judith slapak-barski - Academia.edu (original) (raw)
Papers by judith slapak-barski
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 27, 2014
This paper considers three common approaches, or faculty development models, depending on teachin... more This paper considers three common approaches, or faculty development models, depending on teaching delivery (face-to-face, hybrid, and distance delivery). It also describes the support strategies that succeed with these models. The paper proposes faculty development occurs in a sequence from face-to-face support to distance delivery. The paper develops these models based on three variables: faculty expertise, the timeplace dimension, and the Faculty/Designer ratio. Finally the article describes support strategies to meet the needs of varying Faculty/Designer scenarios.
The Quarterly Review of Distance Education, 2014
The faculty of a large southeastern university were brought together to form a "community of facu... more The faculty of a large southeastern university were brought together to form a "community of faculty." With support from a federal grant we set out to build what came to be called the Faculty Toolbox. This website serves as a public repository that brought together the faculty to share and contribute to its library of shared resources. In doing so we developed a faculty development process and trained faculty to work together to improve their technology skills to produce open educational resources (OERs), to be used in our online and campus-based courses.
Experiential Learning and Teaching in Higher Education, Sep 1, 2022
None provided
At NSU, Experiential Education has led the way to real-world learning experiences through its Fir... more At NSU, Experiential Education has led the way to real-world learning experiences through its FirstYear Experience course. The initiative combined NSEE\u27s 8 Principles with instructor development best practices to implement web-enhanced and technology-rich strategies for truly integrated learning environments. Instructor development sessions combined pedagogical approaches with instructional technologies to advance course design and delivery. Support structures from university leadership were combined with existing resources to avoid the need for additional expense
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 21, 2013
At NSU, Experiential Education has led the way to real-world learning experiences through its Fir... more At NSU, Experiential Education has led the way to real-world learning experiences through its FirstYear Experience course. The initiative combined NSEE\u27s 8 Principles with instructor development best practices to implement web-enhanced and technology-rich strategies for truly integrated learning environments. Instructor development sessions combined pedagogical approaches with instructional technologies to advance course design and delivery. Support structures from university leadership were combined with existing resources to avoid the need for additional expense
Experiential Learning and Teaching in Higher Education
None provided
At NSU, Experiential Education has led the way to real-world learning experiences through its Fir... more At NSU, Experiential Education has led the way to real-world learning experiences through its FirstYear Experience course. The initiative combined NSEE\u27s 8 Principles with instructor development best practices to implement web-enhanced and technology-rich strategies for truly integrated learning environments. Instructor development sessions combined pedagogical approaches with instructional technologies to advance course design and delivery. Support structures from university leadership were combined with existing resources to avoid the need for additional expense
In this session, participants will learn to employ various strategies to implement teaching prese... more In this session, participants will learn to employ various strategies to implement teaching presence. They will become familiar with techniques for structuring and organizing course learning activities, including backward design strategies, and they will take away specific tips and tricks to implement at the “Design and Organization”, “Facilitation” and “Direct Instruction” levels. In effective distance education environments, the focus should be on the interaction between e-learning technologies and educational practice. Since distance education courses typically lack the sensory signals and interaction afforded by face-to-face classrooms, instructors should aim at establish teaching presence in distance education courses. According to Anderson (2008), teaching presence refers to the instructor’s leadership and facilitation, which leads to students achieving “meaningful understanding” through interaction and collaboration
Faculty and Student Perceptions of Teaching Presence in Distance Education Courses: A Mixed Methods Examination, Aug 31, 2017
This applied dissertation was designed to provide deeper insight to current knowledge about estab... more This applied dissertation was designed to provide deeper insight to current knowledge about establishing teaching presence (TP) in online courses. Distance education environments are considered more convenient than traditional learning environments, as they provide more opportunities for learning that occurs in various settings. In distance education environments, effective learning should focus on the interaction between e-learning technologies and educational practice in higher education. Online courses are typically devoid of the visual cues and interaction of the traditional classroom. Online learners may experience an isolation effect as a result of learning in the perceived absence of their peers and instructor. Feelings of isolation experienced by distant students are grounded in Moore’s transactional distance (TD) theory. The concept of distance in online education does not refer simply to geographic or temporal separation, but also to the pedagogical space between students ...
Experiential education is about engaging students in active learning. However, due to the COVID-1... more Experiential education is about engaging students in active learning. However, due to the COVID-19 Pandemic, we needed to meet emerging social-distancing needs through learning activities online in a hurry. As we strived to promote an abrupt sense of community and keep students engaged in meaningful learning activities online in the midst of an unprecedented worldwide pandemic, we became aware of our assumptions that students “just knew” how to behave appropriately in Zoom meetings. After encountering some unexpected behaviors, which were detrimental to accomplishing learning objectives, we realized that ground rules for participation in Zoom were not as obvious as we had assumed, and thus needed to be set clearly. So we designed, developed and implemented a pilot course to set clear expectations for Zoom participation, which we deployed in January 2021. The “Zoom Etiquette and Expectations: Preparing for Success course featured an introduction, content presentation, an interactive ...
After a successful 25-year program, how do you move forward in the changing landscape of higher e... more After a successful 25-year program, how do you move forward in the changing landscape of higher education? Join this session to learn about how to set up an enduring program by actively utilizing student leadership and explore how to evaluate and promote positive change.
The eight common practices highlighted in this article reflect the fascinating, hard work of many... more The eight common practices highlighted in this article reflect the fascinating, hard work of many FYE administrators and faculty who are committed to first-year students and FYE faculty success. As they designed and implemented the types of learning opportunities their faculty will need in order to be successful in their own FYE classrooms, our contributors shared the following high-impact practices have emerged from the JFD special sections on FYE faculty development: cultivate faculty buy-in; communicate the why ; build a community of learners; facilitate ongoing training; understand the student population; leverage technology; develop learning outcomes for FD; and assess FD efforts. Recognizing these eight common practices can prove effective as we work to develop and improve their existing FYE programs
As we strive to find new models of student engagement in a post-pandemic educational landscape, i... more As we strive to find new models of student engagement in a post-pandemic educational landscape, it best to build upon proven methods and best practices. This paper provides a sample blueprint for course or lesson design that can be used in face-to-face, hybrid, or online courses, so that we can teach the way students learn best. The sample lesson provided is an applied example of integrating each of the steps delineated in Gagné’s book, The Conditions of Learning, first published in 1965, identified the mental conditions for learning. These steps might be completed in one class meeting, in a whole month, or even a whole semester. It depends on the individual case
This paper considers three common approaches, or faculty development models, depending on teachin... more This paper considers three common approaches, or faculty development models, depending on teaching delivery (face-to-face, hybrid, and distance delivery). It also describes the support strategies that succeed with these models. The paper proposes faculty development occurs in a sequence from face-to-face support to distance delivery. The paper develops these models based on three variables: faculty expertise, the timeplace dimension, and the Faculty/Designer ratio. Finally the article describes support strategies to meet the needs of varying Faculty/Designer scenarios.
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 27, 2014
This paper considers three common approaches, or faculty development models, depending on teachin... more This paper considers three common approaches, or faculty development models, depending on teaching delivery (face-to-face, hybrid, and distance delivery). It also describes the support strategies that succeed with these models. The paper proposes faculty development occurs in a sequence from face-to-face support to distance delivery. The paper develops these models based on three variables: faculty expertise, the timeplace dimension, and the Faculty/Designer ratio. Finally the article describes support strategies to meet the needs of varying Faculty/Designer scenarios.
The Quarterly Review of Distance Education, 2014
The faculty of a large southeastern university were brought together to form a "community of facu... more The faculty of a large southeastern university were brought together to form a "community of faculty." With support from a federal grant we set out to build what came to be called the Faculty Toolbox. This website serves as a public repository that brought together the faculty to share and contribute to its library of shared resources. In doing so we developed a faculty development process and trained faculty to work together to improve their technology skills to produce open educational resources (OERs), to be used in our online and campus-based courses.
Experiential Learning and Teaching in Higher Education, Sep 1, 2022
None provided
At NSU, Experiential Education has led the way to real-world learning experiences through its Fir... more At NSU, Experiential Education has led the way to real-world learning experiences through its FirstYear Experience course. The initiative combined NSEE\u27s 8 Principles with instructor development best practices to implement web-enhanced and technology-rich strategies for truly integrated learning environments. Instructor development sessions combined pedagogical approaches with instructional technologies to advance course design and delivery. Support structures from university leadership were combined with existing resources to avoid the need for additional expense
E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, Oct 21, 2013
At NSU, Experiential Education has led the way to real-world learning experiences through its Fir... more At NSU, Experiential Education has led the way to real-world learning experiences through its FirstYear Experience course. The initiative combined NSEE\u27s 8 Principles with instructor development best practices to implement web-enhanced and technology-rich strategies for truly integrated learning environments. Instructor development sessions combined pedagogical approaches with instructional technologies to advance course design and delivery. Support structures from university leadership were combined with existing resources to avoid the need for additional expense
Experiential Learning and Teaching in Higher Education
None provided
At NSU, Experiential Education has led the way to real-world learning experiences through its Fir... more At NSU, Experiential Education has led the way to real-world learning experiences through its FirstYear Experience course. The initiative combined NSEE\u27s 8 Principles with instructor development best practices to implement web-enhanced and technology-rich strategies for truly integrated learning environments. Instructor development sessions combined pedagogical approaches with instructional technologies to advance course design and delivery. Support structures from university leadership were combined with existing resources to avoid the need for additional expense
In this session, participants will learn to employ various strategies to implement teaching prese... more In this session, participants will learn to employ various strategies to implement teaching presence. They will become familiar with techniques for structuring and organizing course learning activities, including backward design strategies, and they will take away specific tips and tricks to implement at the “Design and Organization”, “Facilitation” and “Direct Instruction” levels. In effective distance education environments, the focus should be on the interaction between e-learning technologies and educational practice. Since distance education courses typically lack the sensory signals and interaction afforded by face-to-face classrooms, instructors should aim at establish teaching presence in distance education courses. According to Anderson (2008), teaching presence refers to the instructor’s leadership and facilitation, which leads to students achieving “meaningful understanding” through interaction and collaboration
Faculty and Student Perceptions of Teaching Presence in Distance Education Courses: A Mixed Methods Examination, Aug 31, 2017
This applied dissertation was designed to provide deeper insight to current knowledge about estab... more This applied dissertation was designed to provide deeper insight to current knowledge about establishing teaching presence (TP) in online courses. Distance education environments are considered more convenient than traditional learning environments, as they provide more opportunities for learning that occurs in various settings. In distance education environments, effective learning should focus on the interaction between e-learning technologies and educational practice in higher education. Online courses are typically devoid of the visual cues and interaction of the traditional classroom. Online learners may experience an isolation effect as a result of learning in the perceived absence of their peers and instructor. Feelings of isolation experienced by distant students are grounded in Moore’s transactional distance (TD) theory. The concept of distance in online education does not refer simply to geographic or temporal separation, but also to the pedagogical space between students ...
Experiential education is about engaging students in active learning. However, due to the COVID-1... more Experiential education is about engaging students in active learning. However, due to the COVID-19 Pandemic, we needed to meet emerging social-distancing needs through learning activities online in a hurry. As we strived to promote an abrupt sense of community and keep students engaged in meaningful learning activities online in the midst of an unprecedented worldwide pandemic, we became aware of our assumptions that students “just knew” how to behave appropriately in Zoom meetings. After encountering some unexpected behaviors, which were detrimental to accomplishing learning objectives, we realized that ground rules for participation in Zoom were not as obvious as we had assumed, and thus needed to be set clearly. So we designed, developed and implemented a pilot course to set clear expectations for Zoom participation, which we deployed in January 2021. The “Zoom Etiquette and Expectations: Preparing for Success course featured an introduction, content presentation, an interactive ...
After a successful 25-year program, how do you move forward in the changing landscape of higher e... more After a successful 25-year program, how do you move forward in the changing landscape of higher education? Join this session to learn about how to set up an enduring program by actively utilizing student leadership and explore how to evaluate and promote positive change.
The eight common practices highlighted in this article reflect the fascinating, hard work of many... more The eight common practices highlighted in this article reflect the fascinating, hard work of many FYE administrators and faculty who are committed to first-year students and FYE faculty success. As they designed and implemented the types of learning opportunities their faculty will need in order to be successful in their own FYE classrooms, our contributors shared the following high-impact practices have emerged from the JFD special sections on FYE faculty development: cultivate faculty buy-in; communicate the why ; build a community of learners; facilitate ongoing training; understand the student population; leverage technology; develop learning outcomes for FD; and assess FD efforts. Recognizing these eight common practices can prove effective as we work to develop and improve their existing FYE programs
As we strive to find new models of student engagement in a post-pandemic educational landscape, i... more As we strive to find new models of student engagement in a post-pandemic educational landscape, it best to build upon proven methods and best practices. This paper provides a sample blueprint for course or lesson design that can be used in face-to-face, hybrid, or online courses, so that we can teach the way students learn best. The sample lesson provided is an applied example of integrating each of the steps delineated in Gagné’s book, The Conditions of Learning, first published in 1965, identified the mental conditions for learning. These steps might be completed in one class meeting, in a whole month, or even a whole semester. It depends on the individual case
This paper considers three common approaches, or faculty development models, depending on teachin... more This paper considers three common approaches, or faculty development models, depending on teaching delivery (face-to-face, hybrid, and distance delivery). It also describes the support strategies that succeed with these models. The paper proposes faculty development occurs in a sequence from face-to-face support to distance delivery. The paper develops these models based on three variables: faculty expertise, the timeplace dimension, and the Faculty/Designer ratio. Finally the article describes support strategies to meet the needs of varying Faculty/Designer scenarios.