From reflection to action: Facilitating instructor innovation in online language teaching

Concurrent Session 6

Session Materials

Brief Abstract

This session highlights the structure and research results of a cohort-based professional development experience. Instructors reflected on innovative online teaching practices during remote teaching and planned to bring those experiences and innovations into their teaching practice post-pandemic. Attendees will experience several activities that can be taken to their own institutions.

Presenters

Lead Presenter: Emily Heidrich Uebel, Michigan State University

Emily Heidrich Uebel (Ph.D., University of Wisconsin‐Madison) is a Project Manager and Academic Specialist at the Center for Language Teaching Advancement at Michigan State University. She also serves as the Associate Executive Director of the new Title VI National Less Commonly Taught Languages Resource Center. Her research interests include foreign language proficiency, educational technology, curriculum design, LCTL education, and education abroad topics.

Co-presenter: Luca Giupponi, Michigan State University

Luca Giupponi is the Technology Director for the Mellon-funded LCTL Partnership at the Center for Language Teaching Advancement, as well as the Educational Technology Director at the English Language Center at Michigan State University. He is a doctoral student in the Instructional Systems Technology program at Indiana University, and he is interested in investigating issues of online faculty development and quality in online instruction.

Extended Abstract

The varied experiences that instructors had with remote teaching and learning during COVID, while extremely challenging, brought to the surface the potential of certain technology-enabled pedagogies to transform classroom practices in a positive way. Technology can promote better teaching and learning practices by bringing into focus pedagogical practices that are more student-centered, effective, and/or equitable (Ertmer and Ottenbreit-Leftwich, 2013). Technological transformation happens in an educator’s practice when a new technology opens the possibility for the adoption of a different pedagogical approach. In addition, technology can bring about other types of transformation that can have a significant impact: technology can make things easier, faster, and more convenient; it can automate and simplify processes; it can create a more equitable learning environment; and it can free a lot of time. 

 

The harried pace of the last few years has not allowed much time for instructors to recognize and reflect upon the vast amount of change that the pandemic has brought to the world of higher education. Simply returning to “how things were” would dismiss great opportunities provided by increased familiarity with technology, but there have been few ways for faculty to have a measured approach to evaluating their experiences. We developed a cohort-based professional development experience which allowed for instructors to reflect on innovative online teaching practices that were implemented during remote teaching and explore what practices they hoped to continue post-pandemic. Instructors developed technology integration plans (TIPs) during the short course and select instructors elected to participate in a research study following their experiences in implementing the practices and innovations that were continued as courses resumed face-to-face. 

 

In this session, we will explore both the process of facilitating this professional development experience, highlighting the structure of the mini-course and example activities, as well as showcase research results that showcase participants' experiences after the course as they transitioned from reflection to action. 

 

Attendees at this session will get to participate in at least one sample activity (“Should it stay or should it go?”) from the mini-course, which will have participants reflecting on their own experiences with implementation of technology during the pandemic. Attendees will also be given time to examine and evaluate the TIP structure to see how it could be applied to either their own teaching practices or how it can be used by those in non-teaching roles (e.g., Instructional Designers) to encourage reflection among faculty with whom they work. In addition, attendees can reflect upon the need for similar professional development opportunities at their own institutions and either use this session as inspiration to develop/hold their own professional development experiences or be able to direct their colleagues/faculty toward existing opportunities that may fit their needs. 

 

Turning to research results, we use Rogers' (2003) Diffusion of Innovation (DoI) theory to examine the participants’ experience implementing their technological innovations. DoI focuses on five different elements that play a role in the diffusion of innovation: the innovation itself, adopters, communication channels, time, and social systems. The DoI theory provides a framework for categorizing and describing Perceived Characteristics of Innovations (PCI): relative advantage, image, compatibility, ease of use, visibility, results, demonstrability, trialability, and voluntariness (Rogers, 2003). Participants completed a survey as well as two semi-structured interviews. Each interview was transcribed and coded using thematic analysis and consensus coding. Results demonstrate that both relative advantage (a perception of the innovation being better than what was used previously) and compatibility (consistency with user needs, value, and experiences) held the most frequent mentions in the interviews and very high influence scores, whereas visibility (amongst colleagues and the organization) and trialability (ability to practice, pilot, or experiment) were less influential and had significantly fewer mentions in the interviews. We will go over these results and implications briefly as a part of the overall presentation.