The document summarizes Mariann Hawken's presentation about Bowie State University's LOTTO Institute for training faculty in online course development. It describes how earlier training efforts had limited success, so BSU designed the LOTTO Institute as a week-long summer program to provide hands-on training, resources, and support to faculty. Evaluation found the Institute increased the number of faculty-developed online and hybrid courses. Lessons learned included assessing faculty needs, involving faculty in planning, securing stable funding, allowing hands-on time, and assessing program outcomes.

1. #BbWorld14#BbWorld14
Winning the LOTTO
The Ticket to Success in Supporting
Faculty Online Course Development
Mariann Hawken
July 16, 2014

2. #BbWorld14
Presenter: Mariann Hawken
Instructional
Technology
Specialist
(July 7th - now)
Instructional
Technologist
(Sept ‘07 – July ‘14)

3. #BbWorld14
Relevance to participants/guests
Lessons
learned can
be taken
back to your
institution
An instructional
designer working
with faculty new to
online course
development
A faculty member
interested in the
process and best
practices in online
course
development
A trainer
supporting faculty
at a university just
getting started in
online course
development
An administrator
interested in
starting an online
program

4. #BbWorld14
Institutional Background: Bowie State University
• Oldest HBC in Maryland
• Centrally located between
DC, Baltimore, and Annapolis
• Approximately 5600 students
and 200 FT faculty
– 25 undergraduate majors
– 19 master’s degree programs
– 2 doctoral programs
– 9 advanced certificate programs

5. #BbWorld14
Defining the Need - External
• Online education is more likely to be considered as
necessary for survival by public institutions & distance
education enrollment is growing very fast. (Sloan-C, 2010)
• Distance education provides positive alternatives to the
rapidly growing population of non-traditional students.
(Folkers, 2005)
• However, a “critical mass of adopters is needed to
convince the majority of other teachers of the utility of the
technology.” (Baltaci-Goktalay & Ocak, 2006)

6. #BbWorld14
Defining the Need - Internal
• Loss of enrollment
– African-Americans comprise 30% of enrollment at BSU’s
sister institution, UMUC (primarily online).
• Lack of facilities
– BSU residence halls can only house 1400 students.
– Classroom space cannot accommodate more evening
programs.

7. #BbWorld14
Defining the Need - Internal
• About 1200 sections offered per semester
– 90% of students want online access
– 74% of faculty want to teach online/hybrid

8. #BbWorld14
Further challenges…
• Any instructor could offer an online or hybrid
course
• However…
– No department approval or awareness
– No development required
– No evaluation before/during/after
– No training required

9. #BbWorld14
Fully developed
• Robust, full of content & assessments
Partially developed
• Pieces here and there
Absolute chaos
• All over the place, no organization, rhyme or reason
Nothing at all
What we saw
over 10
years in
“online” and
“hybrid”
courses…

10. #BbWorld14
BSU’s approach
Quality
Distance
Education
Policy
Course
Development
& Review
Faculty
Training

11. #BbWorld14
Distance education policy
Definitions
Organization &
Management
Types of Instruction
& Learning
Processes
Planning &
Development
Training
Marketing
Curriculum &
Instruction
Delivery
Evaluation
Administrative
Provisions
Copyright
Intellectual Property

12. #BbWorld14
Course development & review
Complete intent to teach
an online/hybrid course
Obtain training
* 12 workshops (or)
* Summer institute
Course development
• Allow one full semester
Course Review
• Revise course, if recommended
by peer review process
•QM vs. ECP
Deliver course
Revise course
• Unanticipated technical errors
• Curricular/instructional needs

13. #BbWorld14
Examples of previous training

14. #BbWorld14
Trainers
• Center for Excellence in Teaching & Learning
– Consultants
– Faculty
• Information Technology
– Consultants
– Staff
Typically focused
on aspects of
teaching &
learning, but not
necessarily
involves tech &
TL
Previously
focused on wide-
range of
functional topics,
later only LMS &
academic tech
tools

15. #BbWorld14
Summer Institute v1
• 2 weeks, delivered 2003
– 20 faculty participants
• Social Work
• Education Leadership
• Teacher Education
• Nursing
– 1 facilitator, 2 faculty trainers, 2 staff trainers
• Sponsored by Center for Excellence in Teaching & Learning
with support from Office of Information Technology

16. #BbWorld14
Impact of effort
• Faculty paid $2,500 each (via grant)
– However, none were required to provide a final product.
• Within 5 years:
– Only 3 participant produced an online/hybrid course
– 2 participants resigned & 2 retired
– The rest produced nothing

17. #BbWorld14
Observations
• Subsequent training efforts had limited reach
– Faculty development institute planned twice a year
• Only 1.5 days each time
• Limited schedule due to other required components
– No centralized theme or direction
– Lack of DE policy provided no structure for requiring training for online
course development
– Faculty demand fluctuated as much as their attendance at weekly
workshops

18. #BbWorld14
Further challenges
Central place
to work
Central staff
support
Technical
resources
Peer
networking
limited/
unavailable
to
faculty
Pagliari, Batts & McFadden (2009)
Brown, Benson & Uhde (2004)

19. #BbWorld14
Time to Reboot

20. #BbWorld14
Survey of faculty needs
45% cited
need for
training
69% cited
lack of time
for course
development
70% wanted
a lab
experience
72% wanted
a week-long
institute

21. #BbWorld14
Meeting faculty needs
Training
Support
Resources

22. #BbWorld1422
LOTTO Institute
Learning Online Teaching with Technology Online

23. #BbWorld14
LOTTO Institute
• Modeled after 2003 effort in concept
– Time reduced to 1 week to accommodate faculty schedules/vacations
– Planned for 1st week in June
• Lack of funding eliminated faculty stipends
– However, we could provide meals
• Faculty identified and directly invited (year 1)
– Years 2-5: open invitation to apply
– 75+ faculty and 3 librarians participated
• AVP for GenEd Assessment also attended
• Organized by theme/purpose per day

24. #BbWorld14
Technical Pedagogy
Finding the right balance

25. #BbWorld14
Faculty Incentive
• Breakfast, lunch & beverages each day
• Fellowship & peer networking
• Workshops & tutorials
• Documentation & videos
• Personalized support
• Guest speakers

26. #BbWorld14
Guest Speakers / Topics

27. #BbWorld14
LOTTO Institute v2

28. #BbWorld14

29. #BbWorld14

30. #BbWorld14

31. #BbWorld14

32. #BbWorld14
Day 1: Getting Started
• Focus:
– Getting started
• Readiness check
• Bb profile & dashboard set-up
– Evolution of course design/development
– Understanding the context of teaching in
the online or hybrid environment
– Understanding students
– Planning the course organization
• Conversation with Provost:
– Gives faculty participants some time to
chat about ideas, issues, concerns, etc.
when teaching with technology

33. #BbWorld14
Day 2: Design & Content
• Focus:
– Blackboard Content Creation & Management
– Copyright & Fair Use
– xpLor
– Finding & Creating Learning Objects
– Creating & Managing Multimedia
• Hands-on Time:
– Faculty practice with tools
– Apply what they’ve learned
– Ask follow-up questions
– Allow for overflow

34. #BbWorld14
Day 3: Interaction & Engagement
• Focus:
– Blackboard communication tools
• Discussion boards
• Announcements
• Mail vs. messages
• Blogs, journals & wikis
• Qwickly building block (goqwickly.com)
– Retention & outreach tools
• Starfish
• Bb Retention Center
– Bb Collaborate
– Information Literacy workshop
– Mobile learning
– Web 2.0 tools

35. #BbWorld14
Day 4: Assessment
• Focus:
– Blackboard assignments & assessments
– University Testing Services
– Best practices for building tests
– Developing rubrics for authentic assessment
– Grading & the grade center
• Rubrics
• Inline grading
– Competency based learning
– Achievements

36. #BbWorld14
Day 5: Learner/Course Support
• Focus:
– Course reports
– Enterprise surveys
– Plagiarism & academic honesty
– Exemplary Course Walk-Through
– DE policy
– Process to develop online/hybrid course
– Course review process
• QM vs. ECP

37. #BbWorld14
Impact of LOTTO
• 12 faculty trained in 2010
– 10 courses developed, designed or redesigned as online or hybrid
• 11 faculty trained in 2011
– 9 courses developed, designed or redesigned as online or hybrid
• 18 faculty trained in 2012
– 12 courses developed, designed or redesigned as online or hybrid
• 22 faculty trained in 2013
– 16 courses developed, designed or redesigned as online or hybrid
• 14 faculty trained in 2014
– TBD

38. #BbWorld14
Evaluating LOTTO
• Daily feedback requests
– Survey Monkey
– Anonymous
– Linked in Blackboard
– Emailed to faculty
• End of program survey
38

39. #BbWorld1439
2012

40. #BbWorld1440
2013

41. #BbWorld1441
2014

42. #BbWorld14
Faculty Feedback
• I enjoyed working with colleagues from across the university. We
formed a highly effected learning community this week.
• What I liked best were the presenters' knowledge. They were not
teaching from a text nor had to go back and forth to refer to any
such object. I also liked the hands-on aspects, although I believe
there was not enough of that during the sessions themselves.
• The training was great! It was nice to have different guest
speakers to provide more variety. All of the presenters were very
knowledgeable and passionate about their topics.
• I enjoyed working with faculty and staff from other departments and
the collaborative spirit of idea sharing that developed.
42

43. #BbWorld14
Faculty Feedback
• This was an excellent training. Not only can you use this
information for online instruction, you can also use the
materials for face to face/hybrid instruction. I am looking
forward to going into all of my courses and revamping them.
• Great session. Should be mandatory for all faculty.
Assessment tools and integration into Blackboard system are
critical to increase student outcomes.
• The lab was practically standing room only, but it worked!
• I enjoyed most being exposed to so many different ideas
about how to teach class differently.
43

44. #BbWorld14
Faculty Feedback
• Agenda is very professionally done. Links to Blackboard menu
items and making the material available after the class is
over is such a great asset. The PM-5 /AM-15 type of tagging
menu items was informative way of organizing the
presentations.
• I thoroughly enjoyed the LOTTO Institute. I particularly
benefited from the step by step guidance for navigating Bb,
practical tips for preparing to teach online and the awesome
demonstrations of cool online resources to enhance your
courses. I also appreciated the opportunity to interact with
other faculty across disciplines. Did I mention the great and
filling menu?
44

45. #BbWorld14
Post-LOTTO Support
• Weekly training schedule
• Weekly walk-in clinics
– Every Wednesday afternoon
– Open to all faculty
• Office visits by appointment
• Email

46. #BbWorld14
Lessons Learned
46

47. #BbWorld14
Lessons Learned: Assessing Needs
• Determine the knowledge gaps that exist among faculty.
– Design, development, implementation and evaluation of online courses
• What do faculty think they know about building online/hybrid courses?
• What do they really know?
• What should they know?
– Technical – Basic, Intermediate, Advanced
• What do they faculty think they know?
• Anecdotal evidence: What is my/your experience working with them and
observing/helping them use technology?
– Pedagogy – Online/Digital Context
• Have they ever taken an online/hybrid course before planning to teach?
• How do they currently use technology for teaching?

48. #BbWorld14
Lessons Learned: Program Design
• Involve faculty with planning and delivering the institute.
– Is there a faculty development unit?
– A faculty advisory board/team for faculty development?
LOTTO
Staff Trainer:
Mariann Hawken
Faculty Trainer:
Dr. Katrina
Kardiasmenos
Consistent guest speakers:
• Dr. Becky Verzinski, AVP for GenEd Assessment
• Dr. Vicky Mosley, Coordinator of Testing
Services
• Monica Luciano, Staff Librarian for Acquisitions
Sponsors:
• OPAA
• CETL
A team-training experience at BSU

49. #BbWorld14
Lessons Learned: Funding
• Weigh the pros/cons of funding
– Who pays? Annual budget vs. find the funds?
• Stable amount vs. flexible amount
• How does the amount impact the budget?
– Faculty stipends
• Will there be requirements to receive payment?
– Guest speakers
– Meals

50. #BbWorld14
• Allow time to plan the schedule
• Avoid scheduling too much
• Prep activities
• Build in hands-on & flex time
• Plan for contingencies
Lessons Learned: Content/Schedule

51. #BbWorld14
• Outcome Measures
– How will you evaluate the effectiveness of the program?
• Short-term vs. Long-term
Lessons Learned: Program Assessment

52. #BbWorld14
Questions?
• Mariann Hawken
– Instructional Technology
Specialist
• University of Maryland
Baltimore County
– Formerly of Bowie State
University
• mariannhawken@umbc.edu
– @marihawk
52
• Please provide feedback for this
session:
1) Select “Schedule” icon in
BbWorld14 Mobile App
2) Find Winning the LOTTO
3) Click “Tap here to take a survey.”