sln 5 key elements of success

Online Learning: Keys to success of the SUNY Learning Network

Best practices from the SUNY Learning Network Program

1. Key Element #1 – Models - SLN Online Faculty Development and Course Design Models

2. Key Element #2 – Support - SLN Online Instructional Designer/Technologist documentation

3. Key Element #3 – Approaches - Effective Online Course Design

4. Key Element #4: – Evaluation - SLN Online Teaching and Program Self-assessment, Survey and Research

Instruments

5. Key Element #5 – Quality - Course Review Materials for New Online Faculty and Course Review Materials for

Experienced Online Faculty

ALEXANDRA M. PICKETT Associate DirectorSUNY Learning NetworkState University PlazaAlbany, NY 12246T: 1.518.320.1392 [email protected]

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Key Element #1 - ModelsSLN Online Faculty Development and Course Design Models

SLN uses this process and these models in large-scale online faculty development and online course design with consistent positive results.


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SLN Faculty Development Program Description

SLN Faculty Development and Instructional Design StaffAlexandra M. Pickett: SLN Associate Director provides leadership and direction to SLN’s comprehensive and award-winning faculty development program.Robert Piorkowski: Assistant Director of Online Learning – manages production and operations of SLN faculty development and campus-based ID community professional development activities.Dan Feinberg: Sr. Online Instructional DesignerVacancy: Sr. Online Instructional DesignerSteve Mann: Lead Instructional DesignerVacancy: Instructional Technologist James Harris: Coordinator of Training and CommunicationsVacancy: (online faculty & consultant) SLN Lead New Faculty TrainerVacancy: (online faculty & consultant) Peer online workshop co-facilitatorPeter Shea: (consultant) Sr. SLN researcherExtended SLN instructional design team staff: 30+ campus-based IDs from 30+ participating SUNY institutions. Description: The mission of SLN’s award-winning faculty development program is to support SUNY campuses and assist participating SUNY online faculty to create technically and instructionally robust online learning environments in which to teach and learn. In addition, we work with the campuses to develop communities of practice among faculty, instructional designers, and directors on online learning, and campus-based roles to administer and institutionalize online programs at the campus level. Specifically, our charge is to develop large numbers of faculty to teach online and to ensure consistent and effective courses, developed within a specific time frame. We accomplish this with comprehensive and integrated faculty development and course/learning design processes that are iterative, designed for continuous improvements, and that view faculty and their students as adult learners. We avoid cookie cutter mass production of courses by using a comprehensive 2-way relationship-based support model that allows us to extend and branch our reach to ultimately provide individual support to individual faculty. This model allows us to scale, maintain the ability to influence the quality and consistency of courses by sharing best practices across the design of all courses, and to observe and collect best practices and data for further research. Faculty and their content drive course design while giving us the opportunity to continuously learn and improve our understanding of effective online teaching and learning. Our processes are organic, ever evolving, and flexible. This model extends beyond our work with faculty and their courses into processes, procedures, policy, and application design. We implement scalable and replicable processes to train large numbers of faculty to produce consistently technically and instructionally sound courses that result in consistent high levels of faculty retention to the program, and in faculty and student satisfaction. Philosophically, we believe that instructional (learning) design is about creating rich, robust teaching and learning environments with opportunities for interaction with course content, between students, and with the instructor. Theoretically, we take a constructivist approach to learning and our research findings support the definition of learning as a social process. Our theoretical framework integrates the elements of “How People Learn,” Bransford, et al (2002); the “Community of Inquiry Model,” Garrison, Anderson, and Archer (2002); “The Seven Principals of Good Practice in Undergraduate Education,” Chickering, and Gamson (1987); and the elements that comprise a positive sense of classroom community, Rovai (2002), into the faculty development program for new and experienced online instructors and into our course design processes, best practices, standards, recommendations, and approaches.

Successful, effective, and satisfied online instructors have the opportunity for reflection, the opportunity to observe and interact with experienced online faculty and their courses, the opportunity to experiment in an online environment to explore the student perspective, time to devote to their professional development, a comprehensive customized professional development plan and guidelines for course development, and institutional support. They are well trained, well supported, have effective course designs on a robust platform, and demonstrate effective teaching practices in their online course management. Their online courses are designed to promote a sense of class community, and to cultivate teaching, social, and cognitive presences, where there are ample opportunities for interaction and for the social construction of knowledge in a learner-centered environment.

Faculty Development: Specifically, SLN faculty development consists of a 4-stage faculty development process and 7-step course design process that include an online “conference” for new faculty, faculty development/training activities, exemplar courses for observation, membership in a community of practice now numbering over 3,000 SLN-trained online faculty with organized centrally supported opportunities to interact, share, and learn from each other. SLN faculty


development also cultivates a cadre of exemplar online faculty and courses that volunteer for standing SLN training programmatic events: courses for observation, experienced faculty roundtables, QA testers, focus group members, pilot testers, and R&D. Training over 150 new faculty each term (over 300/year) and over 500 returning faculty per year with over 120 training sessions at 8 training locations around the state of New York with 4 face to face workshops and an online asynchronous course for new faculty, and an instructional design institute with a changing topic for returning faculty, the SLN faculty development team reach 800+ faculty per year and consistently achieve 90% satisfaction with SLN and online teaching and learning from faculty and students. Online opportunities for training have been added, providing additional alternatives and reach of SLN faculty development activities. Web resources for new and returning online faculty include a comprehensive “how to” manual for faculty, and access to resources, information, tools, communication hubs, networking opportunities, models, research, and exemplars. To insure that we serve the entire continuum of online teaching and learning from web-enhanced to full online, we are developing a new model for faculty development that provides multiple access points depending on various factors, that also logically aggregates training/development in a programmed incremental manner leading from online syllabus to fully online, that is delivered in multiple formats, via varied delivery mechanisms for maximum flexibility and reach. Our goal is to model learner-centered andragogical approaches in our new faculty development program and to develop online faculty that can in turn apply that to their own online teaching and course designs. Our goal is also to provide the experienced online instructor with opportunities to share, reflect upon, evaluate and improve their own courses and online teaching and learning experiences that result in ongoing professional development, membership and participation in a community of practice, courses that are regularly and consistently reviewed and revised each time they are taught. Our contact, interaction, and support of this experienced community also help us continuously improve our own understanding of online teaching and learning, and assess and improve the effectiveness of our services and support of online faculty.

Instructional and Course Design:

Our best practices show that high levels of "Teaching Presence" (Anderson, 2001) - effective instructional design and organization, facilitation of productive discourse and direct instruction - positively and significantly influence the satisfaction and reported learning of online students. There is also evidence to suggest that a strong sense of community in the classroom helps reduce student feelings of isolation and “burnout” associated with higher attrition levels in both classroom-based and distance learning. A positive sense of community also promotes the likelihood of student support and information flow, commitment to group goals, cooperation among members and satisfaction with group processes and efforts [e.g. Rovai (2002)]. Teaching Presence is the facilitation and direction of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes. In a learner-centered teaching and learning environment, teaching presence is demonstrated not only by the instructor, but also by the students. Classroom Community is comprised of various elements of community including trust, spirit, connectedness, belonging, membership, various forms of support, and the rich and productive milieu that communities of practice can engender for teaching and learning. We believe that there is a relationship between teaching presence and the development of community in online learning environments - that courses characterized by effective teaching presence are more likely to develop a stronger sense of community on the part of students. Models, wizards, templates, exemplars, and standards allow us to inform and influence the design of all courses. Our processes, tools, and approaches are iterative, ever evolving, and flexible.

The Continuum of Web-enhanced/Blended to Fully online Course Design Models.

1. Student Interaction-Only model: Instructor-less web presence for online student interaction.

2. Present Course Content model: Instructor-posted course materials (syllabus and course information, attachments, lecture notes, links) with no instructor interaction.

3. Paperless Classroom model: Provide an online drop box for papers and assignments, a dropbox for return feedback, and assignment evaluations, an online gradebook and tracking mechanisms, course calendar, file storage and retrieval for instructor-created course materials for instructor and student posted course materials/information with no interaction.

4. Online Interaction-driven model: Provide online course areas for online interaction with content, students and instructor such as online discussions, resources/readings, self-assessments/tests, group projects, surveys/polls, online folders for private communications, online evaluations/gradebook, questions/FAQs, peer to peer assistance, study groups, tutoring, etc. Online course components supplement the face to face classroom activities.


http://wiki.sln.suny.edu/display/SLNED/SLN+Online+Course+Models

5. Chronological model: Course content and online course areas for online interaction are organized and presented online in a chronological manner. Online course components replace certain face to face classroom activities (with reduced seat time).

6. Task-based content-driven model: Course content is organized by types of tasks and presented online in a manner that provides advanced organizers, logical content structure presentation, information, instructions and instructional cues, consistent and standardized course navigation and processes. Online course components replace certain face to face classroom activities (with reduced seat time).

7. Fully-online model: An online course that reconceptualizes teaching and learning of the course content, activities, interaction for the online environment that leverages the options, features and functionality of the online teaching and learning environment (with no required face to face or synchronous interaction).Support: Currently the SLN instructional design team consists of 4 full time SLN-based senior-level learning designers and 40+ campus-based instructional designers (IDs) who meet regularly twice a month via conference call, and have three annual face to face meetings: the SLN SUNY Online Summit (a 3-day conference being held for the 13th year in a row in 2011 (http://slnsolsummit2012.edublogs.org/ ) the TLT ID meeting (held after the annual TLT conference for the last 5 years), and the annual ID roundtable (held during the CIT conference for the last 12 years). Over 90 campus-based IDs have been trained to date. Campus-based IDs are hired by individual SUNY campuses as local support for the campus’ online faculty, and are trained centrally. Building a locally available campus resource facilitates campus ownership and investment in the program, and makes access for faculty convenient. Each senior level SLN ID is assigned geographically to campuses without local ID support and carry a maximum of 30 new faculty to support per term. They are mentors and leaders among the ID community.Though part editor, part technical support, the “ID” is primarily an expert in instructional design and online teaching and learning. They are also experts in the SLN course management software and technology and can guide the faculty to the most effective and efficient ways to achieve their instructional objectives. All IDs are given an orientation to the program and trained in our technology and the SLN faculty development and course design process. As part of a robust professional development program, they observe courses, complete an online orientation, participate in course design reviews, review and familiarize themselves with our guidelines, tips, recommendations and our course developer handbook. They are also encouraged to take an online course, and are given a practice template and encouraged to develop an SLN course. They become members of the program’s instructional design team and participate actively in bi-weekly meetings. As part of their training, new IDs carry a reduced load of faculty, partner with the lead instructional designer for support, and assume progressively responsible roles at the faculty trainings.Additionally, the ID functions as a single point of contact between the instructor and the SLN program. The ID team is kept up to date on the latest programmatic information, procedural changes, technology or instructional design issues, and provides a forum for designers to share information and tips, and the opportunity to brainstorm and problem-solve solutions to design and technology issues with each other. Working so closely with their faculty and having the SLN Instructional Design Team to rely on, puts the IDs in an advantageous position to share information, strategies, and solutions with their cohort of assigned faculty and with each other.The SLN campus-ID model, is at its simplest a train the trainer model. IDs not only disseminate the best practices collected or researched in a coordinated and consistent manner, but also contribute themselves to the data collection, evaluation, revision, feedback, and best practices collection loop. Today, SLN IDs are a large community of highly experienced online instructional design professionals all dedicated to the common cause of supporting SLN faculty from all disciplines in the development of their online courses. The instructional design team uses a common online space (Confluence) to post questions, document common issues and solutions, disseminate documentation and share information between meetings.Research: Collecting and analyzing data since 1998 from SLN faculty and students, the SLN faculty development team initiated a research agenda to provide a theoretical framework and context from which to base their work with faculty. Now a nationally recognized body of scholarly work that contributes to the understanding of effective practices in online teaching and learning, we combine theory with practice to improve all SLN faculty/ID development activities, processes, models, events, resources, materials, trainings, enhancements to our approaches, and in maximizing the use of the features and functionality of online course management systems effectively.Key Element #1 - Models: SLN Faculty Development and Course Design Models


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Key Element #2 - Support:SLN Instructional Designer/Technologist documentation Model: Senior Instructional Designer Lead Instructional Designer Instructional Designer Senior Instructional Technologist Lead Instructional Technologist Instructional Technologist ALEXANDRA M. PICKETT Associate DirectorSUNY Learning NetworkState University PlazaAlbany, NY 12246T: 1.518.320.1392 [email protected] http://sln.suny.edu http://slnfacultyonline.ning.com - JOIN!http://sln.suny.edu/teachingsurvey - improve your

online course!http://wiki.sln.suny.edu/display/SLNED/*about http://slneducation.edublogs.org/ Except where otherwise noted, content on this site is

licensed under a Creative Commons Attribution 3.0 License The Role of the SLN Online Instructional Designer (ID) The fulcrum of the SLN course design process is our use of the multimedia instructional design partner (ID), not as a collaborator in the design of the course, nor in a clerical support capacity, but as a guide to the faculty in the online course design and faculty development process. Currently the SLN instructional design team consists of 3 full time IDs and 50+ campus-based IDs. The development of the SLN campus-based ID model grew out a combination of reasons that included being faced limited resources in 1994 (as the program began), rapidly expanding faculty development needs, and a desire to operationalize, scale, and institutionalize sustainable processes to ensure consistent quality and results in course designs. Building a locally available campus resource facilitates campus ownership and investment in the program and makes access for faculty convenient. Campus-based IDs are trained by the SLN program and function as members of the SLN instructional design team. Though part editor, part technical support, the “ID” is primarily an expert in instructional design and online teaching and learning. They are also experts the SLN course management software and technology and can guide the faculty to the most effective and efficient ways to achieve their instructional objectives. All IDs are given an orientation to the program and trained in our technology and the SLN faculty development and course design process. As part of a robust professional development program, they observe courses, complete an online orientation, participate in course design reviews, review and familiarize themselves with our guidelines, tips, recommendations and our course developer handbook. They are also encouraged to take an online course, given a practice template and encouraged to develop and teach an SLN course. They become members of the program’s instructional design team and participate actively in bi-weekly meetings. As part of their training, new IDs carry a reduced load of faculty, partner with the lead instructional designer for support, and assume progressively responsible roles at the faculty trainings. The relationship with faculty is a delicate and negotiated role that, in addition to technical and instructional design expertise, requires diplomacy and high level interpersonal skills. We have learned that graduate assistants, experienced faculty, and staff may have pre-existing relationships and roles on campus that can inhibit carrying out the role of the ID successfully. Additionally, the ID functions as a single point of contact between the instructor and the SLN program. The ID team is kept up to date on the latest programmatic information, procedural changes, technology or instructional design issues, and provides a forum for designers to share information and tips, and the opportunity to brainstorm and problem-solve solutions to design and technology issues with each other. Working so closely with their faculty and having the SLN Instructional Design Team to rely on, puts the IDs in an advantageous position to share information, strategies, and solutions with their cohort of assigned faculty and with each other. The SLN campus-ID model, is at its simplest a train the trainer model. IDs not only disseminate the best practices collected or researched in a coordinated and consistent manner, but also contribute themselves to the data collection, evaluation, revision, feedback, and best practices collection loop. Today SLN IDs are a unique and successful community in the SUNY system, and this role is now institutionalized across SUNY for SLN. They comprise a large community of highly experienced online instructional design professionals all dedicated to the common cause of supporting SLN faculty from all disciplines in the development of their online courses. The comprehensiveness of SLN’s processes, resources, support, and services, facilitate the IDs in their pivotal role and allow them to do their jobs in a well-documented, organized manner. The unique role of the ID in the SLN program is a distinguishing factor in the SLN faculty development and course design processes, and a significant factor in the high degrees of reported satisfaction from both faculty and students.Key Element #2 -

Support: SLN Instructional Designer/Technologist documentationInstructional Designer (ID) Responsibilities and Expectations

The SUNY Learning Network maintains two key online instructional design roles. SLN “master IDs” and








SLN campus-based instructional designers. SLN IDs are hired by the SLN program office and campus-based IDs are hired by each participating SUNY campus. The campus IDs are considered part of the SLN instructional design team’s extended staff, are trained by SLN, have SLN faculty development program roles, events, and activities assigned by SLN, and have regular ongoing contact with SLN instructional design staff to effectively carry out implement SLN on their campuses.SLN Master IDs: Instruct and guide SLN online faculty to create and manage fully online courses through proactive interaction and collaboration.

1. Maintain and improve the SLN faculty development process by keeping current in the field, assisting with moving theory to practice by interpreting, implementing, disseminating, and refining online best practices and pedagogical principles in the creation of training materials and conducting workshops.

2. Inform the technology enhancement process with anecdotal observations, collecting information, testing/trouble-shooting, and providing end-user concerns (faculty development) and instructional issues.

3. Serve as mentors for campus-based IDs, continually providing information and support.

4. Establish credibility in our communities of online faculty and instructional designers by being a practitioner and teaching online.

5. Represent SLN at conferences and professional development events.

The Campus-ID program and general responsibilities for all IDsA campus-based ID is the primary contact between SLN faculty on campus and the SLN program. Their role is to provide pedagogical and tech support as determined and established by the SLN online instructional design processes for the SLN faculty from their Campus. The primary goal as a ID is to keep their assigned faculty happy and well supported--that means: They must make sure that their assigned faculty's technology works and that they know how to use it to

participate in the program and develop their online courses. They must insure that assigned faculty produce a well-designed complete course on schedule according to

development cycle deadlines and standards for consistency and instructional design. They must insure that faculty are well-trained, well-informed, and well-prepared to teach and manage their

courses in the SLN online environment. Act as conduit for information between the campus/faculty and the SLN Program to make sure that

everyone is kept up to date and well informed on the many issues that come up during every development and delivery cycle.

They must perform several specific tasks to prepare course shells for assigned faculty each term.

Equally important to the program is full participation and cooperation in the established SLN faculty development and course design processes.

Key Element #2 - Support: SLN Instructional Designer/Technologist documentation

In general, it is expected and required that all IDs participate in all ID and SLN activities as established or required. An overview of expectations and activities for a new ID in one development cycle follows:1. New IDs are expected to participate in the SLN Campus ID training program, which during the first

semester includes: an initial individual or small group ID training, a one-on-one ID training, attendance of all SLN workshops twice, and ongoing work with an assigned ID mentor. New IDs are assigned a ID mentor from the SLN instructional design staff (SLN master IDs) to work with throughout their first 2 full faculty development cycles – they observe and lead in the first cycle and lead and are observed in the second cycle. Travel for these events may be required.


2. All IDs are expected to be responsive and keep current with all faculty and project email and activities. A ID will be available and responsive to faculty and project phone calls and email. IDs are expected to track, triage and troubleshoot tech. problems, answer questions, guide and make course design recommendations. As the first point of contact with the faculty, it is also the Campus IDs responsibility to disseminate information from the SLN office to the campus and faculty and vice versa.

3. IDs are expected to be present at all SLN trainings at which faculty from their campus attend. IDs will assist with workshops as directed by the lead trainer in sequence with progressive responsibilities as part of their SLN ID professional development activities. IDs should observe, assist, and lead one of each of the SLN trainings to complete their training. In the event that no faculty will be attending a given workshop for a semester, attendance is recommended at one of each workshop, per semester, to keep current on updates and changes in procedures. This may require travel to multiple locations.

4. IDs are expected to attend and prepare reports for bi-monthly ID meetings --every other Tuesday at 2pm. Participation via conference call is the usual arrangement for participation by IDs who live at a distance from Albany. The SLN campus ID instructional design team is an important community for IDs. Membership and participation is required.

5. Throughout the year there will be meetings and trainings that IDs will be asked to attend in person. It is understood that the Campus ID may have other obligations and responsibilities, but occasional travel may be required. Efforts will be made to plan the meetings well in advance and to make attendance convenient. The following annual events directly pertain to the role of the ID and attendance at these events is expected: the ID Summit in February (usually in Syracuse), and the Conference on Instructional Technology (CIT) in May (location rotates annually).

6. A Campus ID must be available to meet with assigned faculty in person and individually to help faculty with technology and course design matters. Or, if faculty prefer they can work with them at a distance via phone and email.

7. All IDs are expected to fully adhere to, and cooperate in the established SLN faculty development and course design processes:

Work with the SLN office to prepare SLN templates for returning faculty and insure that all new courses are customized to the campus.

Conduct an initial tech. check to verify access to ANGEL, course shell and access to and participation in the SLN Online Faculty Conference (http://sln.suny.edu/conference).

Establish a course development schedule with each assigned instructor. Set up appointment and conduct 2-3 hour training with each new assigned instructor to determine: course

modules, learning activities, and course design and to set up the course outline in template. This training can also be done by phone if a face-to-face meeting is not possible. Must be one-on-one with faculty.

Negotiate and stick to a development schedule. Courses must be finished, fully developed and complete one week prior to the term start date.

Guide assigned faculty in course design and in the optimum use of the SLN course templates to meet the instructional objectives specific to their course.


Develop wrap around trainings for faculty as supplemental faculty development activities and events on campus.

Follow up with training for any faculty that cannot attend the SLN training. Conduct and produce a formal written course review of each course for each assigned instructor using the

SLN course review checklists/rubric. Then, work with faculty to implement revisions detailed in course review. Courses must be complete: done, reviewed, and revised-- one week prior to the teaching and managing your course training.

Actively participate in all ID instructional design team activities. Observe, assist, and lead one of each of the SLN faculty workshops.


Follow up with training for any faculty that cannot attend training. Provide 3-4 weeks of assistance, observation, and support as the term begins for each assigned course.

Weekly written check-ins to faculty are required during this period. Provide periodic checks-ins and ongoing support and coordination as needed throughout the term. Assist in the evaluation and revision of completed course--after the term concludes. Develop wrap-around training presentations and materials for their local campus faculty, focusing on

relevant SLN material, as appropriate.



Job Title: Senior Instructional DesignerUnit: SL3, UUP

Full or Part Time:

Full Time

Institution: System AdministrationUnit/Program/

OfficeSUNY Learning Network

Location: AlbanyDescription: The SUNY Learning Network seeks an instructional designer to support online and

blended teaching and learning.

Responsibilities:SLN Instructional Design Team· Provide expert-level ANGEL skills to optimize its features and functionality in our approaches to instance and domain-level best practices in course/content development, and the effective uses of ANGEL agents, tokens, and environment variables.· Work closely and collaboratively as a senior member of the SLN Instructional Design team. · Coordinate instructional design team projects.· Participate actively in the SLN extended campus-based instructional design community.

Services and Support· Provide SLN instructional design support and services for assigned campus-based instructional designers, SUNY faculty, and program initiatives using SLN to teach and interact online. · Mentor assigned SLN instructional designers.· Mentor assigned campus-based instructional designers.· Work with assigned campus-based instructional designers and faculty to document and collect effective online/blended teaching and learning environments, practices, approaches, and experiences.This position may also work with assigned faculty in the SUNY Learning Network to develop courses for online/blended delivery.1. Work in partnership with assigned individual SUNY instructional designers and faculty members to design effective online/blended teaching and learning environments. Insure appropriate and effective faculty development and course quality according to established SLN processes and practices.2. Track course development progress, monitor ongoing courses, and trouble shoot problems in technology and course delivery for SUNY Learning Network Courses.

Training· Provide technical support for the ANGEL course management software at an expert level to campus-based instructional designers and faculty at a distance.· Serve as a lead trainer for SLN online faculty development workshop/training opportunities and events in a variety of modes. Conduct workshops, webinars, demonstrations, train-the-trainer sessions, individual face-to-face, or telephone training sessions for assigned campus-based instructional designers and SLN faculty.· Assist with design, evaluation, and revision or adaptation of workshops, materials, resources to support online/blended teaching and learning. · Write, edit, adapt, and produce documentation and instructions in a variety of media to assist instructional designers and faculty developers.· Support use of technology tools and media to enhance teaching, learning, community, and interaction.

Quality Control and Program Improvement


· Maintain excellent relationships and communications with participating campuses, staff, and faculty.· Provide feedback on behalf of SLN campuses, faculty, and campus-based instructional designers.· Implement SLN faculty development and course design processes to support effective online teaching and learning practices and online course quality.· Work with SLN staff to test, evaluate, improve, processes, course templates, tools for use in online courses, and SLN administrative applications.· Maintain expert-level ANGEL skills.· Monitor and test new tools, media, and technology developments and trends.· Keep up to date in the fields of online and blended instructional design, asynchronous teaching and learning; technology-enhanced/mediated instruction; course management applications; the Internet environment, web and multimedia tools and resources for teaching and learning. · Attend appropriate external training, workshops, and conferences, and represent SLN at professional meetings, conferences, and demonstrations.· Represent the faculty development and instructional design team in cross functional unit activities to develop/improve program supports and services.

Required Qualifications:

Master’s degree. Training in instructional design, educational technology, or related field. At least 5 years experience working directly with college faculty to develop and support effective online teaching and learning environments and instructors. Expert-level knowledge of the ANGEL learning management system for online/blended teaching, learning, and interaction. Demonstrated ability to deliver training effectively in a variety of modes. Demonstrated ability to apply technology to improve college-level teaching and learning. Demonstrated ability to provide technology support at a distance. Excellent oral, written, and interpersonal communications skills. Excellent customer service and support oriented-approaches to interaction. Demonstrated ability to work both independently and as part of a team. Online teaching or learning experience.

Preferred Qualifications:

Knowledge of effective online and blended teaching and learning practices and adult and individualized learning methods. Experience in any of the following: systematic instructional design process for distance or blended learning; curriculum improvement; creating multimedia and interactive learning experiences; team-based projects; and working in a distributed organization. Knowledge of course management platforms/programs, applications, and authoring tools, (e.g., BlackBoard, Moodle, WebCT, etc).

Special Information (e.g., travel

required, evening hours,

etc.):

This position requires travel within New York State and will be assigned primarily to the Southern NYS region for travel and SUNY campus support. The assigned region will include South Western NY as far as Binghamton, the ID Hudson region, NYC and Long Island. Travel may be up to 35% of the position. Overnight and weekend travel may be required. This position is best suited to someone who prefers participating in a collaborative team environment that is fast paced with cyclical work activities.

Rank/Salary: $60,000 - $65,000 depending upon relevant experience.



Job Title: Instructional TechnologistUnit: SL3, UUP

Full or Part Time: Full TimeInstitution: System Administration

Unit/Program/Office: SUNY Learning NetworkLocation: Albany

Description: The SUNY Learning Network seeks an instructional technologist to support online and blended teaching and learning.

Responsibilities:SLN Instructional Design Team· Provide demonstrations of technology tools and media, trainings, and documentation to the SLN ID team, and the broader campus-based ID communities.· Provide advanced skills to optimize our effective uses of the features and functionality in the ANGEL LMS.· Work closely and collaboratively as a member of the SLN Instructional Design team. · Participate in instructional design team projects.· Participate actively in the SLN extended campus-based instructional design community.· Build and grow productive relationships with entities within and out side SUNY that are dedicated to improving teaching and learning via multimedia resources.· Plan and coordinate/manage projects such as the SUNY wide CoolTools web site (sln.suny.edu/cooltools) and professional development workshops on campuses and at the Training Center for integrating multimedia across the disciplines and showcasing exemplar demonstrations and best practices.

Services and Support· Research, test, and implement the use of multimedia-based instructional applications that support instructional needs and improve the learning process.· Assist assigned campus-based instructional designers and faculty to experiment with and evaluate a variety of technologies to support varied teaching modes and disciplines; willingness to continually experiment and reflect on effectiveness.· Provide SLN instructional design support and services for assigned campus-based instructional designers, SUNY faculty, and program initiatives using SLN to teach and interact online. · Mentor assigned campus-based instructional designers.· Work with assigned campus-based instructional designers and faculty to design and to document and collect effective online/blended teaching and learning environments, practices, approaches, and experiences.· Support use of technology tools and media to enhance teaching, learning, community, and interaction.

This position may also work with assigned faculty in the SUNY Learning Network to develop courses for online/blended delivery.1. Work in partnership with assigned individual SUNY instructional designers and faculty members to design effective online/blended teaching and learning environments. Insure appropriate and effective faculty development and course quality according to established SLN processes and practices.2. Track course development progress, monitor ongoing courses, and trouble shoot problems in technology and course delivery for SUNY Learning Network Courses.

Training· Develop and conduct workshops via the SUNY center for professional development and the TLT cooperative targeting discipline-specific tools, or options for offering effective technical solutions for specific types of learning activities and styles, and


teaching approaches.· Provide technical support for the ANGEL course management software at an advanced level to campus-based instructional designers and faculty at a distance.· Serve as a co-trainer for SLN online faculty development workshop/training opportunities and events in a variety of modes. Assist in the implementation of workshops, webinars, demonstrations, train-the-trainer sessions, individual face-to-face, or telephone training sessions for assigned campus-based instructional designers and SLN faculty.· Serve as consultant for multimedia needs to campus IDs and faculty teaching through the SUNY Learning Network.· Assist with design, evaluation, and revision or adaptation of workshops, materials, resources to support online/blended teaching and learning. · Write, edit, adapt, and produce documentation and instructions in a variety of media to assist instructional designers and faculty developers.

Quality Control and Program Improvement· Maintain excellent relationships and communications with participating campuses, staff, and faculty.· Provide feedback on behalf of SLN campuses, faculty, and campus-based instructional designers.· Participate in cross functional unit teams to develop/improve program supports and services.· Implement SLN faculty development and course design processes to support effective online teaching and learning practices and online course quality.· Work with SLN staff to test, evaluate, improve, processes, course templates, tools for use in online courses, and SLN administrative applications.· Actively seek to maintain and advance skills in new versions of ANGEL and other relevant applications. · Pursue new skills and grow in understanding of online teaching and learning and technology.· Monitor and test new tools, media, and technology developments and trends.· Keep up to date in the fields of online and blended instructional design, course management applications; the Internet environment, web and multimedia tools and resources for teaching and learning.

· Attend/present appropriate external training, workshops, and conferences focused on media rich education, and may occasionally represent SLN at professional meetings, conferences, and demonstrations.


Required

Qualifications:

Master’s degree. Training in instructional technology, instructional design, educational technology, or related field. At least 2 years experience working directly with college faculty teaching in a variety of learning modes and disciplines, and to support wide varieties of technologies. Blended learning support and expertise. Advanced-level knowledge of the ANGEL learning management system for online/blended teaching, learning, and interaction. Demonstrated ability to deliver training effectively in a variety of modes. Working knowledge of HTML and CSS, JavaScript and DHTML. Audio/video production and editing skills. Excellent oral, written, and interpersonal communications skills. Excellent customer service and support oriented-approaches to interaction. Demonstrated ability to work both independently and as part of a team. Online/blended teaching or learning experience.

Preferred

Qualifications:

Knowledge of effective online and blended teaching and learning practices and adult and individualized learning methods. Experience in any of the following: Graphic design, artistic illustration, 3-D animation, XML, and/or instructional design theory. Extended experience in: ActionScript, Adobe Creative Suite, Captivate, DHTML, JavaScript and/or video production. Strong working knowledge of a web-based learning management systems (e.g., BlackBoard, Moodle, WebCT, etc). Knowledge of web accessibility issues.

Special Information

(e.g., travel required,

evening hours, etc.):

This position requires travel within New York State and will be assigned primarily to the Central/Northern NYS region for travel and SUNY campus support. The assigned region will include Central and Northern NY as far as Morrisville and MVCC, the capital region, Delhi, Columbia-Greene, and the Adirondack region. Travel may be up to 35% of the position. Overnight and weekend travel may be required. This position is best suited to someone who prefers participating in a collaborative team environment that is fast paced with cyclical work activities.

Rank/Salary: $50,000 - $55,000 depending upon relevant experience.


Instructional Designer Phone Interview Questions - prescreening

Interview Questions

General

Tell us about yourself <presentation skills>?

What attracted you to this position?

Professional experience

What do you like and what do you dislike about your current or previous position?

Why are you leaving your current job?

Faculty Development/Instructional Design

What in your opinion are factors that contribute to effective faculty development?

What in your estimation are the most important pedagogical issues related to online teaching and learning?

Support and Service

What do you feel are the main issues involved in supporting online faculty?

What questions would you ask a Faculty Member prior to integrating technology into their teaching or before putting their course

online? <Establishes the importance of design for effective pedagogy>

Technical/Multimedia

What Multimedia design experience/expertise do you have?

There are fabulous multimedia tools available these days that can enhance college courses. What considerations should a faculty

member consider when pondering what educational technology s/he will incorporate in a web enhanced or hybrid course?

Personal

What are your personal and professional goals?

Miscellaneous

Questions?



Instructional Designer Interview Questions

General

Describe the position as you understand it.

Professional experience

What past experience do you have that will make you most effective in this position?

Describe a program you were involved in that you felt was the most rewarding and why? And describe a program that was the most

frustrating and why? <motivation>

Faculty Development/Instructional Design

Have you ever taught or taken an online or hybrid/web-enhanced course?

What does "instructional design" mean to you?

What in your view is a fundamental difference between the design of a hybrid/web enhanced course and a full online course?

Support and Service

Describe the topics and issues you would discuss in the early phase of assisting a faculty member during course conceptualization,

and the approach you would take to build a relationship with the faculty member.

What advice would you give an instructor who is trying to figure out how to…….?

· Teach Spanish online?

· Do a lab in a ….course?

· Create more interaction in his/her online course?

· Get a “lurker” to participate?

Can you explain how you might communicate effectively to faculty when recommending changes in their course design?

Describe your ability to trouble-shoot technical issues on both Mac and PC platforms.

Technical/Multimedia

Describe your technical experience using/supporting course management systems.

What is your perspective on the use of authoring tools and multimedia in regards to enhancing the teaching/learning experience?

Personal

Of what accomplishment are you most proud?

Are you available to travel? (Travel throughout NYS is required and represents 50% of the job.)

If there was one thing that you would want us to remember about you, what would that be?

Miscellaneous

What questions do you have of us? <Shows what is most important to the candidate>

What are your salary requirements?



Instructional Designer position Interview Questions

GeneralTell us about yourself <presentation skills>?Describe the position as you understand it.What attracted you to this position?How confident are you that you can successfully perform the duties of this position and why?What would your ideal job be like?<Fit assessment>

Professional experienceWhat do you like and what do you dislike about your current or previous position?What past experience do you have that will make you most effective in this position?Describe a project you were assigned, its objective and your approach to organizing for it and delivering the output. <how well candidate organizes work deliverables>Describe a program you were involved in that you felt was the most rewarding and why? And describe a program that was the most frustrating and why? <motivation>Give me an example of a time when you motivated others.Give me an example of when you showed initiative and took the lead.Give me an example of a time when you set a goal and were able to meet or achieveWhy are you leaving your current job?

Faculty Development/Instructional DesignWhat in your opinion are factors that contribute to effective faculty development?Have you ever taught or taken an online or hybrid/web-enhanced course?What in your view is a fundamental difference between the design of a hybrid/web enhanced course and a full online course?What in your estimation are the most important pedagogical issues related to online teaching and learning?What does "instructional design" mean to you?What do you think a quality online or hybrid/web-enhanced course would look like?What is your understanding of adult learning?What pedagogy works best: ...asynchronously? ...synchronously? ...online? ...face to face?In your own words, please tell us why pedagogy is often called the 'art of teaching.'Are you familiar with the terms 'macro' and 'micro' ? How might these terms apply to instructional design tasks within a large university system?

Support and ServiceWhat do you feel are the main issues involved in supporting online faculty?What questions would you ask a Faculty Member prior to integrating technology into their teaching or before putting their course online? <Establishes the importance of design for effective pedagogy>Assume you are a typical SUNY instructor, what support and services would you expect from your ID?A ID in the SLE system is a partner with the faculty during the course development process. Describe the topics and issues you would discuss in the early phase of assisting a faculty member during course conceptualization, and the approach you would take to build a relationship with the faculty member.Your audience will be spread across several campuses. Give us a couple of examples of how you have provided instruction to adult learners from a distance!What advice would you give an instructor who is trying to figure out how to…….? · Teach Spanish online? · Do a lab in a ….course?· Create more interaction in his/her online course?· Get a “lurker” to participate?



An art faculty member comes to you and asks how to put some movie clips online? Where do you start? What questions do you ask? ….copyright / IP issues??Can you explain how you might communicate effectively to faculty when recommending functional changes in their course design?Please briefly describe your most challenging job-related issue caused by a failed technology or service.In your view, should faculty use a formal or informal writing style in their communication with students?Can online assessment be valid? If so, what assessment strategies would you suggest?

Technical/MultimediaDescribe your technical experience using/supporting course management systems.Describe your ability to trouble-shoot technical issues on both Mac and PC platforms.What Multimedia design experience/expertise do you have?Say something about the use of authoring tools and multimedia in regards to enhancing the teaching/learning experience.There are fabulous multimedia tools available these days that can enhance college courses. What considerations should a faculty member consider when pondering what educational technology s/he will incorporate in a CourseSpace course?

MarketingWhat are some strategies you could bring to CourseSpace for improving our visibility and penetration on both participating and non participating campuses?What advice would you give a campus administrator who is concerned over test-taking in or student evaluation/assessment in the online environment?

PersonalWhat are your personal and professional goals?Of what accomplishment are you most proud?Are you available to travel? (Travel throughout NYS is required and represents 50% of the job.)If there was one thing that you would want us to remember about you, what would that be?

MiscellaneousIn reviewing your résumé we were not able to evaluate your knowledge/skills /abilities in the area of (cited void from the criteria sheet.) Please describe.Questions about the program/s?Questions for the staff?What questions do you have of us? <Shows what is most important to the candidate>



Key Element #3 - ApproachesEffective Online Course Design

One of the things that are very important for new faculty is the ability to look at exemplar courses as models and to get ideas for their own course designs as they design their own courses. I have set up some podcasted interviews with experienced SLN faculty –they are the conversations about the course design process and what went in to the design decisions that were made that will be relevant to any online instructor.

http://www.podomatic.com/playlist/alexandrapickett/412413

http://bit.ly/SLNobservationcourses

Online learning design: What works? http://bit.ly/oACW5k Keys to success http://bit.ly/qWxDXK

Online effective practices: http://slnfacultyonline.ning.com/page/effective-practices


http://sln.suny.edu












http://slnfacultyonline.ning.com/page/effective-practices

http://bit.ly/qWxDXK

http://bit.ly/oACW5k

http://bit.ly/SLNobservationcourses

http://www.podomatic.com/playlist/alexandrapickett/412413


Best Practices in Online Teaching, Learning, and Course Design

Conversations with Online Faculty

Interviewed by Alexandra M. Pickett and selected online faculty from the SUNY Learning Network

How to "observe" an online courseYou have been given access to several online fully asynchronous courses for observation. We have gotten the necessary permissions for the observation from the faculty involved.

These online courses have been selected as models for you to observe. They demonstrate a variety of content areas and approaches to online course content layout, and show creative ways to implement a variety of learning activities and objectives. They may inspire you to develop and teach your own online course!

Key Element #3 - Approaches: Exemplar Courses for Observation


The Purpose of creating an Orientation and Course Information Area for your Course

The aim of your course and an orientation to its structure should be carefully spelled out right from the beginning. Students should know what is going to be happening in their course, how they are going to be assessed, and what they should be striving to achieve. In addition to a course overview, the students also should be given an orientation to the mechanics of the course. Creating an Orientation to your course will create an immediate connection between you and your students, between your students, and between your students and the course content and environment – essential in a successful and effective online learning environment.

Using the features available to you in CE6, create a set of "standard" orientation and course information documents to give students information about your course. You might think of these documents as containing all the information needed by your students to fully and clearly understand how your course works and what to expect.

For an example of this, view our CE6 online workshop space, "from the classroom to the web." Look for the link "Course Information" in the course content section of the workshop.

The recommended standard Course Information documents are: 1. WELCOME! 2. Contact Information 3. Course Overview & Objectives 4. Readings and Materials 5. Course Learning Activities 6. How you will be Evaluated 7. My Expectations 8. Course Schedule 9. Plagiarism10. YOUR NEXT STEPS

Specifically, the purposes of your Course Information documents are to: Introduce yourself and your course. Present your course overview, syllabus, schedule, and readings/materials. Explain the types of learning activities students will be doing in your course. Present your expectations of students and how you plan to evaluate their work in your course. Give students several "ice-breaking" tasks to get them off on the right track and introduce them to

each other, and let you know that they are up and running in the online learning environment. Instruct students on precisely what they are to do first and next in your course.


Key Element #3 - Approaches: Effective Online Course Design

Draft your Online Course Learning Activities: the anatomy of a module

You may have begun drafting the learning activities under each module you have defined in your course structure. If you already have that is great! If not this can help you make some design decisions about the structure of learning activities in your course.

Just as your pedagogical objectives, the nature of your content, your personal style, and the features and constraints of the web shaped the module structure of your course, so too will they shape the section structure and specific learning activities for your course.

For this activity you will create a DRAFT list of the learning activities for each of the modules in your course, then group the activities in a logical and consistent manner across each module.

How do I go about identifying the learning activities of my modules?

1. List the learning activities that you envision for each of your modules. Give a DRAFT name or title for each activity.

2. Do you foresee students working through your learning activities in a specific order? If so, DRAFT the list of the learning activities in that order. If not, list them in a logical order for each module.

3. Does a pattern of activities emerge? For example, your activities may logically group by task or date. Grouping the activities in a logical and consistent scheme across modules will help enhance and organize your materials and activities. Consistency in the structure and order of activities across modules also helps students in their understanding and navigation of the course, materials, and activities.

Naming your Learning Activities

Create a DRAFT name for each learning activity in a selected module that is descriptive and unambiguous. Keep the titles short and to the point. Consider putting due dates, type of task, and a descriptive name in the title. Use consistent naming conventions across modules and for similar types of activities.

Anatomy of a Module - (one example) (remember: present content, engage/interact, assess)Module 1. (title) Module at a Glance - an overview of the activities and specifics of a module. Content Presentation (outline) Discussion/Interaction Assignments (on and offline )Evaluation Feedback

Remember that nothing is set in stone, anything can be changed, revised, re-sequenced, and rewritten at this stage.


Key Element #3 - Approaches: Effective Online Course Design


Key Element #4: EvaluationSLN Self-assessment, Survey, and Research Instruments

Self-assessment: Online teaching and learning effectivenesshttp://sln.suny.edu/teachingsurvey/

Self-assessment: Programmatic effectivenesshttp://bit.ly/qualityscorecard http://bit.ly/vQcIRL

Reasearch-based practiceshttp://bit.ly/sqSiaK

Shea, P., Fredericksen, E., Pickett, A., Pelz, W., (2003) A Preliminary Investigation of “Teaching Presence” in the SUNY Learning Network, Elements of Quality Online Education, Needham, MA: SCOLE (ISBN 0-9677741-5-2).

Shea, P., Pickett, A., Pelz, W., (2003) Follow-up Investigation of "Teaching Presence" in the SUNY Learning Network, Journal of Asynchronous Learning Networks: 7(2). ISSN 1092-8235A.

Links to papershttp://tlt.suny.edu/originaldocumentation/library/researchsln/TeachingPresence.pdfhttp://tlt.suny.edu/originaldocumentation/library/researchsln/Faculty01.pdf


http://sln.suny.edu












http://tlt.suny.edu/originaldocumentation/library/researchsln/Faculty01.pdf

http://tlt.suny.edu/originaldocumentation/library/researchsln/TeachingPresence.pdf

http://bit.ly/sqSiaK

http://bit.ly/vQcIRL

http://bit.ly/qualityscorecard

http://sln.suny.edu/teachingsurvey/


Faculty Teaching Presence QuestionnaireSUNY Learning Network (SLN)

Course1. How many times have you taught this course online through SLN?

2. How satisfied were with the online teaching experience of this course?

3. Overall students learned a great deal in this online course.

4. Would you like to teach an online course again?

5. Would you recommend teaching online to a colleague?

Instructional Design and OrganizationSetting the curriculum:6. Overall, I clearly communicated important course goals (for example, I provided documentation on course learning objectives).

7. Overall, my students clearly understood the goals and objectives for this course without confusion or questions.

8. Overall, I clearly communicated important course topics (for example, I provided a clear and accurate course overview).

9. Overall, my students clearly and accurately understood the topics in this course without confusion or questions.

Designing Methods:10. Overall, I provided clear instructions on how to participate in course learning activities (for example, I provided clear instructions on how to complete course assignments successfully).

11. Overall, my students easily followed my instructions on how to participate in course learning activities without confusion or questions.

Establishing Time Parameters:12. Overall, I clearly communicated important due dates/time frames for learning activities that helped my students keep pace with the course (for example, I provided a clear, comprehensive, and accurate course schedule, due dates, etc).

13. Overall, my students were able to easily follow and keep pace with the important due dates/time frames for learning activities in my course without confusion.

Utilizing the medium effectively:14. Overall, I helped my online students take advantage of the online environment to assist their learning (for example, I provided clear instructions on how to participate in online discussion forums).

15. Overall, my online students participated in the learning activities I designed in my course according to my instructions and to my satisfaction without confusion.Key Element #4 - Evaluation: SLN Faculty Teaching Presence Survey


Establishing Netiquette:16. Overall, I helped my online students to understand and practice the kinds of behaviors acceptable in online learning environments (for example, I provided documentation on “netiquette,” i.e., polite forms of online interaction). 17. Overall, my online students interacted acceptably with me and with others in the class.

Facilitating Discourse and InteractionIdentifying areas of agreement/disagreement:

18. Overall, I identified areas of agreement and disagreement on course topics that assisted students to learn.

19. Overall, students in this course were helpful in identifying areas of agreement and disagreement on course topics that assisted their fellow students to learn.

Seeking to reach consensus:20. Overall, I guided the class towards agreement/understanding about course topics that assisted my online students to learn.

21. Overall, students in this course were helpful in guiding the class towards agreement/understanding about course topics that assisted their fellow students to learn.

Reinforce student contributions:22. Overall, I acknowledged student participation in the course (for example, I replied promptly in a positive, encouraging manner to student submissions).

23. Overall, students in this course acknowledged student participation in the course (for example, students replied in a positive, encouraging manner to other student submissions).

Setting climate for learning:24. Overall, I encouraged students to explore concepts in the course (for example, I encouraged “thinking out loud” or the exploration of new ideas).

25. Overall, students in this course encouraged their classmates to explore concepts in the course (for example, students encouraged each other to “think out loud” or to explore new ideas).

Drawing in participants, prompting discussion:26. Overall, I helped to keep students engaged and participating in productive dialog.

27. Overall, students in this course helped to keep each other engaged and participating in productive dialog.

Assessing the efficacy of the process:28. Overall, I helped keep students on task in a way that assisted them to learn.

29. Overall, students in this course helped keep each other on task in a way that assisted them to learn.

Key Element #4 - Evaluation: SLN Faculty Teaching Presence Survey


30. Overall the quality of interaction I had with my students was very high in this online course.

31. Overall the quality of interaction between my students was very high in this online course.

Direct InstructionPresent content/Questions:

32. Overall, I presented content or questions in my online course that helped students to learn.

33. Overall, students in this course presented content or questions that helped each other to learn.

Focus the discussion on specific issues:34. Overall, I helped to focus discussion on relevant issues in my online course in a way that assisted students to learn.

35. Overall, students in this course helped to focus discussion on relevant issues in a way that assisted each other to learn.

Confirm understanding:36. Overall, I provided explanatory feedback that assisted students to learn (for example, I responded helpfully to discussion comments or course assignments).

37. Overall, students in this course provided explanatory feedback that assisted each other to learn (for example, students responded helpfully to discussion comments or course assignments from each other).

Diagnose misconceptions:38. Overall, I helped students to revise their thinking (for example - I corrected misunderstandings) in a ways that helped students to learn.

39. Overall, students in this course helped each other to revise their thinking (for example - corrected misunderstandings) in ways that assisted learning.

Inject knowledge from diverse sources:40. Overall, I provided useful information from a variety of sources that assisted students to learn (for example, I provided references to articles, textbooks, personal experiences, or links to relevant external websites).

41. Overall, students in this course provided useful information from a variety of sources that assisted each other to learn (for example references to articles, textbooks, personal experiences, or links to relevant external websites).

ADDITIONAL COMMENTS:

Key Element #4 - Evaluation: SLN Faculty Teaching Presence Survey


Student Teaching Presence QuestionnaireSUNY Learning Network (SLN)

Demographic information collected: AgeDistanceEmploymentStatus GenderModem SpeedReason

Course: 1. Online Experience

1A. Web-enhanced Course Experience.

2. Overall I was satisfied with this course.

3. Overall I learned a great deal in this course.

Setting the curriculum1. Overall, the instructor for this course clearly communicated important course goals (for example, provided documentation on course learning objectives).

2. Overall, the instructor for this course clearly communicated important course topics. (For example, provided a clear and accurate course overview)

Designing Methods3. Overall, the instructor for this provided clear instructions on how to participate in course learning activities (e.g. provided clear instructions on how to complete course assignments successfully).

Establishing Time Parameters4. Overall, the instructor for this course clearly communicated important due dates/time frames for learning activities that helped me keep pace with this course (for example, provided a clear and accurate course schedule, due dates, etc.)

Utilizing the medium effectively5. Overall, the instructor for this course helped me take advantage of the online environment to assist my learning (for example, provided clear instructions on how to participate in online discussion forums).

Establishing Netiquette6. Overall, the instructor for this course helped students to understand and practice the kinds of behaviors acceptable in online learning environments (for example, provided documentation on "netiquette" i.e. polite forms of online interaction).

Identifying areas of agreement/disagreement1. Overall, the instructor for this course was helpful in identifying areas of agreement and disagreement on course topics that assisted me to learn.

Seeking to reach consensus2. Overall, the instructor for this course was helpful in guiding the class towards understanding course topics in a way that assisted me to learn.


Key Element #4 - Evaluation: SLN Student Teaching Presence Survey

Reinforce student contributions3. Overall, the instructor in this course acknowledged student participation in the course (for example replied in a positive, encouraging manner to student submissions)

Setting climate for learning4. Overall, the instructor for this course encouraged students to explore new concepts in this course (for example, encouraged "thinking out loud" or the exploration of new ideas)

Drawing in participants, prompting discussion5. Overall, the instructor for this course helped to keep students engaged and participating in productive dialog.

Assessing the efficacy of the process6. Overall, the instructor for this course helped keep the participants on task in a way that assisted me to learn.

Present content/Questions1. Overall, the instructor for this course presented content or questions that helped me to learn.

Focus the discussion on specific issues2. Overall, the instructor for this course helped to focus discussion on relevant issues in a way that assisted me to learn.

Confirm understanding3. Overall, the instructor for this course provided explanatory feedback that assisted me to learn (for example, responded helpfully to discussion comments or course assignments).

Diagnose misconceptions4. Overall, the instructor for this course helped me to revise my thinking (for example, correct misunderstandings) in a way that helped me to learn.

Inject knowledge from diverse sources5. Overall, the instructor for this course provided useful information from a variety of sources that assisted me to learn (for example, references to articles, textbooks, personal experiences or links to relevant external websites).

1. Think of a similar course you have taken in the classroom. Compared to that course (i.e. a course that was not online) how would you rate you level of learning in this course?

1A. Think of a similar course you have taken in the classroom that did not contain any online components. Compared to that course, how would you rate you level of learning in this course that did contain online components.

2. Based on your experience, would you consider taking other online courses in the future?

2A. Based on your experience in this course, would you consider taking other courses with online components in the future?


Key Element #4 - Evaluation: SLN Student Teaching Presence Survey


Key Element #5 - QualityCourse Review Materials for New Faculty

Instructional Designers use rubrics formatively during the course design and development process. And summatively with their assigned online faculty to produce formal written course reviews for their online faculty and their courses.

Below, you have access to two SLN Course Checklists, which have been derived from QM standards, SLN course quality standards, and checklists used at Niagara County Community College.

We encourage faculty and IDs to use these checklists

http://bit.ly/rLaUCX The first checklist covers content and presentation, focusing on these key areas:

Course Overview and Introduction

Learning Objectives

Resources and Materials

Learning Support

Content Presentation

Accessibility

http://bit.ly/uMgWr6 The second checklist focuses on interaction and assessment, and covers these key areas:

Student/Content Interaction

Student/Instructor Interaction

Student/Student Interaction

Assessment

The checklists are based on SLN best practices in instructional design and online pedagogy. Keep them on hand when you’re developing your online course and refer back to them after you’ve had some experience teaching your course online. They are the first step in the SLN/QM course quality initiative!


http://sln.suny.edu









http://bit.ly/uMgWr6

http://bit.ly/rLaUCX

New Faculty Course Review

Review and revise your course

Getting outside feedback and making revisionsThis step is about reviewing, getting feedback, and making the final revisions to your course. In addition to doing your own walk-through, use the checklists provided to review, revise, and finalize your course.

Having someone with a fresh perspective review your course is an excellent way to refine your materials. You may also want to get a colleague or test student to review your course from the web and give you additional feedback. You should ask for feedback on structure, sequence, pacing, amount of work required, presentation, instructions, and design of learning activities in the online environment.

Based on your own review and any other the feedback you get, you will make the final revisions to your course.

Editing, evaluation, and revision during the development phase of your courseAn integral part of the design stage of your course development process is the evaluation and revision of your course modules as you develop them. If possible, and time permits, you may want to have an outside reviewer such as colleague expert in the field, and/or an instructional designer review your course. They can give you very valuable feedback about issues such as content accuracy, technical quality and functionality, user acceptability and usability, and issues associated with actually implementing and using the instruction.

Whether you use a reviewer, or not, it is important for you to evaluate and revise or refine the structure, materials, and activities you are designing during the development phase of your course. The checklists in this handbook have been designed to help you evaluate, review, and pinpoint areas in your course in need of revision or further development. Any reviews you do of your course should be done from the web. Review the instructions in Step 4 on how to preview your course from the web and on the pages that follow you will find some checklists to help you or your external reviewers with your formative evaluations.

IMPORTANT: One of the main differences between teaching online and teaching in a traditional classroom is that it is essentially text-based and that all your course content, instructional materials, and learning activities (for both online and non-online activities) must be completely planned, designed, and laid out prior to the first day of class. Though this may make you feel initially constrained, paradoxically this will give you freedom and flexibility when you move to the delivery phase of teaching and managing your course. For example, if your course material requires flexibility, as in a Current Events course, you must plan for it and build it into the design of the course to make sure that the technology will function as planned and to have a consistent and well organized environment for your students so that they feel comfortable, and well-oriented to your course, the structure of the material presented, the scope of the course, the tasks and assignments involved, the environment, etc. It is not advised to attempt to develop new sections of a course and deliver portions of your course concurrently.

It is also very important to note that during the design and development phases of your course you can always change your mind, edit, add to, restructure, redesign and change things. However, once you move to the delivery phase and changes you make should be minor content changes. Do not attempt to redesign or make major design changes to the structure and function of your course as you are teaching it.Key Element #5 - Quality: Course Review Materials for New Faculty


Checklist: Do a Module Walk-ThroughYou can also use this checklist as a guide during the development of your modules. The items on this checklist represent best practices that can help you define and refine the elements of your online course and learning activities. As you complete the modules in your course, use this checklist to review and then revise each module of your course. To use the checklist, read through a module from the beginning, imagining that you are a student seeing the materials for the first time. (You can also give this checklist to an external reviewer.) Check the items on the list below. Revise your modules to address items checked.

NO? Use this checklist as you go through each of your modules.Information From the Module overview do you know what kinds of activities you will be doing? Do you know what to do first? Do you know how long the Module should take to complete? Do you know when your assignments are due? Are there always clear instructions for every activity? Do you know how you will be evaluated on those assignments?

Organization Are the materials logically and sequentially organized? Do you have a consistent Module framework across modules, sections and documents? Is the sequence of documents logical and clear?

Presentation Are the pages hard to read in form or content? How does the page look when you print out a page? Do the graphics make the instructional point?

Tone Is the tone of the course personal, interesting, and inviting? Is the instructor speaking directly to me? Do you get the sense that you are in a class community? Does the instructor seem accessible and interested?


Checklist: Finalize your Modules The items on this checklist represent best practices that can help you define and refine the elements of your online course and learning activities.

Use this checklist to finalize each of your Modules. Once you have revised a module using the Module Walk-through Checklist, use this checklist as your final step. Revise your modules to address the items checked.

NO? Use this checklist as you go through each of your modules.Accuracy Did you proof read each document in the module? Did you spell check each document?

Consistency Are the titles of your modules clear, simple, and logical? Do the sub section titles contribute to the organizational framework of the module in a

meaningful or instructional way? Do your document titles convey instructional or content information? Did you maintain a consistent voice? Do you speak directly to one student? Have you used fonts, font sizes, and color constantly on all documents? Did you use the same font and size for your body copy?

Page layout Do you break up and organize long documents? Too short? Do you break up longer text with headlines and sub heads to make it visually clearer? Did you use color and graphics sparingly?

Functionality Whenever you ask the student to do something, do you provide clear and complete

instructions? Did you clearly set up the expectations for participation for each of your types of learning

activities? Do all forms, links, and buttons act as planned? Test each link from the web. Do all hypertext links work?


Checklist: Walk through your online course as a student and reviseThe items on this checklist represent best practices that can help you define and refine the elements of your online course and learning activities. Use the checklist below to do a walk-through of your. Put yourself in the student's place and read each document in your course from that perspective. Start at the beginning and work your way sequentially through your course the way a student would. Remember to assume the role and perspective of the student and make note of any changes you would like to make.

For each module check for the following:

General:NO Are all instructions clear?

For each assignment or learning activity:NO Is it clear when each assignment is due? Is it clear exactly what the student should do or produce? Is it clear how to complete and submit assignments? Is it clear if the completed assignment will be public or private? Is it clear when and how it will be evaluated? Are there clear instructions on each document directing the student on what to do, where to

go, or what the student should do next or prior to each learning activity? Are there notes of encouragement or milestones written into the learning activity instructions

when appropriate?

Discussions:NO Does the initial discussion document adequately set up the topic and expectations for the

interaction? Is the time frame for the discussion clearly communicated? Are the size and nature of the responses clearly communicated? Do the instructions state whether the students should respond to the main topic, responses, or

both? Do the students know how their participation in the discussion will be evaluated? Is the discussion document created with a discussion document type?

Wrap up:NO Do students know how and when they will receive their grades? Do you have a cut-off date for your course, and do your students know that date?

Complete or Revise your course to address the list items checked.


Checklist: Peer Review Your Online CourseBelow is a checklist that can be used by an external or peer reviewer to finalize the course before it goes live. Print out the main view of the course.

Or you can use this yourself to check your course from the perspective of a student. Check for glaring omissions or errors. Be sure to use student level access to be sure you see it from the perspective of the student.

Stuff to check Verify the instructor's name (spelling), course name, and institution is on course map

Read and Proof Course Information Area and Documents. Welcome, Contact information, How you will be Evaluated, My Expectations, Course Schedule,

Your Next Steps Check to be sure there are no assignments or discussion in the course information area.

Assignments should be moved to the first course module. The Orientation area is to present information only.

“Your Next Steps" document: is it clear? Customize it to fit their course by name.

Check "Other" Documents: Does the instructor have a profile? Do they want a picture? Has the instructor written an intro to the bulletin board? Do they have an announcement/NewsFlash posted? If they are using shared “References/Resources,” or other functional areas or features in the

course, do they have, for example, at least one Reference posted in that area. If not, turn off features or areas in the course that are not being used.

Verify the Views of the Course: Check numbering if any, order, etc. Does every module and module document in the main view show? If the instructor is opening and closing course sections/assignments automatically, make sure

that selected modules intended are actual displaying for students, and that the dates set to open and close are correct.

Documents are Complete No blank or incomplete documents (especially in the orientation and in modules 1-3)! Next Steps document is clear and tells where to go. Read through the first 3 Modules Note glaring errors of spelling or formatting. Check all URLs and links. When any element is referred to, can you find it (does the instructor use the exact subject title,

link/button name, etc?) Is it clear on all activities how a student can ask a question about the content ? Check the first discussion item and the first written assignment to see if it all works as intended.

Proof Modules 1-3 Change fonts to standard point sizes for body/heads - 12/14 or 10/12 points Change any single purple or blue words to another color.


Clean up any glaring spelling or formatting problems. Check any hotspots/links. Check First Module Contains an ice breaking activity. For example a self-test or discussion, or assignment.

NOTE: If course uses attachments suggest that faculty have students test this out in a trial activity so they can work it out before the activity counts.

Gives an overview of the course. Clearly tells students what to do/expect, step by step.

First Discussion/Interaction Assignment Separate instructions and question into two different documents, instructions first then actual

discussion starter document. Instruction document has step by step instructions (how to respond). The activity itself goes on the type of document that has the discussion functionality. Discussion starter activity document tells students when due, what requirements are for

responding, specifics about how and what to submit, and how it will be evaluated and when.

First Written Assignment Separate instructions and assignment document into two different documents. Instructions first then actual assignment document. Instructions document has step by step (how to create assignment). The activity itself has the correct functionality for completing/submitting the assignment, or there

are instructions on how to submit the work. The assignment activity document specifies for students: when due, what requirements are,

specifics about how and what to submit, and how it will be evaluated and when.


Checklist: Final Revisions

Use the checklist below to do a final review of your online course. This should be your very last review and revision.

YES? NO? Proof read the entire course. Verify consistency of font, font size, and color in all documents. Spell check every document. Print all documents that you have instructed the student to print to make sure they

look OK in print. Test links to make sure they act as planned. Test each written assignment, multi-part assignment, test, or self-test as a student to

make sure they work as planned. Did you create a profile for yourself? Did you create a “welcome” NewsFlash/announcement for your students? Did you post something in the Bulletin Board?

Complete or Revise your course to address the list items checked.

Key Element #5 - Quality: Course Review Materials for New Faculty


Revise your courseAfter your course review, decide on the changes you will make, and document those changes in your private Course Revisions document.

When your course is over, your online course shell complete with all student documents becomes a historical record and artifact of your course and the semester. Consider archiving a copy of the course for record keeping reasons, as well as a reference for the next time you teach the course. Check with your institution, department, or instructional technology services support for policies and procedures regarding archiving and accessing courses from term to term.

Make detailed notes of all the enhancements, changes, improvements, and revisions you would like to make to the course prior to teaching it again.

Revisions you must make!Don't forget to check each document for possible revisions including:1. Due dates and time frames specified in course documents, such as the course schedule and

individual course assignments.

2. Any specific references to a specific term or an individual student.

3. Check all external web links in your course documents and any shared resources areas to make sure web links are still active.

4. Check your contact information to make sure it is up to date.

5. Update your profile and introductory documents if necessary.

6. Did you add or change books/materials/activities/prerequisites that need explanation now in your course?

7. Check the Bulletin Board to make sure you clean out any outdated or term-specific documents.

8. Don't forget to create a new NewsFlash for your new term.

9. If you are using a Course Calendar feature of your course, make sure the dates listed are accurate, up to date consistent and comprehensive.

10. Spell check: )



NEW ONLINE COURSE REVIEW CHECKLIST

Semester: LMS: KEYCourse Code: Instructor: X=Satisfactory

N=Needs Improvement

Date of last review: Reviewed by: Date of this review: Reviewed by:

Thank you for participating in this review of your online course. The purpose of the review is to maintain the quality of our online program by checking that the highest standards in overall course quality have been met. The standards are based on research, best practices, instructional design principles and national standards for online course quality. Course review will be a continual process as we look to revise and improve the quality of our online courses.

All quality courses include the following elements:Course Overview and Introduction

Learning Objectives (CompetenciesAssessment and Measurement

Resources and MaterialsLearner Interaction

Learner Support

Course TechnologyAccessibility

Each course element falls into one of three categories of an online learning community:

I. Teaching Presence II. Social Presence III. Active Learning

I. Teaching Presence

1. Instructional Design and Organizationa) Instructor’s personal profile is completeb) Dated welcome message is provided to welcome students to the online learning community.c) The instructor has established contact information and office hours.d) Access to online student support services is provided.e) Clear explanation of course learning activities is provided.f) Updated textbook, clear technological requirements and prerequisites are provided prior to

enrollment and at the beginning of the course.g) Campus Academic Integrity Policy and link to Plagiarism document is provided.h) Required course materials, software/hardware requirements, and a working link to NCCC

bookstore are listed.i) Course overview, goals, and learning objectives are clearly communicated.j) A grading policy which clearly defines how students earn their grades is provided.k) Instructor and student expectations for the course are listed.l) Guidelines for online interaction and netiquette are provided.m) A course schedule is provided.n) Checklist for online student success is available.o) An explanation of course navigation is given.p) Your Next Steps document is updated.

Adapted with permission by Loretta Driskel from SLN Teaching Presence and Class Community research and the SLN Course Developer Handbook course review checklists. Key Element #5 - Quality: Course Review Materials for New Faculty


2. Direct Instructiona) Consistent formatting of fonts, colors and course materials are visually appealing on the web in

the student view.b) Descriptive and consistent terminology is used for course navigation.c) Proper document types are used such as Take No Action, Written or Multipart or Small Group

Assignment.d) The language in instructional materials uses appropriate grammar and spelling.e) Instructional materials assist students with technologies and strategies for learning online.f) Instructional materials communicate clearly.g) Instructional materials appeal to diverse learning styles and interests.h) Instructional materials make appropriate use of multimedia.i) Images and other multimedia are optimized for the delivery on the web and images have an alt

tag (alternative text for ADA compliance).j) Instructor uses materials that appear to be within the guidelines of copyright laws.k) There are sufficient external readings and materials.l) Internal and external hyperlinks are updated and active.m) Students are referred to the HelpDesk for answers to technical questions about the LMS in a

Bulletin Board document.

II. Social Presencea) Students are directed to edit their Meet Your Classmates profile immediately upon starting the

course.b) Student interaction with the instructor is facilitated in a variety of ways such as private folders,

Talk with Professor and Question Area.c) Course materials promote collaboration among students such as small group assignments. d) The instructor encourages student-to-student communication in a variety of ways such as a

Question Area or Student Lounge.e) Students are encouraged to offer each other feedback and constructive criticism through peer

review (Save for Class option).

III. Active Learninga) Module goals and objectives are outlined.b) Module readings, assignments and due dates are clearly stated for each module.c) Students are provided with clear instructions for how to complete and how to submit

assignments.d) Students are provided with clear instructions on how to participate, expectations for their

participation and how their participation will be evaluated, in online discussion forums.e) Students are instructed in methods of research (searching) and resource (content) evaluation if

applicable.f) Student reflection is encouraged. (Such as the use of a web blog or reflection journal).g) Students are provided with numerous assessments such as discussion, journals, essays, tests

and other assignments.h) Feedback to student assignments and questions is provided in a timely manner.i) Students are given the opportunity to provide course feedback to the instructor through survey or

other method.Adapted with permission by Loretta Driskel from SLN Teaching Presence and Class Community research and the SLN Course Developer Handbook course review checklists. Key Element #5 - Quality: Course Review Materials for New Faculty


Suggestions for Improvement or Revision

ElementDescription

Element

Other Suggestions for Best Practices

Complete all course documents as seen below in numbered Learning Modules

Delete any modules and/or documents you will not use this semester

Use the private notebook area for future planning and ideas

Facilitating Discourse is a part of Teaching Presence, all courses are improved when the instructor: □ tries to identify areas of agreement and disagreement on course topics.□ guides the class towards understanding course topics.□ encourages student participation in the course.□ helps to keep students engaged in class discussions.□ helps to keep students on task.



Learning Module Number: 1 Module Name: Section Title Done Not

DoneN/A Comments

Mod at a GlanceLecture MaterialAssignmentsDiscussionsTest/QuizOther


DoneN/A Comments

Mod at a GlanceLecture MaterialAssignmentsDiscussionsTest/QuizOther-Student Questionnaire


DoneN/A Comments



DoneN/A Comments

Mod at a GlanceLecture MaterialAssignmentsDiscussionsTest/QuizOtherAdapted with permission by Loretta Driskel from SLN Teaching Presence and Class Community research and the SLN Course Developer Handbook course review checklists. Key Element #5 - Quality: Course Review Materials for New Faculty



DoneN/A Comments



DoneN/A Comments


Learning Module Number: 7 Module Name:Section Title Done Not

DoneN/A Comments



DoneN/A Comments


Faculty Participation in Course Update and Revision Cycle

Participated Did not participate

DL Orientation XTraining session I XTraining session II XTraining session III X

Training session IV XOther Training Sessions Next Date of Scheduled TrainingReturning Faculty Instructional Design Institute TBA



Example Written Course Review for New Online Faculty

Course HomePage I love how you have designed this page. It is attractive and functional. Suggestion: I would put your name right on the course homepage so they know who you are. I would even consider adding a little photo of you either on the homepage or in your intro or profile. How about a little audio welcome?

I need some sort of an instruction that tells me what to do when I get to the homepage…and what to do first. Usually I would put this in a newsflash right at the top of the page… as your “voice” welcoming the students and telling them what to do and where to go as the come into the course. I recommend that you add a "newsflash area" to your homepage for this … and use it in addition to course announcements. (Also you have no announcements posted for the new students. To get them accustomed to checking and using that area you should prepare one for them for the first day of class.) The newsflash right on the front page of your course establishes teaching presence and class community right on the front page and give you the ability to communicate immediately with all students in the course as they come to the homepage. To do this all you have to do is add it to the header of the home page and add some text, then just keep it updated - i.e., change it everyday. That way students feel your presence in the course when they come to the homepage every time... In this new version of WebCT you could keep an archive of the newsflashes in the announcements area… or in your discussion area so students can review any they may miss or if they simply want to review them.

Here is an example of a first day newsflash: Welcome NEW Summer 2007 SLN students!

If you are just joining us, please start with the Welcome document and read through all the Course Information documents, complete the "your next steps" activities, and then introduce yourself in Module 1: Let's Get Started. Once you have introduced yourself, try the first discussion assignment and written assignments!

1. Course Information (CI) documents: Of course I love this layout : ) very clear complete to the point.

1. Your welcome is wonderful. Online students want to know who you are and most of them are taking an online course for the first time. Making them feel welcome, telling them about yourself and this online experience will set a tone and get them to feel at ease with you and the experience. .. that they can do this. That you are a real person. That they can trust you. How about adding an audio welcome? : ) I know you put the link to your school contact page … but it is still a click away… I can already tell that you have great instincts for online instruction. : )

2. Review your course from the student view… Check out the links that are on that horizontal nav bar at the top of the frame… are they the one’s you want there? In that order? You have control over this. In addition, look at those that show up under more tools. If you are not using all of them, like “goals” for example, get them out of there. Also, be sure they are in the order that you want. Will you be using the internal course mail system for private communication with your students? If so, I would add that to the contact info page, and I would say…”to contact me privately use the internal course mail feature in this course. To access the internal course mail system, click on the “more tools” link on the navigation bar of our course home page and locate the link to “mail.” I would also have an email in the mail box waiting for every student. I would welcome them again to the course and tell them that they can communicate with you privately via that mechanism. This give the students the sense that they have access to you, it reassures them and presents an authentic use of an area that you intend for them to use in the course… if you have something there waiting for them then they get an immediate reinforcement of it as an active area in the course, one that has a purpose and that they will then remember if and when they need to use it. You also need to tell the students to print it out and save the contact page it in a folder… they need to print it so that they can have it incase they need to


contact you. If the web pages are down, they will have no way to access this page for the info. Solid rationale for using the internal course mail for private mail with students is that then all the communications related to a particular course reside in that course and don’t get lost in your campus email. Makes it easier to manage.

3. Course Overview: give a clear picture of the course. Need content here.4. Objectives: I would want to have a solid sense of what this course is about from this document.5. Readings: provide details and links and instructions for getting the book and eres on this page. It is

a good idea to have one page where you list out all the readings for the course, so the student can print them out and have them handy and at a glance for the whole course. Online students are literal. I think it is a good idea to have one page where you list out all the readings for the course, so the student can print them out and have them handy and at a glance for the whole course.

6. Course Learning Activities: Everything you have the students do is a learning activity. Everything you have them do should have some sort of assessment/feedback, even reading. If it is worth having them do it then it is worth giving them feedback on how they did it. Talk directly to a single individual student. Any activities you have the students do in the course are a learning activity and require explanation. Reading is a learning activity also for example. Papers, journals, web quests, offline activities all require explanation, and assessment.

7. How you will be evaluated? I will suggest that you consider providing a model for each type of written activity and details on what you expect. It is REALLY hard to know what would constitute high quality, how to succeed, or excel in the assignment without a rubric or model. Provide rubrics with the criteria of how you will evaluate their papers and discussion postings.

8. Expectations; in addition to explicitly telling the students what you expect from them, what can students expect from you? How will you interact with them? What will your role be in discussions? Or other activities in the course?

9. Course schedule: creating a detailed course schedule especially for a short format course is essential to help student be successful in the course. They need to know in detail what they are supposed to do, how, where, and when.

10. Next steps: need to detail the next steps for students.

2. Icebreaker Activities: You need to present these initial activities more clearly both in terms of presentation and instructions.

3. Presentation of content: Weekly assignments: You have a good start. I don’t understand the overall logic and organization of the module or the content as a whole for the course. In part cuz the CI documentation is not complete, so I don’t have enough to go on yet to fully understand your course. Having quotations to ponder is not really engaging… it is like, “familiarize your self with these terms or concepts…” you need to give them something to do/make them do something that will achieve the objective of having them ponder the quotes of the concepts behind the quotes. … e.g., an activity: pick one of the quotes below and talk/write about what it means to you. … Tell them what you are going to make them do, tell them what you expect explicitly, and how you will evaluate them, and then MAKE THEM DO STUFF. Then give them feedback on what they do.Strong suggestion: give your modules consistent structure. Tell them what they are going to do in the module at the beginning of each module so they have an organizer for the activities of the week. Then lay the activities out consistently. Read… discuss, write, use a consistent module structure to help frame and organize the content for the studentsWhat do you want them to do with metaphors we live by in week 3???I would suggest that in addition to labeling each week numerically, that you add some relevant title to the week to add an advance organizer and give context to the structure of the course… for example Week 1. Intro to Rhetoric and the Poetics. The titles of things add instructive value to the course… they give/add context, organization, and meaning in advance for the students. It is too valuable a mechanism to waste/not to use.

4. Engaging the content: I am unclear about the content and objectives and activities for this course. I don’t understand how students will be presented content and how they will engage/interact in this course.


5. Assessment of learning: I am unclear as to how students will be assessed in this course. My strong recommendation is to provide detailed rubrics for each of the learning activities you plan to use. Also consider providing some models of what you consider a superior, successful, high quality work/interaction in your course so students know specifically how to succeed in your course.

6. Other comments: This is the formula for a good online learning activity.1. Present content 2. Direct Interaction (students interact with the content in some way - in a directed learning activity and

produce something that analyses and synthesizes something concrete from that activity).3. Assess (you give them feedback on that output, e.g., a discussion response, a paper, a report, a test,

journal, etc.).

What are the web resources you have posted in the course and how will they be used in this course? Don’t have stuff in your course unless you have an associated activity with it, or unless you say explicitly that the links are there purely for enrichment and are not required for any activity in the course.

I am concerned that there is still a great deal of work for you to do to prep this course for delivery. Please let me know if I can assist you in any way.

Consider adding a culminating activity to solicit feedback for improvements to the course from your students.

I saw no statements on or on plagiarism… you may want to consider adding them.

You can also mention somewhere in the course that not only can they use the links on your homepage, and the course map navigation, but that they can use the links listed at the top of the page that "bread crumb" navigational links at the top of every page as well.

I just found the syllabus… it is not enough.Why is the lorde poetry is not0001 link on the course content page? Makes no sense there.

Remove anything in the course tools area from the student view that you are not using.



Key Element #5: Quality Course Review Materials for Experienced Faculty

Experienced faculty fill out the SLN teaching online questionnaire:

http://sln.suny.edu/teachingsurvey Teaching Presence: http://bit.ly/q75ca5

You will get an email report from filling out this survey with suggestions for improving areas in your online course based on your self-assessment and answers you give in the questionnaire.

Use the following documentation to guide your course review, evaluation, and revisions.

http://www.slideshare.net/alexandrapickett/sln-teaching-online-survey-course-review-materials

Thank you!


http://sln.suny.edu












http://www.slideshare.net/alexandrapickett/sln-teaching-online-survey-course-review-materials

http://bit.ly/q75ca5

http://sln.suny.edu/teachingsurvey


Review Your CourseBest Practices: Teaching Presence and Class Community: Reflection, Evaluation, & RevisionThe purpose of this step in the process is to provide you as the instructor with the opportunity to reflect upon and evaluate your course and online teaching and learning experiences.

Based on your experiences so far, you may have some indication of what you feel may need improvement in your online course. No matter what, there are always ways to improve your online teaching and learning environment. Keep in mind that evaluation and revision of your online course is an ongoing process. You may want to consult with an instructional designer if one is available to you for any revisions/changes to your course.

Our best practices show that high levels of "Teaching Presence" (Anderson, 2001) - effective instructional design and organization, facilitation of productive discourse and direct instruction - positively and significantly influence the satisfaction and reported learning of online students.

There is also evidence to suggest that a strong sense of community in the classroom helps reduce student feelings of isolation and “burnout” associated with higher attrition levels in both classroom-based and distance learning. A positive sense of community also promotes the likelihood of student support and information flow, commitment to group goals, cooperation among members and satisfaction with group processes and efforts [e.g. Rovai (2002)].

Teaching Presence is the facilitation and direction of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes. In a learner-centered teaching and learning environment teaching presence is demonstrated not only by the instructor, but also by the students.

Classroom Community is comprised of various elements of community including trust, spirit, connectedness, belonging, membership, various forms of support, and the rich and productive milieu that communities of practice can engender for teaching and learning.

Class community and teaching presence can be expressed in an online course in the following ways:

1. Class Community (by Instructor & Students)Connectedness

Building social/group spirit Establishing trust

Learning Engaging in supportive contact and interaction Sharing educational expectations

2. Instructional Design and Organization (by Instructor)Setting the curriculumDesigning methodsEstablishing time parametersUtilizing the medium effectivelyEstablishing Netiquette

Key Element #5 - Quality: Course Review Materials for Experienced Faculty


3. Facilitating Discourse/Interaction (by Instructor & Students)Identifying areas of agreement/disagreementSeeking to reach consensusReinforce student contributionsSetting climate for learningDrawing in participants, prompting discussion/interactionAssessing the efficacy of the process

4. Direct Instruction (by Instructor & Students)Present content/QuestionsFocus the discussion on specific issuesConfirm understandingDiagnose misconceptionsInject knowledge from diverse sources

There is a relationship between teaching presence and the development of community in online learning environments - that courses characterized by effective teaching presence are more likely to develop a stronger sense of community on the part of students.

Review the Class Community and Teaching Presence indicators, strategies, and suggestions detailed below and consider how they might be applied to making improvements in the revisions to your online course.

If you feel that the class community elements in your course need improvement, review the subcategories of the class community section below and the examples presented as suggestions, alternatives, and places in your course to revise.



Class Community

INDICATOR STRATEGIESSUGGESTIONS

Connectedness:Building social/group spirit: Personal information about

yourself, including a photo, audio, video, etc.

"Student Lounge", "Social Cafe", etc.

Phone, face-to-face, snail mail to students before the opening of a course.

Model expected student behaviors in the Meet Your Classmates section with your own profile.

Create a module exclusively for social contact/interaction/exchanges between students.

Create a section in each module entitled "Students helping Students" or "Peer Assistance" and encourage students to help each other.

Encourage students to use the Bulletin Board for interaction unrelated to course content.

Consider offline contact with students when appropriate.

Ask students for help in improving the course; implement a IDterm course review, What can be improved? And then make one of their suggested changes in the course for the remainder of the term.

Establishing trust: Study Groups, Peer Evaluations.

Student Journals, Private Folders, Talk with the Professor.

Student-Led discussions, Pairing students, small groups.

Brainstorming activities, chain activity.

Provide opportunities and recognition for students to support each other.

Respond promptly to student concerns.

Provide clear guidelines for activities in which students interact with each other that encourage them to communicate openly, fairly, and empathetically.

Create learning activities for which students must rely on each other.

Use the first person narrative voice as much as possible.


Key Element #5 - Quality: Course Review Materials for Experienced FacultyLearning:Engaging in supportive contact and interaction:

Problem-based activities, Case Studies, Debates.

Web quest, small group discussions or projects that open to the whole class after they are complete.

Establish cooperative learning activities that foster student/student interaction and group learning.

Use the "Save for Class" option for written assignments. Encourage students to provide feedback for each other.

Create a learning activity for which students discover something as a group. As examples - problem-based activities or case studies for small groups of students.

Provide prompt feedback and evaluation for student performance.

Encourage students to use the Shared References section to combine their research efforts.

Encourage students to respond to each other in the Ask a Question area.

Sharing educational expectations:

Rubrics, Instructions for Discussion.

My Expectations, Course Objectives, How You Will Be Evaluated.

ID-semester Course Evaluations, Culminating Activity, Suggestion Box/Gripe fest.

Student-led discussions, Peer Reviews, student presentations.

Establish Netiquette.

Clarify expectations in the Course Information documents.

Encourage students to evaluate their experience in your course.

Use the NewsFlash to communicate expectations.

Provide opportunities for students to learn from each other.


If you feel that the design and organization of your course needs improvement, review the subcategories of the design and organization section below and the examples presented as suggestions, alternatives, and places in your course to revise.

Instructional Design and OrganizationINDICATOR STRATEGIES

SUGGESTIONS

Building curriculum materials Subdocuments, documents, sections; importing text, graphics; file attachments; tables; using HTML; links

Integrating external learning objects

MERLOT, Check online resources available to you via your textbook publisher. Many textbooks now have companion web sites with simulations, self tests, quizzes, related web links, etc.

Designing methods: instructional strategies that help structure learning activities

I am going to divide you into groups, and you will debate...

Written Assignment Area; Discussion Area; Adding an Online Journal section or module; cooperative and collaborative activities; group papers; individual project; structured/virtual seminar; role plays & simulations; In Basket (Manager's Box); Committee Hearing; skits; management lab (corporate business); treasure hunt; web quest; Sam's Café (philosophical perspectives); case study; Preceptor's/Mentor's Module; internships; learning contract;

Resources: MERLOT; course examples; excerpted examples; VID

Establishing time parameters Please post a message by Friday...

Schedule/calendar function; NewsFlash Archive; dates in subject field of documents; linking to Course Calendar

Utilizing the medium effectively Using different views; handling old courses & email lists; Private Notebook;; clear directions & navigational cues/signposts;

Establishing Netiquette Keep your messages short Instructions for Discussion document; My Expectations;



If you feel that facilitating discourse or interaction your course needs improvement, review the subcategories of the facilitating discourse/interaction section below and the examples presented as suggestions, alternatives and places in your course to revise.

Facilitating Discourse/InteractionINDICATOR STRATEGIES

SUGGESTIONS

Identifying areas of agreement and disagreement

Joe, Mary has provided a compelling counter example to your hypothesis. Would you care to respond?

Debating activities; interviews;

Seeking to reach consensus/ understanding

I think Joe and Mary are saying essentially the same thing.

Group product; group/shared decision making; inter-community networking (Guest Speaker); polling/survey/balloting; small group discussions; small working groups; team presentations;

Encouraging, acknowledging, and reinforcing student contributions

Thank you for your insightful comments

Students Helping Students/Peer Assistance; Student-led discussion;

Setting climate for learning Don't feel self-conscious about 'thinking out loud' in this forum. This is a place to try out ideas after all.

Speaker's Bureau (guest lecturers); learning partnerships; peer learning groups; learning circles; study groups/pairs; Online Classroom;

Drawing in participants, prompting discussion

Any thoughts on this issue? Anyone care to comment?

Free flow discussion; open-ended or thought-provoking questions; brain storming/brain writing; free association; In the Hot Seat; The Shot Gun; informal socializing: the online café, online games & simulations (management laboratory; U.N. session); Ice Breaker activities (learning styles quiz); Panel Discussion; Round Table Discussion; symposium; student moderators; Bulletin Board; Online Office Hours; participate wisely

Assessing the efficacy of the process

I think we are getting a little off track here

Suggestion Box; Culminating Activity; small groups;



If you feel that direct instruction your course needs improvement, review the subcategories of the direct instruction section below and the examples presented as suggestions, alternatives and places in your course to revise.

Direct InstructionINDICATOR STRATEGIES

SUGGESTIONS

Presenting content and questions

Bates says.... what do you think?

Virtual lectures; Peer Assistance; discussion & assignment documents;

Focusing the discussion or directing the activity

I think that's a dead end. I would ask you to consider...

Virtual seminar; student led discussion; group spokesperson or leader;

Summarizing the discussion or results of an activity

The original question was... Joe said... Mary said... we concluded that... we still haven't addressed...

Small group reporting;

Confirm understanding through assessment and explanatory feedback

You're close, but you didn't account for ... this is important because...

Discussion rating ; using rubrics; stand-alone evaluations; feedback module; test & evaluation forms;

Diagnosing misconceptions Remember, Bates is speaking from and administrative perspective, so be careful when you say...

Talk with Professor; Peer Assistance; Learning Journal; Question Area; Bulletin Board

Injecting knowledge from diverse sources

I was at a conference with Bates once, and he said... You can find the proceedings from the conference at http://www....

Online Library Sources, Shared References; Virtual Library/Resources; collective database; Guest Speakers; MERLOT

Responding to technical questions

If you want to include a hyperlink in your message you have to...

Your Institutional Help Sources if any, e.g., HelpDesk, online resources, etc.



http://www/

Evolve: evaluate, review, and revise your online course

Evaluate your course Once you have taught your course, you will be expected to review, evaluate, and ultimately to revise your course as the last step in your Course Development Process. For the purpose of assessing your course you should consider:

What worked? What didn't? Why? What could be improved? How?

Once you conclude the delivery phase you can use this information to review, evaluate, and document the revisions you want to make to your course in anticipation of the next time you teach it.

Things to think about when ending an online course How will you end the course? Will you send a group “good-by” email or post something in your course? Will you send students their final grades via email? Is there an online mechanism for this built in to

your course? Will the students get their grades from your institution via some other mechanism? What is the end date for your course? How will you deal with students who do not complete the course on time? Do you want to survey your students for feedback? Does your institution require and implement a course evaluation? Have you made/kept a copy of your course for yourself?

Evaluate your courseThis is the last step in your online course development process. Once you conclude the teaching phase of your course, you should evaluate the course and your experience. Review any notes you made to yourself as you taught and review student feedback to assess the necessary improvements and revisions to the structure or activities in your course.

You may want to think about: What worked? What didn't? Why? What could be improved? How? Were your discussions successful? Were your assignments and other activities successful? Did you get through all the modules in the course? Did most students complete the course? How was the workload for you and for your students? Were you able to keep up? Was there anything missing? Were there any points in the course where you noticed that students did not do an activity, or did

not understand the activity?

You may want to ask a colleague or instructional designer to do a review of your course after it has concluded. You can use the checklists to guide or focus summative evaluations of your course materials, interactions, and activities. If you conducted a culminating activity in your course as recommended, or an instructional design term feedback forum, review these student comments as part of the evaluation and revision planning process for your course. In addition, look at the types of questions your students had and where they had them. Activities, assignments, and areas in your course that did not go as expected or intended may indicate a need for revision. If there was any apparent confusion or a bunch of questions about the same thing that most likely indicates that more instructions, clearer instructions, or details are necessary.

