Reflections and Insights from GSOLE Certification

As an Instructional Designer with the Center for Distributed Learning/Division of Digital Learning at the University of Central Florida, my primary focus is on improving Faculty Development for Online Literacy Instruction (OLI) instructors. The Global Society of Online Literacy Educators (GSOLE) certification has been instrumental in shaping my approach to this task. Through active discussions, annotated readings, and feedback from instructors, I have been able to refine and create course artifacts that address the specific needs and challenges faced by our faculty. This paper reflects on the benefits and challenges encountered during this process and suggests improvements for future faculty development initiatives.

The GSOLE certification provided a structured and comprehensive framework for understanding the intricacies of online literacy instruction. Engaging in annotated readings and discussions with peers and instructors helped to surface key insights and areas of need within our faculty development programs. The interactive nature of the certification courses facilitated a deeper understanding of the diverse requirements and expectations of online instructors.

One of the most significant benefits was the opportunity to tailor the artifacts I created to address ongoing issues in the redesign of UCF’s Online Certification Course (IDL6543). By focusing on Faculty Development and DEI (Diversity, Equity, and Inclusion), I was able to align each artifact with the specific goals and challenges of our institution. The certification process emphasized the importance of creating inclusive and accessible online learning environments, which is a cornerstone of effective online literacy instruction.

Despite the many benefits, there were challenges associated with the portfolio component of the GSOLE certification. The lack of prior preparation for building the portfolio resulted in a sense of rushed completion. Constructing artifacts within a Canvas shell, rather than using external tools or links, would have streamlined the process and utilized familiar platforms. Canvas, with its built-in portfolio tool, offers a more integrated and user-friendly environment for developing and showcasing instructional materials.

Additionally, the portfolio felt like busy work at times, detracting from the reflective and meaningful creation of artifacts. If expectations for the portfolio had been clearly communicated from the beginning, I would have started building and refining from Module 1. The compressed timeline for peer review, less than three weeks, further exacerbated this issue, highlighting the need for more instructor feedback throughout the process.

The collaborative aspect of the certification, particularly the completion of courses with colleagues, was invaluable. Hearing feedback, exploring new ideas, and learning about successful practices from peers enriched the experience. However, there is room for improvement in peer interactions. Incorporating updated readings on practical applications of techniques and creating distinct peer groups based on experience levels could enhance the learning experience. One group could consist of experienced online instructors, while the other could include those with little to no experience. This division would allow for more targeted discussions and support.

The GSOLE certification has been a pivotal component in advancing my efforts to improve Faculty Development for OLI instructors at UCF. The structured approach, emphasis on inclusivity and accessibility, and the collaborative learning environment have provided valuable insights and tools for enhancing online literacy instruction. Addressing the challenges related to portfolio creation and peer interactions will further strengthen the effectiveness of faculty development programs. Ultimately, the goal is to create a supportive and dynamic learning environment that empowers instructors to excel in online education.

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