establishing a distance learning framework for the institution (part ii) sali kaceli director,...
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Establishing a Distance Learning Framework for the Institution (Part II)
Sali KaceliDirector, Educational Technology and Distance Learning
Cairn UniversityEmail: [email protected]
http://cairn.edu
Presentation Survey: http://tinyurl.com/nsrcv23
http://cairn.edu
Agenda
Framework and Process
Findings: MSCHE
Tools Outcomes
Lessons Learned
Cairn Distance Learning Initiative
http://cairn.edu
Institutional
Instructional
GovernmentSARA
Accreditation
Faculty …
Technological
Distance Learning
CHALLENGES
Vision & Value
Control and Goals
ExperienceAspirations
SARAResourcesMinutes
Regular and Substantive Interaction (Title IV)
Value
Factors to Be Considered
Distance LearningPersonal
Departmental
Institutional
Patron
Federal
Accreditation
ToolsUND
Process
Director
GraduateCourse
Our Approach
Approach
• Take technology burden off the faculty. Require only original content and provide necessary training and tools.
• Cairn based content.
Programs
The core
of the
initiati
ve
Need/Goa
l
Structure
Accreditation and Fed. Reqs.
Centralized Approach
Formalized Course Dev. Process
Continuous Improvement
Integrity
Secure Login
Anti-plagiarism
Instructor Awareness
Support
Faculty Support
Online Resources
Student Support
ProvostDean
Director of DLStudentsFaculty
HYBRID AND ONLINE PROGRAMS
Mini-lectures Resources Forums Quizzes Web-conferencing
Web-Enhanced Courses Hybrid Courses Online Courses
Q U A L I T Y E D U C A T I O N : A N Y W H E R E , A N Y T I M E
Product
Process
Tools
Presentation Matters | Answers in 24 hrs. | Plenty of Structure |Best Tools |Availability
A s y n c h r o n o u s Sy n c h ro n o u s
CA
IRN
DIS
TAN
CE
LEA
RN
ING
FR
AM
EWO
RK
Course/Program
A bottom-up approach to the Distance Learning at Cairn University
Course Development Process
SELECTCourse is selected and initial paperwork completed01BUILDThe course building is completed in two stages03
PLANParticular focus is placed on planning02REVIEW/APPROVEMultiple layers of review prior to the course going live04
All courses are required to undergo this process and must be ready prior to the scheduled date.
Course Development Process: Course Selection
SELECTCourse is selected and initial paperwork completed01
The Dean and Instructor agree to develop the course
Course Development Agreement Sent to the Office of the Provost
The Dean in control throughout the process
Course Development Process: Planning
PLANParticular focus is placed on planning02
• Online Instructor Orientation
• Consultation in person or online
• Course Planning Worksheet
Lessons Learned• Single Point of Contact • Reminders • Updates
45%
Course Development Process: Building
SELECTCourse is selected and initial paperwork completed01BUILDThe course building is completed in two stages03
PLANParticular focus is placed on planning02
Weeks 1-3 during deadline 2.
Video cleanup and formatting and faculty involvement
Keep in touch with the faculty stressing the deadlines
Course Development Process: Approval
SELECTCourse is selected and initial paperwork completed01BUILDThe course building is completed in two stages03
PLANParticular focus is placed on planning02REVIEW/APPROVEMultiple layers of review prior to the course going live04
Send worksheet to dean during stage 2 and keep dean informed of any issues.
Tools Helpful in the Development Process
Additional Policies Added
Additional Policies Added
Putting it All Together
SUPP
ORT
KEY COMPONENTS
Technology Infrastructure
ODL: Tools, Staffing etc.
Student Support and Online Resources
Faculty Support and Necessary Tools Lear
ning
Dist
anceVISION
COLLABORATION(Support from
Administration)
PROCESSESCourse dev. delivery
improvement
COPYRIGHTTEACH Act
Policy
ACADEMIC INTEGRITY
MAR
KETI
NG
Key Components
I N S T I T U T I O N I A L E F F O R T
Live support addedStudent Orientation
Faculty Orientation
Policies
Cour
se
Logi
stics
Weekly Resources
Feedback 2x per semester (1/3 through course and end of semester)Academic Integrity tools incorporated in various aspects of the course
Intro. Video Copyright
CA
IRN
DIS
TAN
CE
LEA
RN
ING
FR
AM
EWO
RK
Web-Enhanced Courses Hybrid Courses Online Courses
D I S TA N C E L E A R N I N G C O U R S E S T R U C T U R E
• Unit welcome video (5+ minutes)• Lesson 15-18 minute instructional videos with assessments (3-4x)• SCORM lessons as needed• Forums (1-2x)• Assignments
Course Page
First Week Topic Summary of Learning Objectives
Week 2 and on: Summary of Learning Objectives
Hid
den
unle
ss a
ctive
Academic Accommodations
• Unit welcome video (5+ minutes)• Lesson 15-18 minute instructional videos with assessments (3-4x)• SCORM lessons as needed• Forums (1-2x); Assignments* Web conferencing (3x)
Regu
lar
& S
ubst
antiv
e In
tera
ction
Course Honor Code Agreement
Technology Requirements
2013
2014
DC HybridMSOL Hybrid
2015
A few courses online
MSELMSED
MBA IEMAR | OL
Degree Completion
2016
2017
Complete Development
Review and Tweak / New Opportunities
Our Roadmap
KEY COMPONENTS
VISI
TSI
TEPROCESSES STUDENT VERIFICATION
SUPPORT SERVICES
?
ACADEMIC INTEGRITY
CONT
INUO
US
IMPR
OVEM
ENT
MSCHE Site Visit
D I S TA N C E L E A R N I N G
Our Findings: Fall 2014
O n l y a 6 % d i ff e r e n c e | 2 3 c o u r s e s e v a l u a t e d
Online Onsite Online Onsite Online Onsite Online Onsite Online OnsiteDCP BUS DIV EDU LAS
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Online vs. Onsite Accross Schools c1 Course obj/requirements clearly defined c2 Instruction materials approp & helpful c4 Reasonable workload for course creditc7 Overall, course met stated objectives c9 I put a great deal of effort into course i1 Instructor knowledgeable in subject
Our Findings: Spring 2015
Online Onsite Online Onsite Online Onsite Online Onsite Online OnsiteDCP BUS DIV EDU LAS
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
5
Online vs. Onsite Accross Schools c1 Course obj/requirements clearly defined c2 Instruction materials approp & helpful c4 Reasonable workload for course creditc7 Overall, course met stated objectives c9 I put a great deal of effort into course i1 Instructor knowledgeable in subject
Our Findings
Fall 2014 Spring 2015
-6%
-2%
Overall Difference Online Vs. Onsite Semester to Semester
Our FindingsOverall Course Satisfaction from Semester to Semester
DCP BUS DIV EDU LAS0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
5.00
4.43
3.944.04
4.53
4.024.23
4.28 4.31 4.514.35
Averages by School Fall 2014 vs. Spring 2015
Fall 2014 Spring 2015
Our Findings
Fall 2014 Spring 2015
4.08 4.16
Overall Course Satisfaction from Semester to Semester
Semesters
Scal
e ou
t of 5
.0
REVISE
DE
VE
LO
P
STUDENT FEEDBACK
FAC
ULT
Y
FE
ED
BA
CK
CONTINUOUS IMPROVEMENT
COURSE REFRESH AND REDESIGN
Course Demo
In Conclusion
Institutional approach is key
Incorporate Accreditation Reqs.
Faculty Buy-in
Take an enabling role along with reqs.
Questions?
Sali KaceliDirector, Educational Technology and Distance Learning
http://cairn.edu
Presentation Survey: http://tinyurl.com/nsrcv23