Conference

Notes from Leveling Up Faculty Learning #eli2015

Notes from “Leveling Up Faculty Learning” presented by Jessica Levene of Volusia County Schools and Cat Flippen of Georgia Gwinnett College, at the 2015 ELI Annual Meeting. Resources available at http://goo.gl/JTnHA4

This was a GREAT, high-energy session!

Used Roger’s Diffusion of Innovation to decide where they wanted to be and how to get there

Planning at the Macro Level

  1. Agenda setting
  2. Matching
  3. Redefining/restructuring
  4. Clarifying
  5. Routinizing

Implementing at the Micro Level

Individuals within the organization make a decision to adopt the innovation

  1. Knowledge
  2. Persuasion
  3. Decision
  4. Implementation
  5. Confirmation

Mapping Instructional Design to Diffusion of Innovation

Great illustration, collegially stolen from their slide deck

Adopter Categories

Used as a learner analysis to guide multiple entry points and levels of PD, and to guide faculty through growth

  1. Innovators – 2.5%
  2. Early Adopters – 13.5%
  3. Early Majority – 34%
  4. Late Majority – 34%
  5. Laggards – 16%

Gamify PD

How to hit people at different levels?

  • Don’t use the word game – focus on the mechanics and motivation
  • Extrinsic Motivation – Fiero
    • Motivated to perform a behavior or engage in an activitoy to earn a reward or avoid punishment
  • Intrinsic Motivation – Flow
    • Engaging in behavior because it is personally rewarding

Game mechanics

  • Extrinsic
    • Progress (points/completion)
    • Social (leaderboard/recognitions)
    • Growth (levels or badges)
  • Intrinsic – driving factor
    • Progress (goal-making, interest / knowledge)
    • Social (cooperation / collaboration)
    • Growth – via failure (feedback / cyclical)

Initial PD design

  • Allow for multiple entry points to build their own process through the PD
  • Sustain PD with multiple groups and help them move between levels

Mechanic Group 1: Progress

  • Establish goals with faculty input
  • Gauge what they know, what they want to know, and what they need to know
  • Offer introductory sessions in many formats (completion)
  • Align low-level reward opportunities (pointsification)
    • Food, coffee
    • networking
    • support for research
    • instant deliverables

Mechanic Group 2: Growth

  • Use variances of knowledge to form initial entry points (levels)
  • Use a means to track progress (badges)
  • Establish multiple means of assessment
    • Low stakes formative
    • Anonymous surveys
    • Incorporate effective assessment and evaluation into learning
    • Participation in Scholarship of Teaching and Learning

Mechanic Group 3: Social

  • Build a guild! Create a faculty learning communities (collaboration)
  • Require and support multi-authored research for innovation (cooperation)
  • Provide an open means fo anonymous mixed data to illustrate progress, growth, and involvement (leaderboards)
    • Disseminate anonymous aggregate data
  • Use a way for faculty to share their accomplishments
    • Certificates, documentation for evaluations
    • Newsletters, articles, etc.
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