Learning Technologies Faculty Support Program

Learning tech coaches group scaled[2]
Learning Technologies Coaches
The Learning Technologies Faculty Support Programming (informally, the “technology coaching” program) is designed to provide participating faculties with technical assistance sensitive to the unique demands and contexts of each discipline.

The core of the program consists of part-time technical experts, primarily graduate students, hired by the participating faculties, working with professors and instructors, to deepen and broaden the use of learning technologies across the university.

The delivery model for this form of support varies, depending on the specific needs of course instructors, but may include workshops, individual or team-based support sessions, or intensive one-to-one supportive relationships. In all cases, there is an emphasis on mentorship, relationship building, and understanding the unique needs of the course instructor, in the context of both discipline and faculty.

One of the goals of the program are to build sustainable communities of practice using the coaches as connectors and liaison between interested parties. To this end, the program has as a priority the identification of new technologies, pockets of expertise, and the development of additional capacity to take advantage of the opportunities already on campus.

Learning Technologies Support Program model
Learning Technologies Support Program model

Related Documentation and Materials

Assessment Strategies and Results

Formal program evaluation is underway, conducted by Animwaa Obeng-Akrofi and Robin Mueller. The study has a primarily qualitative focus.

The first phase involved interviewing active coaches in Summer 2016, to gather information about their engagement with the program, with a focus on their work, and the opportunities and challenges they saw in the program.

The next phase will determine how faculty who have engaged technology coaches have perceived the program.

Key information sources for this evaluation include both data submitted by the coaches as well as feedback gathered from participating faculties from course instructors, administration, and staff members.

Data from this evaluation is being used to adapt professional development for the technology coaches.

Informal evaluation occurs on a regular basis as coaches gather, and are guided through reflective exercises:

 

Reflection and Impact

  • Impacts all participating faculties (and is one of the few initiatives to engage faculties such as UCQ and Veterinary Medicine)
  • Impacts faculty leadership, faculty, staff, graduate students
  • We are learning how to maximize our impact and how to best support coaches, as well as profs and instructional staff

Project Collaborators

Leanne Wu, D’Arcy Norman, Robin Mueller, Animwaa Obeng-Akrofi, Isadora Mok-Kulakova, Ykje Piera, faculty leadership and support staff from participating faculties, IT, Libraries and Cultural Resources, technology coaches

ePortfolio Authors

Leanne WuIsadora Mok-Kulakova

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