Course Conversion BlacktopFrom face-to-face instruction to online

Compiled by Vickie J. MarisLifelong Learner

Converting traditional (classroom) course to online• To serve learners seeking academic

credit and learners seeking continuing education units (CEUs)

• To respond directly to needs expressed by Indiana manufacturing community

• To help solve learners’ needs for more accessibility to learning

• To be scalable and contribute to financially

Engineering Professional Education • Division at Purdue University, academic unit,

self-sustaining through registrations for courses• Master’s degrees at a distance for practicing

engineers– Flexible, customized (MS, MSE)– 404 degree seeking students– 107 MS degrees awarded/year

• Short courses and seminars for professional development– On-site, on campus, online, blended and self-study– 495 enrollments in most recent fiscal year (08)

Impetus for course conversion • College of Engineering Strategic Plan at

Purdue addresses global education and engagement (outreach) in a more focused way

• Two grant sources – US Department of Labor – workforce

development– Alfred P. Sloan Foundation – blended learning

• Integrated project for master’s program in Educational Technology

• A need to be ready for our future lifelong learners

An observation of technology uses along the sidewalks of Purdue University

• 5 minutes on the sidewalk between classes under the Purdue bell tower

• Photos taken: Sept. 28, 2007

• Teaching of traditional, in-campus-classroom master’s degree courses in engineering

• Video recording of above courses in ProEd studio classrooms for delivery via VHS, then streaming, and now mpg4 file for download

• Exploring the use of credit courses to satisfy needs of learners needing CEUs

Journey of the course delivery format in ProEd

• ME 513 draws 13 non-credit learners in Fall 2007 (along with those taking course for 3 credits)

• ME 613 in Spring 2008 with same cohort group of non-credit learners

Journey of the course delivery format in ProEd

• Indiana manufacturers express needs for easily-accessible courses that cut across technical specialties and cover soft skills

• Existing short course in Program/Project Management is selected as a candidate for course conversion

Journey of the course delivery format in ProEd

Face-to-face, traditional course

Use video lectures to asynchronously delivery f-2-f course in online format

Face-to-face, traditional course

Face-to-face, traditional course

Use video lectures as one instructional element of a course converted for online, asynchronous delivery

Use video lectures to asynchronously delivery f-2-f course in online format

Use video lectures as one instructional element of a course converted for online, asynchronous delivery

Rapid Prototyping Model (Tripp and Bichelmeyer, 1990)

Speedy way to get through a costly process of developing complex materials – gain feedback during design process

Characteristics of instructor that made this course conversion successful in pilot offering• Polished content expert with constant

craving for more knowledge • General interest in technology and

specifically, an interest in technology tools for teaching

• Flexible• Willing attitude to try, fail, try again• Unconcerned about compensation

piece

Title• Instructor, Dr. Mitch

Springer, PMP, SPHR –experienced teaching Program Management in face-to-face format

• Content, analysis, design, syllabus, assessment in state of readiness for conversion

• Manufacturing partners had interest in employees taking course online

Course objectives

• Develop a basic understanding of the key concepts, theories and methodologies applicable to program and project management

• Become more cognizant of what is required to take the Project Management Institute (PMI) PMP Certification exam

• Demonstrate assimilated knowledge through applied exercises

Analysis

Learning Contexts

Learners

Learning task Write test items

Strategy

Determine- Organizational Strategies- Delivery strategies- Management strategies

Write and produce instruction

Evaluation Conduct formative evaluation

Revise instruction

Smith, P.L, Ragan, T.J., (1999). Instructional Design, Hoboken, NJ: John Wiley & Sons, Inc.

• Behaviorists – focus on conducting a task analysis to identify the subskills that must be mastered in order to master the target behavior (Duebel, 2003)

• Cognitivists – dominant theorists influencing instructional design practice; cognitivism frequently appears compatible with central tenets of constructivism

• Constructivists – view knowledge, not as something outside the learner, but as something constructed by the learner as they try to make sense of the world (Driscoll, 2000)

Learning theory transition during project

5 Star Instructional Design Rating by M. David Merrill• One star for each – Problem, Activation,

Demonstration, Application and Integration– Problem – Courseware presented in context of real

world?– Activation – Courseware attempt to activate relevant prior

knowledge or experience?– Demonstration – Courseware demonstrate what is to be

learned rather than merely tell information about what is to be learned?

– Application – Do learners have opportunity to practice and apply newly-acquired knowledge or skill?

– Integration – Does courseware encourage learners to integrate new knowledge into their everyday life?

Review syllabus and reorder layout of modules for taping

• Budget and timeline established• Blog established in Blogger to help promote the course to prospective

participants – www.purduespringer.blogspot.com• Participants recruited for live taping• Videotaping of the course lectures in the Potter studio classroom took place

in May 2008 in between Spring and Summer Semester taping schedules• Blackboard chosen as course management system since it is standard to

Purdue; designer had experience with Blackboard• Syllabus reworked to include learning events that would incorporate

knowledge of cohort as well as instructor

Converting course to online

• Establishing swift trust can be a foundation for collaborative learning (Hiltz, 2005) – informal bios as first assignment

• Attention to individual and collective learner identity may also help promote learner-centered pedagogical approaches in asynchronous teaching and learning

Drawing from the literature

• Explicit instructions included for registering for course in Blackboard

• Speedy book review assignment for engaging learner in the content and creation of a class-produced resource collection

• Discussion questions to build community and further engage learners with content

Creating a syllabus to engage credit and non-credit learners in the same online course

GRADES / CEUsTable developed for syllabus

Checklist of activities for credit

and non-credit students in Program

Management: A Comprehensive

Overview

Credit Students

(potential to earn 1

academic credit)

Non-Credit Students

(potential to earn 1.2 CEUs – continuing

education units)

Post an online introduction document in Blackboard

View recorded video lectures (streaming or mpg4 for download)

Participate in online threaded discussion in Blackboard

Speedy Book Review Up to 5 extra credit points

Response to Speedy Book Reviews

Final Exam 100 pts 100 pts

Credit or CEUs for successful completion of course

1 academic credit

1.2 CEUs

• Purpose is to collaboratively create a list of resources on topic of Program Management

• Instructions: – Select a topic from list posted in Blackboard (or suggest your own)– Do online searches to find books, textbooks, research publications or articles

on the topic– Write a one-page summary of the resource you selected in your chosen topic

area– Post in assignment section in Blackboard (assignments will be moved to a

folder for everyone to access)– Comment in discussion board on at least two other assignments

Speedy book review assignment added

• Discussion Question #1 – After Week #2 lectures

One of the first activities of the Program/Project Management process is the definition of the work to be performed. We refer to the work as requirements. Requirements, as you recall, generally fall into one of two categories: (1) stated, and (2) derived. The success of our program is frequently directly linked to how well we can identify and further define the requirements before we actually begin the work. Failure to adequately define the requirements can lead to significant rework, wasted effort, schedule slips and cost overruns.

Question – If you would, describe a situation where not having all of the requirements adequately defined in advance of the effort caused you rework, wasted effort or general inefficiencies.

Sample discussion question

Excerpt from schedule in syllabus Week 1

Monday, July 7, 2008 Online class begins (http://blackboard.purdue.edu )Download a sample file of a student introduction and begin

working on your own introduction to post.Review syllabus and take-home exam.Review DQs in Discussion Question area of Blackboard

classroom.Review topics available for Speedy Book Review. View: Recorded lectures will be available for viewing. If you

would prefer to pace your viewing of lectures throughout the month, then please refer to the document with the suggested schedule for lecture viewing.

Wednesday, July 9, 2008 Post your online introduction document by midnight on July 9, 2008.

Thursday, July 10, 2008 Topics for Speedy Book Review have been selected by students and instructor has been informed of selections.

Week 2

Monday, July 14, 2008 Continue viewing (or reviewing) of lectures.Remember to check online threaded discussions and

contribute to the postings.

Friday, July 18, 2008 Speedy Book Review posted by midnight or earlier. (See revised deadline – 7/24/08)

Week 3

Monday, July 21, 2008 Continue viewing (or reviewing) of lectures.Remember to check online threaded discussions and

contribute to the postings.

Thursday, July 24, 2008 Speedy Book Review posted by midnight or earlier. This is the revised deadline due to technical issues with Blackboard.

Suggested viewing schedule - recorded lecturesWeek 1The Bigger Picture – Importance of program managementContract Types – Process management; types of contractsThe Bidding Process – Obtaining a price quote; identify project; project scope statementWeek 2Defining the WorkScheduling Techniques – Scheduling and staffing the workExample Projects – Identify stated and derived requirements; generate work breakdown structure (WBS); responsibility assignment matrix; master schedule; human resource planWeek 3Risk Management – Identify 3 significant risks; analysis to handling chartsDisruptive TechnologiesCost Control and Project Management Professional Certification Overview – Management cost/schedule control system; PMP reviewWeek 4Project Management Professional (Review) – PMP ReviewQualitative Side of Project Management Part 1 – Understanding the multiple generations in our workplaceQualitative Side of Project Management Part 2 – Tying it all together

Survey responses – what improvements could we make to course?

Survey responses – tell us what went well

Survey responses – benefits to online course

• Use different video setup to allow instructor more flexibility during recording – ability to move around room more and interact with learners attending live taping while also addressing online audience

• Design a plan for faculty development on converting courses to online (practice in course management system ahead of time)

• Design a course element that would further engage students to interact with each other (almost seemed as if course was too short in order for students to develop sense of online learner community)

Summary – things to do differently

• Very regular communication between students and instructor; students and instructional designer/TA

• Students participated at 100% rate in first assignment of submitting informal bio online in CMS

• Students seem to appreciate getting to self-select a topic for Speedy Book Review

• Stating the expectations of the credit and non-credit learners in the same classroom proved feasible and uncomplicated for this course

• Instructor very open to use of new technology tools for teaching (role model for future course conversions with other instructors)

Summary – things that went well

• Several topics and opportunities have stemmed from this project• Modules that cover the four generations in the workforce today were of great

interest to students and their employers – now being taught as a 2-hour seminar by Vickie Maris and also as a full day workshop by instructor, Dr. Mitch Springer

• Program Management topic was well-received and is being expanded for Summer 2009 as a 2- and 3-credit online course

• A new RFP is being designed for recruiting instructors/topics for the short course lineup of Engineering Professional Education that more closely resembles the Program Management model (live tapings if course requires lectures; CMS and other online tools; participants will be able to start online anytime

Summary – things that went well (continued)

Blogging ideas for online course design

www.reachlearners.blogspot.com

Where to find the slides

www.slideshare.net

www.linkedin.com

Contact:

Vickie J. MarisLifelong Learnervjmaris@purdue.eduEngineering Professional Education

We’ve come a long way …