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22st Annual OLC International Conference
November 16-18, 2016 | Orlando, Florida | Walt Disney World Swan/Dolphin Resort

OLC Innovate 2016 - Innovations in Blended and Online Learning
April 20-22, 2016 | New Orleans, LA | Sheraton New Orleans Hotel

Developing a Technology Rich Teacher Education Program: Use of Data to Inform Instruction

Noreen Barajas-Murphy (University of La Verne, USA)
Donna Redman (University of La Verne, USA)
Session Information
July 9, 2014 - 10:10am
Faculty Development & Student Support
Areas of Special Interest: 
Blended Program/Degree
Major Emphasis of Presentation: 
Best Practices
Institutional Level: 
Multiple Levels
Audience Level: 
Session Type: 
Information Session
Governor's Square 12
Session Duration: 
50 Minutes
Information Session 5

Teacher Education faculty use course data, ECAR data, and structured faculty development to increase the knowledge of and skills to deliver a technology rich program.

Extended Abstract

Presentation Description and Goals: This presentation will focus upon the degree to which faculty use data to inform their instructional practices and the degree to which sustained faculty development impact instructional practices.

Practical application:
Review impact of shared data on instructional practices
Review evidence of impact of faculty development

Context: The University of La Verne's undergraduate teacher education program had evolved inconsistently when including technology rich content and at the same time, discrepancies between faculty skills to model exceptional use of technology created an uneven experience for aspiring teachers. Through a cooperative grant partnership with a local community college, Preparing Tomorrow's Teachers Today Through Technology (PT5), 5 year funding supports faculty development and course redesign of the complete program. The program chair and Associate Director of Instructional Design will share the implementation process and lessons learned.

Problem: As data reveals an increased use of technology by students (ECAR, 2012, 2013), faculty must respond to the demand for technology rich courses. To that end, faculty must make decisions based on the demands of their students. Data driven decisions become necessary to keep up with the emerging technology used by students. Data analytics provides a model for educators to continually improve their teaching and learning (Long & Siemens, 2011) and provides an opportunity to self-reflect on their own discrepancies in skills.
The explosion of student use of technologies provides rich opportunity to capture activity and learner-produced data. These data provide insight into what is happening in the student learning process and allows for faculty to make curricular and design improvements. (Long and Siemans, 2011) However, it is not practical to rely on the data themselves to make improvements. The interpretation of this evidence is most meaningful when a variety of individuals understand and decipher this data. (Goren, 2012)
Improvement and changes made to curriculum and course design in response to this data is in direct correlation to the skill set of faculty and their use of technology. Sustained faculty development will be required to ensure that their knowledge and skills are at the optimal level to deliver technology rich courses.

Attendees will review multiple data sources used in a mixed methods study of faculty development and course redesign.
Methods, techniques, and modes of inquiry.
For this study, a mixed-methods approach was used, both qualitative and quantitative in design. "Mixed methods research is the type of research in which a researcher or team of researchers combines elements of qualitative and quantitative research approaches for the purpose of breadth and depth of understanding and corroboration (Johnson et al as cited in Creswell & Clark, 2011, p. 4). Participants were faculty in the undergraduate Liberal Studies Teacher Education degree program. Data were collected through a variety of instruments as well as a focus group. Participants came from the central campus and from four satellite locations of the University of La Verne.

• Course evaluations
• Course outcome surveys
• ECAR Student and Faculty Studies
• La Verne Faculty Use of Data instrument
• Project Tomorrow: Speak Up Aspiring Teachers survey
• Liberal Studies Lead Faculty Focus Group

Participants reviewed data from course level evaluations, separate post-course student learning outcome surveys, university-wide ECAR Student Survey (2012, 2013, 2014), and Project Tomorrow: Speak Up Aspiring Teachers data (2013, 2014). Subsequently, Liberal Studies program faculty completed a survey asking the degree to which the data influenced course design, instructional approaches and teaching practices on a five point Likert scale. Additionally, the survey asked faculty the degree to which ongoing faculty development events influenced course design, instructional approaches, and teaching practices. This survey data provided assistance in developing the questions for a focus group during the Spring 2014.

Focus group:
A focus group will conducted which invites the participants to discuss the degree to which data and ongoing faculty development events influenced course design, instructional approaches, and teaching practices.

Based on our initial findings during PT5 Years 1 & 2 of grant implementation, we have found that infusing data into faculty development increases course level curricular and design improvements as well as improvement to instructional approaches and teaching practices. Further results will be discussed as we review PT5 Year 3 data and aggregate focus group responses in Spring ‘14.

Lead Presenter

Nori has been a successful educator and administrator for over 25 years. She has held variety of positions across public education and higher education.
Nori currently oversees a Title V grant, Preparing Tomorrow's Teachers Today Through Technology (PT5). This cooperative grant includes an initiative to redesign the University of La Verne's Liberal Studies Program. Her dual role on this grant is to both act as the grant activity director and to oversee the development of an instructional design service for faculty.
Nori also teaches as an Adjunct Professor in the College of Education and Organizational Leadership. She has designed and taught a 4-course certificate program; New Learning Technology Certificate to prepare future educators to design and teach online courses. She acted as Lead Instructor for a separate credential course, New Learning Technology. She designed the course to be taught face to face and fully online both synchronously and asynchronously. She is currently collecting student perception data of synchronous course delivery and the effectiveness of group activities in supporting students to achieve the course learning outcomes.