FTCC - Distance Education Track


Published on

Carrie Spagnola Doyle's presentation on designing online success at the Fayetteville Technical Community College Teaching and Learning Summit.

Published in: Education
  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • This should create a pyramid. Many will have taught online…fewer will be well-supported. Use this exercise to suggest that “many of us are tasked with teaching online, fewer of us have development experience, and fewer still feel well-supported” Here’s the bottom line: Most community college faculty are pressured to teach online BUT they feel they lack grants/money/incentives to support design and development, they have no targets for quality standards, and they are concerned about time resources for development and maintenance of online courses. So, your role here is to be suggestive of tools/considerations for self-starters.
  • Hyperlinks = professor overview of report’s findings AND a CNN report on the attraction to online education in bad economic times. Use the next few slides to establish urgency…there are more online students than ever before, and there is more doubt than ever before about the validity of this modality.
  • Quality was not mentioned in the CNN clip….convenience, job training, cost were the values. Not quality.
  • Quality was not mentioned in the CNN clip….convenience, job training, cost were the values. Not quality.
  • Use this slide to establish that, in fact, the industry is showing some great promise. Quality can be achieved, as can student success.
  • Get them thinking about what constitutes quality in general. Use Q/A. Then, once they brainstorm, use the next slide to demonstrate that fundamentals are fundamentals and that best practices for instruction, in general, are achievable in eLearning.
  • Arthur W. Chickering's and Zelda F. Gamson's book entitled, Seven Principles for Good Practice in Undergraduate Education
  • Get them thinking about what constitutes quality in general. Use Q/A. Then, once they brainstorm, use the next slide to demonstrate that fundamentals are fundamentals and that best practices for instruction, in general, are achievable in eLearning.
  • Use this as the framing slide for what you are delivering to the audience
  • Sending you a PDF file containing HLC best practices. Just use as an example of published guidelines so people understand that there are specific, industry standard resources available.
  • Remember, 99% of higher ed faculty have NO background in ID or pedagogy. Equipping them with a basic framework might be helpful. Provide a design document sample to illustrate the application of a design model to a development process.
  • Provide examples of design documents
  • * Palloff, R. & Pratt, K. (1999) Building Learning Communities in Cyberspace. San Francisco: Jossey-Bass Publishers
  • Information organization and retrieval: Carefully structure course activities into different conferences or discussion forums, so that all of the information in one conference relates to a small number of topics, and no single conference gets so large that it is difficult to find information within that conference. Synchronization of the class as a whole: Set clear guidelines that tells students what needs to be done, where, and when so that the students are focusing on the same activities at the same time. Strictly enforce these guidelines to maintain the order laid out in the conference organization. Coordination, collaboration, and socializing among the members: A key instructor role is to motivate, encourage, and facilitate authentic, active and collaborative interaction among the students. Frequent (ideally daily) instructor activity helps to create a socially welcoming environment. Another critical strategy is establishing and enforcing a course structure that can accommodate high levels of interaction without creating an information overload, as well as support levels of trust required for open expression of views. Such a structure enables students to realize that their active participation supports content mastery, higher grades, and overall learning. The software used should enable students to have their own private conferences for doing group work. Sharing knowledge: Upper division and graduate courses usually have a mix of students with and without considerable working experience, so 'contextualized learning' is important: promote the relevance between experience and learning by teaching experienced students course concepts in the context of their real life experiences. These students then can bring these understandings to the rest of the class. Students then take what the course professor has to say far more seriously. Sharing learning and feedback: Particularly in courses with many abstract concepts, encouraging students to make experiential associations by elaborating course concepts in their own frames of reference helps the instructor to better gauge teaching effectiveness. Students may understand other students' representations and understandings better than the ones the instructor use. This is a form of the Montessori effect, i.e., having students help other students and thus minimizing instructor workload in the process. Requiring participation: Grade students on the quality and timeliness of their contributions rather than quantity (number or size) of their contributions. In the case study courses, 'required' (i.e. specified based on assignment) and 'voluntary' (i.e., discretionary) contributions each accounted for 10% of the total course grade.
  • FTCC - Distance Education Track

    1. 1. Success Online by Design<br />Conceptualizing Successful Online Learning<br />
    2. 2. Assessing Experience<br />How many of you have taught an online course in the past 24 months?<br />How many of you have designed /developed curriculum for online learning environments?<br />How many of you occupy an eLearning administration / oversight position?<br />Does your institution strongly support your eLearning initiatives with faculty training and administrative support? <br />
    3. 3. Setting the Scene<br />Why are we here? The Paradox:<br />More Students<br />More Suspicion <br />Sloan Consortium Annual Report:<br />Online enrollments up 17% in 2009<br />4.6 million students enrolled in 1 or more online courses<br />75% of all institutions report increased demand for online courses<br />Why the enrollment trend? Turn to CNN.<br />
    4. 4. The Value of Online Education?<br />Based on the CNN news report, what values were NOT reflected in the evaluation and promotion of online education? *Convenience, job training, low cost were the values*<br />Confronting the inevitable: when quantity and quality collide<br />Sloan Consortium Report ALSO reports:<br />Two-thirds of chief academic officers assert that their faculty reject the “value and legitimacy” of online education<br />70% of faculty assert online courses are inferior to face-to-face courses; 48% of faculty who have taught online assert this as well<br />Why is there widespread perception that online courses lack quality?<br />
    5. 5. Why Is There Widespread Perception That Online Courses Lack Quality?<br />Generational issues <br />Early linkage of online courses with correspondence courses<br />Perception that online courses were developed to accommodate degree-mill industry<br /> Lack of embodied face-to-face contact (the socializing element some believe is an important part of higher education)<br />Inability to verify integrity of student work (plagiarism, other people taking your tests for you, etc); <br />Faculty object to the value students place on online learning - cost, flexibility, convenience...these are not the "true" values of higher education.<br />
    6. 6. Demythification<br /><ul><li>2008 National Survey of Student Engagement.
    7. 7. Tests multiple variables of student engagement
    8. 8. On several of the indicators of engagement online students reported significantly better results.
    9. 9. On no indicators did classroom students do so. Relative to classroom students the 2008 NSSE found that online students were significantly more likely to report they
    10. 10. Very often participate in course activities that challenged them intellectually.
    11. 11. Very often participate in discussions that enhanced their understanding of different cultures.
    12. 12. Very often discuss topics of importance to their major.
    13. 13. U.S. Department of Education
    14. 14. Survey of 1000 studies on face-to-face vs online pedagogical practices
    15. 15. Results: Blended and online courses consistently produce better results for student learning than 100% face-to-face instruction </li></li></ul><li>The Quest for Quality<br />What are the characteristics of quality face-to-face instruction?<br />Should these characteristics be any different for online instruction?<br />The debate over derivative standards.<br />What are the specific demands of online education that require unique quality control standards?<br />
    16. 16. Seven Principles of Good Practice in Undergraduate Education<br />FOUNDATION<br />Bottom line: meta-practices that you recognize as quality instructional practice face-to-face IS relevant to online environments – but it is just a starting point<br />Good practice encourages student-faculty contact<br />Good practice encourages cooperation among students<br />Good practice encourages active learning<br />Good practice gives prompt feedback<br />Good practice emphasizes time on task<br />Good practice communicates high expectations<br />Good practice respects diverse talents and ways of learning<br />
    17. 17. The Quest for Quality<br />What are the specific demands of online education that require unique quality control standards?<br />Accessibility<br /> Course navigation<br /> Appropriateness of technology<br /> Appropriateness of digitally mediated assessment instruments<br /> Resources allocated <br />
    18. 18. Three Strategies for Establishing Quality<br />Knowing the emerging industry standards for the purpose of:<br />Initial design considerations<br />Self-Evaluation<br />Institutional Evaluation<br />New and grounded development in industry-standard design processes<br />Making sensible decisions regarding class size<br />The Research<br />The variables to consider<br />
    19. 19. Articulating Industry Standards<br /><ul><li>Advantages of articulated standards
    20. 20. Provides benchmarks for course development, faculty training
    21. 21. Increases student and faculty confidence in course quality; important for user satisfaction, course transfer and articulation, and accreditation
    22. 22. Examples
    23. 23. State-specific standards (California, etc)
    24. 24. Higher Learning Commission (publishes qualitative data from accreditation reviews related to eLearning best practices; guidance for establishing eLearning consortium)
    25. 25. Sloan-C Consortium
    26. 26. Quality Matters</li></li></ul><li>Quality Matters<br /><ul><li>“Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online courses and online components.”
    27. 27. Course Reviews: Certifying Quality
    28. 28. Training: Building Quality
    29. 29. The Rubric: Defining Quality
    30. 30. 8 Broad Standards
    31. 31. 40 Specific Standards</li></ul>85% pass rate required / all mandatory standards must be met<br />
    32. 32. Sloan-C Consortium<br />The Sloan Consortium is an institutional and professional leadership organization dedicated to integrating online education into the mainstream of higher education, helping institutions and individual educators improve the quality, scale, and breadth of online education. Membership in the Sloan Consortium provides knowledge, practice, community, and direction for educators. Originally funded by the Alfred P. Sloan Foundation, Sloan-C is now a non-profit, member sustained organization. Join with Sloan-C to lead higher education in meeting social needs for affordable access, quality innovations, and teaching and learning excellence.<br /><ul><li>Standards Development
    33. 33. Articulation of Best Practices
    34. 34. Faculty Development
    35. 35. Instructional Technology Training</li></li></ul><li>Online Certification<br />Properly skilled and trained online teachers will be in high demand, and a consolidated approach to capturing that market with training and certification is well-within the grasp of PLS perhaps more than any other entity<br /><ul><li>Introduction to Online Learning
    36. 36. Instructor Technology Preparation
    37. 37. Instructional Design for Online Learning
    38. 38. Promoting Student Success in the Online Learning Environment
    39. 39. Assessing Knowledge and Skills in the Online Learning Environment
    40. 40. Beyond the Online Classroom</li></li></ul><li>Design Process: Where to Start?<br /><ul><li>Why instructional design?
    41. 41. Learning fails when we don’t know the needs and abilities of the learner
    42. 42. Learning fails when we don’t articulate goals of instruction
    43. 43. Learning fails when we don’t conceive of specific interventions to bridge the gap between needs, abilities, and goals.
    44. 44. Many design models are applicable to eCourses development. Here are but two successful design approaches that emphasize quality design as a prerequisite to student success
    45. 45. ADDIE Model
    46. 46. Backward Design</li></li></ul><li>ADDIE<br />
    47. 47. Backward Design<br />Conceive of desired results first, then work backward to develop instructional content and strategies (rather than beginning with topics)<br />Stage 1: Identify desired outcomes and results.<br />Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment).<br />Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels.<br />** Understanding By Design**<br />
    48. 48. MyCourseTools<br /> Thousands of assets that can be supplied for custom course augmentation<br />Animations<br />Simulations<br />Videos<br />Puzzles<br />Audio Glossaries<br />Web Research<br />Podcasts<br />Tutorials<br />Drag/Drop Activities<br />PowerPoints<br />Assessments<br />Online Games<br />
    49. 49. Quality Objections: Class Size<br /><ul><li>Why does your college push eLearning?
    50. 50. Student Access
    51. 51. Gaining FTSE
    52. 52. Physical classroom crunch
    53. 53. More efficient use of adjuncts
    54. 54. Efficiency = profitability
    55. 55. College response
    56. 56. Maximize virtual class space
    57. 57. Push higher numbers because of retention issues
    58. 58. Quantity vs. quality is crux of issue</li></li></ul><li>Class Size Research<br />Surprisingly, this is remains a poorly researched question.<br />NEA research (2000, 2004)<br />31% online courses have1-20 students<br />33% online courses have 21-40 students<br />17% online courses have 41+ students<br />19% (unknown reporting)<br />Prevailing wisdom for online class size: maximize student interaction to promote learning community (15-25 students)*<br />However, recent studies indicate: Higher class sizes may yield more significant interaction between students, and significant interaction positively correlates with higher grade performance.<br />
    59. 59. Class size considerations<br /><ul><li>Technology and technology support (LMS capacity, Help Desk support, sophistication of courseware, etc)
    60. 60. Assessment strategies and time resources
    61. 61. Objective, automated feedback
    62. 62. Subjective, qualitative feedback
    63. 63. Course structure
    64. 64. Tutorial oriented (courseware and technology as content provider)
    65. 65. Instructor oriented (faculty as content provider) </li></li></ul><li>Managing Interaction in Large Online Classes<br />From the Sloan Consortium: Effective Practices for Managing High Enrollment Online Courses<br />Information organization and retrieval<br />Synchronization of class activities<br />Coordination, collaboration, and socializing among course participants<br />Sharing knowledge<br />Sharing learning and feedback<br />Requiring participation<br />
    66. 66. Designing Success<br />Remember:<br />As educators, our primary goal is to create learning environments that foster student achievement.<br />The value of design and evaluation standards<br />No ID dept, a ton of money<br />Take the best of all the different strategies and create something customized to your comfort level---at the end of the day, its your course<br />Start to emphasize quality more in an era that places a premium on quantity<br />Committing to standards requires time and energy. However, this use of your resources not only enhances the likelihood of genuine learning and student satisfaction but also provides verification of the great work you already do!<br />