Sponsor Videos

Software Secure

Keypath Education

Conference News

LinkedIn FaceBook YouTube GooglePlus www.instagram.com/onlinelearningconsortium


Download the Mobile App
IOS  |  Android
OLC Mobile App

Make your travel arrangements

Yoga with Jan

Add to my registration


American Higher Education in Crises book cover

Join keynote speaker Goldie Blumenstyk for a book signing.

Books are available for pre-purchase for $16.95 (+tax). 
Read more

Conference Program now posted! This year's line-up includes:


OLC Excellence and Effective Practice Award Recipients Announced


Add/remove sessions from the Program Listing on the website or in the mobile app to create a list of sessions you want to attend!

My Schedule

Join Keynoters Goldie Blumenstyck (Chronicle of Higher Education) and Phil Hill and Michael Feldstein (MindWires Consulting)

BYOD to learn, explore, and share knowledge within this lab environment

Test Kitchen

Save the Dates

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

Learn Through Practice: A Hands-on Approach to Train Faculty to Develop Online and Hybrid Courses

Marianne S. Castano Bishop (Indiana University South Bend, USA)
Raman Adaikkalavan (Indiana University South Bend, USA)
Amy Pawlosky (Indiana University South Bend, USA)
Session Information
October 15, 2015 - 10:15am
Faculty and Professional Development & Support
Major Emphasis of Presentation: 
Practical Application
Institutional Level: 
Multiple Levels
Audience Level: 
Session Type: 
Information Session
Northern Hemisphere E4
Session Duration: 
45 Minutes
Concurrent Session 6

This hands-on online course development seminar for faculty has yielded huge gains for those who have applied instructional design strategies using several best practices.

Extended Abstract

Presentation Description and Goals:

Faculty who will be teaching online and hybrid courses at Indiana University South Bend (IU South Bend) have the opportunity to participate in an 8-week blended seminar conducted by the Center for Distance Education (CDE). The main goal of the seminar is to provide faculty hands-on experience while developing online or hybrid course content using a set of resources to guide them as they design course template or teaching module. These resources consist of theoretical frameworks, international standards and rubrics, and instructional design models. The intent of the seminar is to have faculty as students in the course so that they situate themselves in the shoes of students to better understand and appreciate student perceptions and difficulties they could encounter in an online or hybrid course. This presentation includes a discussion of how this seminar came to fruition, how it was designed and facilitated, and highlights of its effectiveness.

Initially the CDE offered a 13-week seminar that introduced various instructional design theories and applications as well as technological tools used for developing and teaching online and hybrid courses. After a formative assessment of this course was conducted with participants, a majority of them found the seminar too long and highly theoretical as they were being exposed to various instructional design models. Some faculty felt a disconnect between what they have already been doing in their courses to what was expected of them. These and other participants' responses informed the redesign of the 8-week hybrid course development seminar. New members of the CDE staff developed the revised seminar from scratch, retaining very little of the original resources.

The revised seminar was designed to have faculty work as a cohort for 8-weeks. Each of them had to design and develop a template or teaching module, e.g., week one's lecture and activities, for their online or hybrid course which they could keep refining and revising for five weeks. They could replicate this template for other classes.

The first and last week of the seminar were face-to-face meetings and the rest were conducted online. The online seminar was delivered using a learning management system. The first week was a 5-hour face-to-face meeting of the cohort which included various presentations and hands-on activities. This allowed them to get to know each other before venturing into the online sessions. Participants had several reading materials, watched lecture videos, and posted their reflections in discussion forums during the even-numbered weeks. During the odd-numbered weeks, they were developing and revising the template/teaching module as they learned more from the materials offered to them based on several topics. Developing learning objectives, strategies for student engagement, evaluation and assessment, and technological tools were some of the topics. They shared different versions of their templates with each other for feedback. The hope was that they would begin a faculty learning community with each other. During the last week the cohort met again and showcased their developed artifacts.

This seminar has been offered five times and has been tweaked every semester. Formative and summative assessment results have shown that participants found the seminar to be engaging, interactive, challenging, and information-filled. It gave them the confidence and prepared them well to develop and teach online or hybrid courses.

Providing the faculty participants with experiences similar to what their students could have while enrolled in their online or hybrid course has been beneficial to participants. There were instances when facilitators made mistakes on purpose as a teaching moment.

Instructional designers, curriculum developers, faculty support staff, and instructional strategists seeking a cost-effective and efficient approach to faculty development could benefit from this presentation. Presenters will discuss in detail the resources included in the seminar including some best practices, the format of the first and last week sessions, the activities included, some questions in the discussion forums, and strategies for facilitating the seminar.

Lead Presenter

Dr. Marianne Castano Bishop is the Director of the Center for Distance Education and the Testing and Proctoring Center at Indiana University South Bend (IUSB). Prior to this appointment, she was the Instructional Strategist at IUSBÕs University Center for Excellence in Teaching. She has held several administrative and leadership positions in higher education, particularly in distance education, research, evaluation and assessment, faculty development, student support, and technology in education. She also served as adjunct faculty in the School of Education, Psychology Department and Computer Science Department teaching undergraduate, masterÕs and doctoral students for several academic institutions while holding full-time job responsibilities. She has a doctorate in Human Development and Psychology from Harvard University and just completed her third masterÕs degree. She is also a musician, poetry writer, jewelry mobile designer, painter, and animal lover. She loves to hang out with her husband, dog and cat.