. Are the tools used appropriate for the given goals?
Discussion forums
Audio chat
Chat;
teacher-student,
Shared workspace or shared
student- student
documents
Journals, blogs, podcasts or
Q & A section
videocasts
Videoconferencing

10. There are multiple modes of communications and collaboration opportunities, __ of 5

e.g.,
Discussion forums
Audio chat
Chat;teacher-student, student Shared workspace or shared
student
documents
Journals, blogs, podcasts or
Q & A section
videocasts
Videoconferencing

Faculty eLearning Training 37

11. Mentor, teacher, or leadership presence is evident. __ of 5

12. Syllabus, statement of purpose, or mission is provided and clearly articulated. __ of 5

13. Instructions are clear and easy to follow. __ of 5

14. Scaffolding mechanism is self-evident given the learning goals and objectives.: e.g.,
technology help/manual, podcast, links, tutorials, templates, simulations, synchronous
coaching/help desk, etc. __ of 5

15. Course pages have links that are self-describing and meaningful. __ of 5

16. The organization of the materials is consistent in interface. __ of 5

17. The site is easy to navigate and materials and resources are easily accessible. __ of 5

18. Time use is appropriate and flexible, e.g.:

Predominately asynchronous
Reasonable number of activities
Reasonable due dates

Overall comment and rating:

__ of 5