![Step 1: Initial Consultation Meeting Meeting with faculty Tech Hub contact to discuss: the course development timeline, Quality Matters rubric, an overview of the eLearn [CE8] system, course design and online teaching methods, Tech Hub training and support options, schedule final review date New Course Development Process](https://image.slidesharecdn.com/strategies4qualityitcwebinar-100120175304-phpapp01/85/Strategies4quality-17-320.jpg)
Strategies4quality
- 1. Avoiding Shovelware 1 Innovative Strategies toward Improving Online Course Quality
- 2. Avoiding Shovelware 2 Susan J. Clark, PhD Instructional Designer Beth Hale, Chemeketa CC Learning Technologies Facilitator Greg Kaminski, Portland CC Instructional Computing Facilitator
- 3. What is Quality? 3 Degree of alignment, engagement , and accessibility.
- 4. Designing for Engagement Designing for Engagement Instructional Designer, Susan J. Clark, PhD Creating the 5-Minute Learning Object 4
- 5. Design for Learner Engagement 5 “ Tell me and I forget. Teach me and I remember. Involve me and I learn.” -Benjamin Franklin
- 6. Typical Time Allotment 6 Activity Time Meet with the Instructional Designer to plan the design of the course or project and to discuss training needs. 2 hrs Develop course objectives, syllabus, and introduction 5 hrs Locate and obtain permission to use resources 5 hrs Plan media production 1 hr Develop content 8 hrs Create Course Shell 1 hr Assemble and organize content into CMS 4 hrs Test course 2 hrs Revise as needed. 2 hrs Additional Activities 0 Total 30 hrs
- 7. “ Flying by the seat of our pants...” How is developing eLearning while delivering eLearning like the video clip ? 9 7
- 8. Is more time the answer? 8
- 9. How can we provide high quality, engaging activities with so little time? Tool Criteria: simple to use familiar quick inexpensive portable compatible able to capture face-to-face instruction (audio, animated diagrams, etc.) and make it instantly accessible online 9
- 10. SmartPen™ Example 10 http://www.livescribe.com
- 11. A Pencast example of John Sweet’s 5-Minute Learning Object) http://tinyurl.com/JSlearningobject1 11 http://tinyurl.com/JSlearningobject1
- 12. What’s Next? Faculty developed LORs More personalized instruction Consulting (Have Smartpen, will travel) Research 12
- 13. Innovative Strategies toward Improving Online Course Quality Learning Technologies Facilitator Beth Hale Chemeketa’s New Course Development Process
- 14. Chemeketa Online 24,000 online students annually (unduplicated headcount) 15 % of college enrollment is online 10-15 new online courses per term Tech Hub support: 2 FT instructional designers 2 PT faculty support Media production specialist
- 15. The Intake process Intake process
- 16. The Course Develop – ment process
- 17. Step 1: Initial Consultation Meeting Meeting with faculty Tech Hub contact to discuss: the course development timeline, Quality Matters rubric, an overview of the eLearn [CE8] system, course design and online teaching methods, Tech Hub training and support options, schedule final review date New Course Development Process
- 18. Step 2: Media Consultation Meeting Consultation with the media specialist as needed for multimedia projects such as video, audio, Adobe Presenter and Connect, Web 2.0 tools, and other media use in online courses. New Course Development Process
- 19. Step 3: New Online Instructor Training Recommended for all new online instructors, and required for faculty receiving curriculum development funding. The eLearn Institute is our comprehensive new instructor training course, and is offered every term. New Course Development Process
- 20. New Course Development Process Step 4: Final Course Readiness Review The course is reviewed before the term begins with the Course Readiness Review checklist. A final consultation meeting for faculty and their tech hub contact to discuss the final review and other start-of-term information.
- 25. Innovative Strategies toward Improving Online Course Quality Instructional Computing Facilitator Greg Kaminski The Use of Online Faculty Mentors
- 26. Portland Community College 90,000 students Roughly 22,000 FTE 4 main campuses 18 - 22% of college enrollment online 400 - 450 course sections / term 25 - 30 new or revised courses / term 2 designers – initial process 4 Instructional Technology Specialists to assist
- 27. Addressing Course Quality Issues New instructor training (online + f2f) More interactive technology to address different learning styles Best Practices sharing sessions “Online Faculty Mentor” program
- 28. Avoiding shovelware Direct use of PowerPoint designed for classroom lectures (ineffective online) Add voice through Camtasia Trained by Instructional Support Specialists Time consuming process, but worthwhile for subject that doesn’t change often, e.g. Art History Elluminate for synchronous interaction Wimba Voice Tools for voice introductions, explanations, discussions
- 29. Best Practices Sharing Sessions Virtual sessions for instructors to share Elluminate (recorded) Themes Promoting interaction & community Group projects Retention Time management Assessment methods Publisher resources Graphics & multimedia use
- 30. Course Quality Assessment Prior to 2005: course design checklist Sp 2005: Simplified version of Quality Matters Designer recommends / Dean approves Winter 2007: Quality Matters at “70% level”
- 31. Results of Review Process Improved course quality, with issues: Huge time commitment for 2 people Difficult to hire more designers Large number of old courses never reviewed Limited SME scope
- 32. Online Faculty Mentor Inspired by “Online Faculty Lead” approach at Front Range Community College, CO 14 online lead faculty cover the disciplines Assist with getting faculty trained, course assignments, course reviews, student advising, development of standards
- 33. PCC Online Faculty Mentor (Pilot) Program “ Online mentor” vs. “Online lead” FT / PT Implied power 8 mentors: cover many disciplines (not all) Responsibilities: Mentor new faculty in related disciplines Course shell selection (takeover course) Course reviews Input on training process Assist with development of standards Compensation: Hourly project rate
- 34. Results – Promising so far… Saving time SME appeal Better connection with the SAC
- 35. Issues Mentor time constraints Follow-up mentoring – 1 st term Takeover course selection issues / sharing intellectual property Promoting college wide SAC collaboration Quick access to shells & all course reviews FT / PT District wide travel
- 36. On the Horizon More in-depth mentoring 1 st term Ways to insure quality of “old” courses Movement toward “core course shells” created by unified team of instructors (with input of the mentor) Process for looking at “delivery” of course in addition to design ( Observation tool ) likely dept. chair instead of mentor
- 37. Questions
- 38. Have Fun!
Editor's Notes
- #4: How do you recognize it when you see it? Brainstorm quality construction in home-building and liken to online course-building. Does it look appealing? Is it sound, safe, with a usable layout? (Is it instructionally sound , intuitive, organized, accessible, etc.) Important to be on the same page! My definition of quality in an online course is: The degree of alignment , engagemen t, and accessibility it possesses. What do most page-turners lack? ENGAGEMENT!!!
- #6: This is NOT our idea of Learner Engagement! Designing for engagement is something I always recommend.
- #7: Often faculty-developers are limited to 30 hours of curriculum development or released time for a 3-credit course. It’s simply not enough time for quality! So we end up with page-turners that are lacking in student-content interaction and engagement.
- #8: (Clip is the “Building planes in the sky” commercial). Developing eLearning while delivering eLearning really isn’t a feasible approach, but it’s what usually happens, at least first in higher education because development time is so short. (video clip at http://www.youtube.com/watch?v=eaal1v-vLYQ )
- #9: Time! Given the predominant model of faculty-development on online courses, how can we give faculty the time they need to include engaging activities in their online courses? Or is there a way to help them make better use of the time they already spend? Do we need more time or a better tool so we don’t waste time?
- #10: Need for reusable interactive learning objects that can be accessed and stored readily. These must be easily and quickly produced. Physics Instructor, learning to use BlackBoard put it this way, “What I really wish was that there was some easy way to capture what I say, write, and draw and present it to the students online. Not everyone has a smart board.” –David Reil, Physical Science Instructor.
- #11: The Smartpen happens to be 2009’s Most Innovative Education Product. First marketed as notetaking tool, but has many other applications including as an assistive technology for those with processing disabilities and even audio-tactile graphics for blind students.
- #12: I asked him to draw and write on the dot paper just as if he were using the whiteboard and teaching his students face-to face a 5-minute concept. Another example http://tinyurl.com/PencastPhysFluids2
- #13: Livescribe in K-12 Education: A Review of Scientific Evidence Demonstrating the Effectiveness of Smartpen Technologies for Improving Teaching and Learning – published by Andrew Van Schaack, Ph.D. Vanderbilt University Download Research Support PDF http://www.livescribe.com/medi a/pdf/education/Livescribe_K-12_Research_Support.pdf
- #16: Livescribe in K-12 Education: A Review of Scientific Evidence Demonstrating the Effectiveness of Smartpen Technologies for Improving Teaching and Learning – published by Andrew Van Schaack, Ph.D. Vanderbilt University Download Research Support PDF http://www.livescribe.com/medi a/pdf/education/Livescribe_K-12_Research_Support.pdf
- #17: Livescribe in K-12 Education: A Review of Scientific Evidence Demonstrating the Effectiveness of Smartpen Technologies for Improving Teaching and Learning – published by Andrew Van Schaack, Ph.D. Vanderbilt University Download Research Support PDF http://www.livescribe.com/medi a/pdf/education/Livescribe_K-12_Research_Support.pdf
- #38: Take questions then have them look at pretest and see if their answers would be different after the workshop.
- #39: Please complete the feedback survey in your email. Thank you!