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Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
Good Practices In E Learning Consortia
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Good Practices In E Learning Consortia

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"Good Practices in ELearning Consortia" was drafted in 2004-05. The Higher Learning Commission adopted it in 2006 as a best practice document for eLearning consortiums. As part of a Common Interest …

"Good Practices in ELearning Consortia" was drafted in 2004-05. The Higher Learning Commission adopted it in 2006 as a best practice document for eLearning consortiums. As part of a Common Interest Group (CIG) activity, the Good Practices document is serving as a basis for a survey of 12 collaborations across Western United States and Canada. The presentation will report on the results from that survey and how consortiums function and if there is a meeting of theory and practice.

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  • 1. Good Practices in E-Learning Consortia<br />Steve Crow Robert Larson Lynette Olson<br />
  • 2. The Document<br />GoodPractices in E-Learning Consortia<br />BestPractices in E-Learning Consortia<br />
  • 3. Resource and Guide for:<br /><ul><li>eLearning Consortia,
  • 4. Institutions Considering the Creating of eLearning Consortia, and
  • 5. Quality Assurance Agencies Providing Assistance to Such Consortia</li></li></ul><li>Consortia Reporting<br />Minnesota Online<br />BCcampus<br />EUC of South Dakota<br />Washington Online<br />Big 12 Engineering Consortium<br />eCampusAlberta<br />North Dakota University <br /> System Online<br />Iowa Community College <br /> Online Consortium<br />National Universities<br />Degree Consortium<br />Oregon Community College<br />Distance Learning Association<br />Colorado Community <br /> Colleges Online<br />University of Texas <br /> TeleCampus<br />
  • 6. 1. Creation of An E-Learning Consortium<br /><ul><li>Results in commitments from all constituencies,
  • 7. Documents its legal and contractual structure, and
  • 8. Inevitably drives change in participating institutions.</li></li></ul><li>Responses: Creation of an e-Learning Consortium <br /><ul><li>17% of the consortia involved workforce representatives in the discussions,
  • 9. 58% have a legal and/or contractual structure,
  • 10. 33% have by-laws that clearly outline leadership,
  • 11. 66% make official records available for public review,
  • 12. 75% have a memorandum of understanding defining financial arrangements, student records, and determination of academic quality,
  • 13. 25% have provisions for adding and/or dropping institutions,
  • 14. 42% have a binding process for the resolution of differences,
  • 15. 75% have a periodic review of basic governance and administrative structure,
  • 16. 83% indicate changes in the delivery of education and services as a result of participating in the consortium, and
  • 17. 17% indicate there has been a sharing of self-evaluation benchmarking with similar consortia.</li></li></ul><li>2. Mission of the Consortium<br /><ul><li>Is widely understood and accepted and
  • 18. Enables public accountability.</li></li></ul><li>Responses: Mission of the Consortium<br />“…essentially a service agency that initiates or supports systemic programs and infrastructure…”<br />“…an advocate and work to inspire the adoption of best practices for curricula development…”<br />“…promotes accountability by providing a forum for the institutional representatives to share strategies and ideas…”<br />“…single point of contact for distance education opportunities…create collaborations…deliver programs and courses…and address accountability issues for eLearning.”<br />
  • 19. 3. Responsibilities of theConsortium<br /><ul><li>Sets clear standards,
  • 20. Exercises responsibility for the quality of the education,
  • 21. Strives to provide a transparent environment,
  • 22. Engages in planning processes, and
  • 23. Supports professional development and scholarly activity.</li></li></ul><li>Responses: Responsibilities of the Consortium<br /><ul><li>25% issue performance reports to the participating institutions,
  • 24. 25% assure that its programs and services are evaluated and improved,
  • 25. 50% can identify courses/services that fail to meet standards and require remediation,
  • 26. 25% have the authority to withdraw inadequate courses or terminate inadequate services,
  • 27. 0% have a single point of contact for information, registration, etc.,
  • 28. 75% of the consortiums assist in financial aid agreements allowing students to take courses from multiple institutions, and
  • 29. 100% of the consortium inform members of student complaints it receives related to courses and services.</li></li></ul><li>4. Responsibilities to Participating Institutions<br /><ul><li>The consortium facilitates access to programming provided by its member institutions,
  • 30. The consortium assumes responsibility for developing policies, and
  • 31. The consortium cooperates with its member institutions to develop the processes and systems necessary to accomplish its stated mission and goals.</li></li></ul><li>Responses: Responsibilities to Participating Institutions<br />“…programming is available as transfer credit to any institution…”<br />“…institutional membership is to those that are essentially peers…”<br />“…individual institutions are responsible for their programs and course offerings…”<br />“Content created by the instructors is the property of the instructor and shared at the instructor’s discretion.”<br />“…institutions…shall support faculty development strategies and training necessary…to prepare faculty to teach distance education courses.”<br />
  • 32. 5. Responsibilities to Students<br /><ul><li>Facilitates student success,
  • 33. Ensures that tools and services are complementary, and
  • 34. Supports portal related efforts.</li></li></ul><li>Responses: Responsibilities to Students<br />“…serves as a coordinating and connecting entity for the campuses…”<br />“…act as conduit between institutions and students looking for information in a systemic context.”<br />“…partner schools have agreed to a set of principles, policies, and processes…”<br />“…are in the beginning stages of reviewing student support services via online…”<br />“…consortium model is a service infrastructure that does not interfere with business rules of the institutions we serve.”<br />“…one application (financial aid)…one admissions application but can take courses from any university without reapplying…”<br />
  • 35. So, What Can We Do with This?<br />The Good Practices in E-Learning Consortia:<br /><ul><li>Is meant to be applicable to a variety of eLearning consortia;
  • 36. Is meant to assist people in thinking through a broad range of issues related to such consortium; and
  • 37. Is meant to highlight many of the changes of academic culture as well as management practice that healthy eLearning consortia often require.</li></li></ul><li>Closing Comments<br />

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