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Flip Your Boot Camp!

#Twitter: 
#flipyourbootcamp
Presenter(s)
Page Jerzak (Valencia College, USA)
Session Information
October 16, 2015 - 9:30am
Track: 
Faculty and Professional Development & Support
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Multiple Levels
Audience Level: 
Intermediate
Session Type: 
Information Session
Location: 
Northern Hemisphere D
Session Duration: 
45 Minutes
Session: 
Concurrent Session 9
Abstract

We redesigned our intensive Boot Camp for Online Learning to use flipped learning. Learn how you can too.

Extended Abstract

Goals:
By the end of the presentation, participants will:
- See how data drove the need for a redesign of our intensive Boot Camp preparation course
- Visualize how Valencia College redesigned their Boot Camp course using a flipped model
- Take a quick course tour of the redesigned course and view artifacts
- Create a plan to redesign using the flipped model
Description:
Many faculty development programs include accelerated or intensified development experiences in order to prepare faculty. These experiences can include courses, one-on-one consultations, workshops, and more. At Valencia College, an intensive course called Boot Camp for Online Instruction was developed to help begin the preparation of online faculty. This course ran 15 hours across three days, with additional time spent online for development; completing the course earned faculty members a total of 20 professional development hours. The course was facilitated by experienced online faculty members and instructional designers. The hybrid format of the course allowed for face-to-face interactions, presentations by the facilitators, course building sessions, online assignment uploads, and multiple chances to ask questions both in-person and online. Faculty members were expected to create an introductory or "start here" module as well as their first module of content. The hope was that these modules would then guide the faculty members in building the rest of their courses. Faculty members also had continuous access to instructional designers throughout the course and in our Centers for Teaching/Learning Innovation to help them with additional construction and course completion.
While Boot Camp was beneficial for some faculty, others found the pace too demanding and could not develop the modules in time. A close examination of the course evaluations and informal talks with faculty members yielded a clear issue faculty members could not absorb the information and build everything necessary in the accelerated time frame. Thus a redesign was initiated in order to improve the information flow in the course, help faculty complete the "start here" and content modules, and improve faculty satisfaction. The redesign included pairing each faculty member with an instructional designer and an experienced faculty facilitator to help guide them through the course construction process. The overall timeline for the course was moved from 2-3 weeks to 6 weeks in order to allow for more processing and solving of issues. A flipped learning model was used in order to move content online and have faculty use the face-to-face sessions for course building and problem solving. Weeks 1, 3, and 5 would now be completed online so that faculty could view interactive presentations and develop strengths in the learning management system. Weeks 2, 4, and 6 now contained the face-to-face sessions wherein faculty members could build components, work one-on-one with their facilitators, and use any needed college-supported software they may not have access to outside of the college. Weekly short surveys were created and given to faculty members in order to gauge their learning, pace of the course, and to see what additional issues they experienced with the new format. A final course survey was also created to see faculty members' overall experiences and suggestions for future changes. Informal feedback was also gathered from the facilitators. Results indicated that using the new flipped model improved faculty experiences and allowed them to build necessary modules for their courses.
In this presentation, participants will see the data used to make the Boot Camp revisions. They will view the previous and redesigned Boot Camp outlines for comparison. Participants will then be walked through the revision process and how flipped learning was incorporated. They will be shown a redesigned Boot Camp in order to fully witness the new changes. Finally, participants will be asked to consider this model for their own faculty development courses or experiences, and to create a plan to implement flipped learning in their faculty development curricula.

Lead Presenter

I hold a Bachelor’s Degree in Psychology (UNC-Asheville) and a Master’s Degree in Academic / Experimental Psychology (East Carolina University). I completed a doctoral program at Syracuse University in Social Psychology (ending in my ABD) and then began full-time teaching at the university level in Psychology with appointments at Trinity University, Indiana University-East, and Nova Southeastern University. Having taught face-to-face, hybrid, and online courses, I developed skills in instructional design, assessment, curriculum and program development, and using technology. I have also served as a statistician and researcher for my own and others’ work—producing three publications and sixteen conference presentations. I was an Instructional Designer and the Assistant Director of Instructional Design at Florida Atlantic University before coming to Valencia. I am also a certified peer reviewer for Quality Matters and a certified Master Online Teacher from the Illinois Online Network (run by the University of Illinois). I am a recent graduate of the Institute for Emerging Leaders in Online Learning—a program run by the Online Learning Consortium and the Pennsylvania State University which develops and connects leaders in online learning. Currently I am the Associate Director of Online Teaching and Learning, and I oversee the Digital Professor Certificate Program and Online Teaching and Learning professional development courses. I am also working on multiple online work teams to help increase online student success.