Digital Mentorship Competency Workshop Series
During Fall 2015, Dr. Luanne Fose (Lead Instructional Designer in the CTLT) and Prof. Martin Mehl (Communication Studies) conducted a pilot to evaluate improvement in faculty grading efficiency and assessment by means of asynchronous oral feedback to students through video screencasting techniques. We were especially interested in how this approach would affect student perception of faculty approachability. Our survey data concluded that such an approach positively affected students’ perception of constructive criticism through this one-on-one process while providing the added value of instructor transparency and personally-focused mentoring. An added bonus is that faculty reported saving time with this method of assessment after they became familiar with it.
The Fose/Mehl research has resulted in an award-winning six-part series for “Effective Practice” - The Digital Academic Revolution: Digital Mentorship Competency - published in 2016-2017 through the Online Learning Consortium Research Center for Digital Learning & Leadership.
Faculty who are interested in learning the technological/pedagogical strategies for digital mentorship are invited to join the CTLT Digital Mentorship Competency Workshop Series facilitated by Dr. Luanne Fose during Fall 2017. This 6-session series will focus on digital video feedback assessment via screencasting. Faculty participants will also receive instruction in screencasting basics for the online, hybrid, and flipped classroom using the software, Screencast-O-Matic.
A $200 stipend is available to those instructors who complete this workshop series by implementing digital video assessments on at least one class assignment during the quarter, submitting one brief (less than 5 minutes) screencast, submitting a reflective statement documenting the experience, and achieving a course score of 80% or better. This stipend is funded by the CSU QOLT initiative; however, you do not have to currently be a participating member of the QOLT initiative to receive the stipend.
There will be six face-to-face sessions during Fall Quarter 2017 on Tuesday afternoons from 3:00 - 4:00 PM in the CTLT Classroom (35-209) on the following dates: October 17, October 24, October 31, November 7, November 14, and November 28, 2017.
The "Learn-by Doing" and teacher/student model at Cal Poly faces significant challenges, through both growing enrollment size and compressed workload, creating an amplified struggle for direct student interactions and time-management for both educators and students (i.e., returning timely and comprehensive grading feedback). Digital Mentorship Competency can aid Cal Poly in achieving the following goals:
- A better student-to-faculty ratio
- A more efficient grading technique
- A more personalized and insightful conversation among scholar and student
- A more consistent approach of using the hybrid classroom push (similar to the Kahn Academy but in Higher Education)
- Reduced need for student mentoring during office hours
All of the above can be achieved without jeopardizing academic integrity, ADA compliance, and contextual quality!
The Digital Mentorship Competency approach was inspired by the Chronicle of Higher Education’s January 2015 article “Could Video Feedback Replace the Red Pen?” by Steve Kolowich. Our approach has increased faculty efficiency through oral feedback by reducing faculty grading time and as a result, it has also created a virtual office hour effect. Clarity in feedback by faculty who have implemented our approach has reduced the need for students to visit on-campus office hours for clarification of written comments. This approach has changed the perceived one-on-one process of constructive criticism with the value-added aspect of instructor transparency.
- Grading: less time allocated to grading papers, projects, presentations.
- Office Hours: less time on rubrics, scoring and expectation clarification.
- Professional Development: establishing, enhancing and refining your pedagogical/ technological/digital literacy and skills.
- Student Mentorship Relationships: increasing competence perception, approachability, and clarity for better learning outcomes.
- Academic Standards Consistency: In an emergency situation (i.e., where an instructor may have to take leave and must secure another instructor to substitute in their course), the temporary instructor will have a better idea of the instructor’s method of assessment, providing more consistency & clarity for the students.
- Meets Numerous QOLT Standards: Cal Poly faculty involved in the Quality Online Learning and Teaching (QOLT) initiative, may be especially interested in participating in the Digital Mentorship Competency approach due to the fact that it aligns with 7 parts of the QOLT rubric with application to multiple subheadings as detailed in the QOLT Evaluation Tool (i.e., Subheadings 2.4, 2.5, 5.3, 5.4, 5.6, 6.1, 6.2, 6.5, 7.1, 7.2, 7.3, 8.1, 8.4, 8.7, 9.2, 9.3, & 10.2). DMC assessment allows you to meet the need for eliminating student isolation in online course environments.
- Instructor Satisfaction: Instructors who have experienced digital mentorship report a sense of fulfillment in serving as mentors to their students and improving their approachability ratio.
Challenges for this project include the necessity to:
- Establish a fully digital, organized workflow;
- Develop familiarity, awareness, and aptitude for multimedia and screen-capture tools & techniques including best pedagogical practices with the selected screencasting tool – Screencast-O-Matic;
- Become familiar with PolyLearn’s Assignment Tool for transference of assignments and video feedback one-on-one from student to instructor and vice-versa;
- Acquire more effective oral communication skills that reflect eloquent and succinct feedback for the purpose of providing students with tangible learning outcomes;
- Become aware of ADA captioning techniques, if necessary, to accommodate an individual student’s request.
- This workshop series is open to all Cal Poly faculty (full- or part-time).
- This workshop series will be limited to 10 participants.
- Faculty interested in participating in this workshop series will register a “statement of interest” on the registration page. In an effort to keep this workshop diverse in terms of disciplines, faculty will be selected by the CTLT with priority for representation of at least one candidate from each of the six colleges: CSM, OCOB, CAFES, CAED, CLA, and COE.
- Participants will be expected to attend six 1-hour sessions during the quarter and to implement digital video feedback assessment for all their students on at least one class assignment of the instructor's choosing.
- Participants will be required to submit a brief screencast (less than 5 minutes in length) created with Screencast-O-Matic.
- Participants will be expected to incorporate digital video assessment in at least one assignment from one of their courses.
- Participants will also be expected to submit a reflective statement at the end of the workshop series documenting their DMC experience.
- Participants in this workshop series will meet face-to-face six times in Fall Quarter 2017 on Tuesday afternoons from 3:00 - 4:00 PM in the CTLT Classroom (35-209) on the following dates: October 17, October 24, October 31, November 7, November 14, & November 28, 2017.
- A $200 stipend is available to those instructors who complete this workshop series by implementing digital video assessments for all their students on at least one assignment during the quarter, submitting a brief screencast (5 minutes or less in length) created with Screencast-O-Matic, submitting a reflective statement documenting the experience, and achieving a course score of 80% or better. This stipend is funded by the CSU QOLT initiative; however, you do not have to currently be a participating member of the QOLT initiative to receive the stipend.