![]() UCF has several paths for support of faculty and professional development for teaching online. ![]() Another bonus is that this cuts down on the number issues we have at the beginning of the semester - courses work correctly and efficiently so our faculty and our students are happy with Canvas and can focus on the course content and not the technology! This means when they go to build the rest of their courses they know what they are doing (using Canvas and it's tools) and have hopefully thought about (and implemented) better ways to accomplish their course objectives. In addition, this helps with the overall quality of our courses because faculty don't build the rest of their courses until they've gotten the first course approved. This is my chance (since I'm the one who does all of the reviewing and approvals) to have a conversation with faculty about why they are doing what they are doing and whether there might be a better way to do something. I think this is helpful because faculty get a chance to focus on one course, get feedback and engage in a conversation about their course, tweak/revise the course, and then get final feedback (and hopefully approval). While I think we do a lot of great things with our faculty, overall I feel one of the most important/successful parts of our faculty training is that faculty have to build a full course in Canvas and get it approved (using our best practices rubric) before they can start building the rest of their courses. This goes a long way towards filling the gap! >) ![]() This is why I am so glad to be a part of this community, where we can all learn from and assist each other. we live in this reality, where we do the best that we can with the limited resources and personnel that we are allowed. Ahhh, what a wonderful academic world that would be, but alas. In a perfect (or at least better funded) world, all faculty would be fully trained and mentored in all the functionalities of Canvas and other educational technologies, as well as best practices for online teaching and learning, with ongoing workshops and paid learning opportunities. I'd love to learn more from the Community, so am tagging Higher Ed folks I've already been learning from: awilliams snufer chriscas 925024864 Jeff Ferner rgibson1 ishar-uw cms_hickss agree with both Gregory and John, and it is very difficult to overcome this when Higher Ed, if not financially driven, is definitely financially constrained! Adjunct faculty are heavily relied upon by Administrations, and are usually already over burdened, often running between two or more institutions for their teaching assignments, and usually not paid for professional development. How do we get them to come back for more?Īny examples you can share and link to that do either of these well? We've tried (with pretty good success) the Active Teaching Labs (see A Successful Canvas Faculty Development Program ), and are currently designing a four-session series on Teaching Effectively in Canvas (Please share ideas & advice!). Perhaps more realistically, next year - if we can get their attention again - we can put together a Next Steps series on turning the course they just recreated in Canvas into a better one. How do I convince them to change - even just 1-3 things - right away? For many, that sounds like "too much work!" and they want to just focus on doing the same ol' same ol' in Canvas (a waste of a promising student-centered LMS!). Ideally, as our faculty transition from D2L into Canvas, I'd like to figure out how to successfully encourage them to super-charge the heutagogical and experiential learning elements of their courses. Would folks, pretty please, share/link the most successful parts of their faculty development programs relating to Canvas?
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