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With a Little Help from Your Students: A New Model for Faculty Development and Online Course Design
PROCEEDINGS

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American Educational Research Association Annual Meeting,

Abstract

Institutions of higher education must find ways to develop the expertise needed to teach in the online world. Rather than address the technology as a separate set of skills that can be addressed separately through workshops, this paper makes the case for approaches that consider how course content, pedagogical values, representations, and technology constrain each other in an online course. The paper describes the approach used in a course that teams senior education faculty and educational technology graduate students to design online learning environments. Six teams of one faculty member and three or four masters students worked on designing an online course. Results are presented from observations, surveys, and Web-site revisions to paint a portrait of the faculty and graduate student experiences. Experienced in teaching face-to-face, faculty members had to consider many ideas when their teaching practice was confronted with new technologies. They examined implicitly held beliefs about their teaching (content, pedagogy, and representation), became familiar with a number of technologies and their uses, and the constraints among technology, content, pedagogy, and representation. Graduate student co-designers also became more experienced with new technologies, but for many of them, it was also a look at how faculty members think about and negotiate relationships between course content and pedagogical representations. The paper concludes with a case study that portrays how one design group progressed through the design process. Appendixes contain the faculty and student surveys. (Contains 18 references.) (Author/SLD)

Citation

Mishra, P., Koehler, M.J., Hershey, K. & Peruski, L. (2002). With a Little Help from Your Students: A New Model for Faculty Development and Online Course Design. Presented at American Educational Research Association Annual Meeting 2002. Retrieved August 24, 2019 from .

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