June 2003 — Features
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Removing Barriers to Professional Development
Central to the model is a technology facilitator who provides decision-making support to assist instructors in determining why they want to go online, what it is they want to achieve, and what options are feasible given the supports and constraints within their immediate working context.Stage 1: Planning Phase
Overview. Careful planning is essential to an effective project. The planning phase considers all of the tasks that should be completed before course development begins. In this stage, the stakeholders establish a common understanding of expectations for online course development and the development process. Stakeholders define priorities, timelines, work roles and responsibilities, and compensation. The technology facilitator's role during the planning phase is to help all stakeholders determine why and when education material is put online.
Procedures and activities. The technology facilitator should meet with instructors, program chairs and other stakeholders as required to reach a common understanding about: the purpose or goals of putting material online; whether the course is completely online or supplements other material; timelines; contract expectations; the support required from other team members; funding arrangements if required; terminology; and professional development expectations.
Stage 2: Course and Instructor Assessment
Overview. During this stage, the technology facilitator helps the instructor assess his or her awareness, attitudes, values and philosophy of education. In online education, the instructor is no longer the main source of information. Instead, the instructor becomes a facilitator and a discussion leader. The instructor guides students to a variety of information sources and designs learning activities, questions and feedback that allow students to develop problem-solving, decision-making and critical-thinking skills (Bates 2000; Berge 1995; Hiltz and Benbunan-Fich 1997; Kearsley 1998).
Consistent with the view of instructor as facilitator, the purpose of this assessment is to ensure a focus on "what students are to accomplish," rather than "what the instructor will do." While the discussion may not change underlying beliefs and the philosophy of education, it can help instructors expand their ideas. The technology facilitator can explore online learning activities that help students meet outcomes and allow the instructor to become a facilitator. In this, and subsequent stages, it is important for the technology facilitator to be aware that instructors, like students, have varying styles of learning. Professional development activities must match different learning styles if we are to promote the adoption of new technology.
Procedures and activities. The support that instructors might begin to access in this phase includes:
