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​td06 1/29/2010 16:36:47

General Session - Conference Presentation Only (no formal paper)

//Sarah Springer, Monterey Institute of International Studies, Monterey, California, USA, sarah.springer@miis.edu// //Kathleen Bailey, Monterey Institute of International Studies, Monterey, California, kbailey@miis.edu//
 * Old Dogs, New Tricks: A Five-year Retrospective of a Senior Faculty Member's Learning Experiences (Interactive Forum)**

Becoming a novice teacher by moving into the online environment after 30 years of successful face-to-face, post-secondary teaching is both difficult and uncommon. In this session, we will present a case study that examines one full professor's transition from a total rejection of online teaching, through healthy skepticism, to a voluntary commitment to teach selected courses exclusively in an online environment. Perspectives from both the senior faculty member (a teacher educator) and her Teaching & Learning Collaborative colleague will be supplemented by a third set of voices – those of the students – via representative materials from the course itself (digital media artifacts, asynchronous Moodle interactions, synchronous Elluminate sessions) and from end-of-course reflections.

The case will be used as a springboard for a series of interactive discussions that consider the following: 1) How does a professor experienced in face-to-face teaching transition into hybrid and online teaching? And what are the stages of development? 2) What sources of scaffolding and support create an environment conducive to risk-taking and experimentation in such a context? 3) What is the interplay between attention to mode of delivery and focus on student learning? 4) What shifts in perspective occur, starting with seeking to reproduce face-to-face classroom dynamics, to recognizing, internalizing and capitalizing on the unique affordances inherent in each environment? 5) What are the implications of this case study for faculty development?

Novice reflection collaboration faculty development