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

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

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  • 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 FTCC - Distance Education Track Presentation Transcript

  • Success Online by Design
    Conceptualizing Successful Online Learning
  • Assessing Experience
    How many of you have taught an online course in the past 24 months?
    How many of you have designed /developed curriculum for online learning environments?
    How many of you occupy an eLearning administration / oversight position?
    Does your institution strongly support your eLearning initiatives with faculty training and administrative support?
  • Setting the Scene
    Why are we here? The Paradox:
    More Students
    More Suspicion
    Sloan Consortium Annual Report:
    Online enrollments up 17% in 2009
    4.6 million students enrolled in 1 or more online courses
    75% of all institutions report increased demand for online courses
    Why the enrollment trend? Turn to CNN.
  • The Value of Online Education?
    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*
    Confronting the inevitable: when quantity and quality collide
    Sloan Consortium Report ALSO reports:
    Two-thirds of chief academic officers assert that their faculty reject the “value and legitimacy” of online education
    70% of faculty assert online courses are inferior to face-to-face courses; 48% of faculty who have taught online assert this as well
    Why is there widespread perception that online courses lack quality?
  • Why Is There Widespread Perception That Online Courses Lack Quality?
    Generational issues
    Early linkage of online courses with correspondence courses
    Perception that online courses were developed to accommodate degree-mill industry
    Lack of embodied face-to-face contact (the socializing element some believe is an important part of higher education)
    Inability to verify integrity of student work (plagiarism, other people taking your tests for you, etc);
    Faculty object to the value students place on online learning - cost, flexibility, convenience...these are not the "true" values of higher education.
  • Demythification
    • 2008 National Survey of Student Engagement.
    • Tests multiple variables of student engagement
    • On several of the indicators of engagement online students reported significantly better results.
    • 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
    • Very often participate in course activities that challenged them intellectually.
    • Very often participate in discussions that enhanced their understanding of different cultures.
    • Very often discuss topics of importance to their major.
    • U.S. Department of Education
    • Survey of 1000 studies on face-to-face vs online pedagogical practices
    • Results: Blended and online courses consistently produce better results for student learning than 100% face-to-face instruction
  • The Quest for Quality
    What are the characteristics of quality face-to-face instruction?
    Should these characteristics be any different for online instruction?
    The debate over derivative standards.
    What are the specific demands of online education that require unique quality control standards?
  • Seven Principles of Good Practice in Undergraduate Education
    FOUNDATION
    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
    Good practice encourages student-faculty contact
    Good practice encourages cooperation among students
    Good practice encourages active learning
    Good practice gives prompt feedback
    Good practice emphasizes time on task
    Good practice communicates high expectations
    Good practice respects diverse talents and ways of learning
  • The Quest for Quality
    What are the specific demands of online education that require unique quality control standards?
    Accessibility
    Course navigation
    Appropriateness of technology
    Appropriateness of digitally mediated assessment instruments
    Resources allocated
  • Three Strategies for Establishing Quality
    Knowing the emerging industry standards for the purpose of:
    Initial design considerations
    Self-Evaluation
    Institutional Evaluation
    New and grounded development in industry-standard design processes
    Making sensible decisions regarding class size
    The Research
    The variables to consider
  • Articulating Industry Standards
    • Advantages of articulated standards
    • Provides benchmarks for course development, faculty training
    • Increases student and faculty confidence in course quality; important for user satisfaction, course transfer and articulation, and accreditation
    • Examples
    • State-specific standards (California, etc)
    • Higher Learning Commission (publishes qualitative data from accreditation reviews related to eLearning best practices; guidance for establishing eLearning consortium)
    • Sloan-C Consortium
    • Quality Matters
  • Quality Matters
    • “Quality Matters (QM) is a faculty-centered, peer review process designed to certify the quality of online courses and online components.”
    • Course Reviews: Certifying Quality
    • Training: Building Quality
    • The Rubric: Defining Quality
    • 8 Broad Standards
    • 40 Specific Standards
    85% pass rate required / all mandatory standards must be met
  • Sloan-C Consortium
    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.
    • Standards Development
    • Articulation of Best Practices
    • Faculty Development
    • Instructional Technology Training
  • Online Certification
    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
    • Introduction to Online Learning
    • Instructor Technology Preparation
    • Instructional Design for Online Learning
    • Promoting Student Success in the Online Learning Environment
    • Assessing Knowledge and Skills in the Online Learning Environment
    • Beyond the Online Classroom
  • Design Process: Where to Start?
    • Why instructional design?
    • Learning fails when we don’t know the needs and abilities of the learner
    • Learning fails when we don’t articulate goals of instruction
    • Learning fails when we don’t conceive of specific interventions to bridge the gap between needs, abilities, and goals.
    • 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
    • ADDIE Model
    • Backward Design
  • ADDIE
  • Backward Design
    Conceive of desired results first, then work backward to develop instructional content and strategies (rather than beginning with topics)
    Stage 1: Identify desired outcomes and results.
    Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment).
    Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels.
    ** Understanding By Design**
  • MyCourseTools
    Thousands of assets that can be supplied for custom course augmentation
    Animations
    Simulations
    Videos
    Puzzles
    Audio Glossaries
    Web Research
    Podcasts
    Tutorials
    Drag/Drop Activities
    PowerPoints
    Assessments
    Online Games
  • Quality Objections: Class Size
    • Why does your college push eLearning?
    • Student Access
    • Gaining FTSE
    • Physical classroom crunch
    • More efficient use of adjuncts
    • Efficiency = profitability
    • College response
    • Maximize virtual class space
    • Push higher numbers because of retention issues
    • Quantity vs. quality is crux of issue
  • Class Size Research
    Surprisingly, this is remains a poorly researched question.
    NEA research (2000, 2004)
    31% online courses have1-20 students
    33% online courses have 21-40 students
    17% online courses have 41+ students
    19% (unknown reporting)
    Prevailing wisdom for online class size: maximize student interaction to promote learning community (15-25 students)*
    However, recent studies indicate: Higher class sizes may yield more significant interaction between students, and significant interaction positively correlates with higher grade performance.
  • Class size considerations
    • Technology and technology support (LMS capacity, Help Desk support, sophistication of courseware, etc)
    • Assessment strategies and time resources
    • Objective, automated feedback
    • Subjective, qualitative feedback
    • Course structure
    • Tutorial oriented (courseware and technology as content provider)
    • Instructor oriented (faculty as content provider)
  • Managing Interaction in Large Online Classes
    From the Sloan Consortium: Effective Practices for Managing High Enrollment Online Courses
    Information organization and retrieval
    Synchronization of class activities
    Coordination, collaboration, and socializing among course participants
    Sharing knowledge
    Sharing learning and feedback
    Requiring participation
  • Designing Success
    Remember:
    As educators, our primary goal is to create learning environments that foster student achievement.
    The value of design and evaluation standards
    No ID dept, a ton of money
    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
    Start to emphasize quality more in an era that places a premium on quantity
    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!