TADL: Additional Information

History of TADL

TADL has been offered since the Fall of 2008 with the format changing and improving each time.  The follow list describes the format and changes made:

  • Fall 2008 - Spring 2009: Face-to-face meetings, program content focused mostly on GeorgiaVIEW Vista
  • Fall 2009 - Spring 2010: Face-to-face meetings, introduced an online component
  • Summer 2010 Special Session - Face-to-face meetings, compressed meeting times, but still 47 hours total, some online component and interaction
  • Fall 2010 - Spring 2011: Hybrid style, face-to-face meetings less often, online component completed asynchronously, but by the end of TADL
  • Fall 2011 - Spring 2012: Hybrid style, face-to-face and online meetings, online component includes synchronous use of Wimba Classroom
  • Fall 2012 - Spring 2013: Hybrid style, new learning management system workshops, face-to-face meetings, online meetings using Wimba, and new digital media studios
  • Fall 2013 - Spring 2014: Three sections in hybrid, fully-online instructor-led, and fully-online self-paced format respectively
  • Fall 2014: Hybrid style, face-to-face meetings and online meetings using GoToTraining
  • Fall 2015: Face-to-face meetings with presentations by the Distance Learning Center in collaboration with the Center for Excellence in Teaching and Learning (CETL) and Training, Outreach, Learning Technologies, & Video Production (TOLV)

There has been consistent growth in course development, programs, certificates, and degrees in the area of distance learning. To accommodate the rapid in these various academic areas, the Teaching Academy for Distance Learning (TADL) was created. TADL was pedagogically designed to meet the standards of the SPSU Rubric (and has been updated, post-consolidation, to meet the standards of the Quality Matters rubric), incorporating best practices that really enhance the quality of teaching and learning—not just online—but in the face-to-face environment as well.

TADL was created for faculty who wanted to learn more about teaching online, and also served as a guide to help them adapt to this new medium, while also helping them to create quality online courses. With a closed program like TADL, faculty can receive one-on-one assistance, where they can learn the skills, and tools necessary to successfully design, develop, and teach fully online courses.

The main success of TADL is credited to the relationship that forms between the faculty and the Instructional Designers. This close relationship allows faculty to receive that one-on-one attention, which improves the quality of their courses. Our strategic goal is to continue on this path to improve the quality of online instruction at KSU, for years to come. 

 

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