TRANSITION OF CLASSES FOR A FLEXIBLE ENVIRONMENT
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Table 3 Central Plan for Change: Barriers and Supporters
Key Players
The rationale for including a process to change They claimed that the faculty did not have sufficient technical skills and how to teach online.
Potential ways to leverage support The team felt that the workshops were significant and that it wouldn’t help to drop the workshops. The team did not feel that the faculty were ready to move to higher-level skills or subjects. Plan to change- Have workshop evaluations of the skill levels of the faculty members. Provide the support that the faculty members need and be available to answer questions of the faculty members, who are in the workshop. Take interest in the faculty members’ needs by providing PowerPoint presentations and a question & answer session about pieces of training Update the Provost about positive training results. Ways to gain the support needed- 1) Ask for a complete online training module that is time flexible, which really does show what to do in order to create an online class, 2) Ask for an online chat or a hotline from IT to answer questions
Team of Educational Technologists and the IT Department
Faculty Members
The faculty members wanted extra support and encouragement from the administration. The faculty members needed to visible support resources that they could use, at their fingertips, for the “know- hows,” to convert main courses to online courses.
Adapted from Training Ain’t Performance, pg. 30 by Stolovitch, H.D. &Keeps, E.J.(2004). Alexandria, VA: ASTD Press
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