This webinar is part of our OLC Innovate 2021 Best-in-Track (Blended Teaching and Learning) summer webinar series!
The most significant investment educational institutions invest in to support online teaching is the Learning Management System (LMS). Yet, for all the investment, the use of LMS features is inconsistent among faculty and the degree of integration with modern learning theories is small. As the need for remote/online teaching rises because of the COVID crisis, academic administrators require their faculty to structure and organize their course content effectively on their LMS and maintain the quality, social responsibility, and branding of their institutions. The challenge to administrators is essentially how to increase the value of an LMS investment by increasing faculty usage of the LMS in a manner that is beneficial to optimizing student learning. The challenge also is how to provide a design framework for faculty development that is both relevant to what the faculty teaches and that is scalable. Based on a needs analysis from a Design Research Project to increase faculty technology use, the most important factor related to faculty improper use of LMS was how to merge technology with their content and pedagogy. Therefore, I recommend a faculty development practice for effective use of LMS using the TPACK Model (Technological Pedagogical and Content Knowledge). The training approach uses the 3 pieces of the TPACK model (Technology, Pedagogy and Content) to develop asynchronous modules, perform workshops, and develop instructional materials.
In this webinar, I share how to apply the TPACK Model to help faculty use LMS effectively and I also share data on a successful faculty development program that took place at Southern California University of Health Sciences during Fall 2020 using this approach. This institution-wide program was an effort to help faculty design and build high-quality online courses by making effective use of the LMS.