Online Learning: the SLN experiencePresentation Transcript
2001 recipient of the Sloan-C Award for Excellence in ALN Faculty Development Online Learning The SUNY Learning Network Experience Alejandra M. Pickett Associate Director SUNY Learning Network Faculty Development & Instructional Design
This presentation will describe:
An introduction and background of the SUNY Learning Network (SLN).
The 5 key elements in SLN’s successful award-winning online faculty development program.
O ur challenges & some lessons learned.
Introduction State University of New York
The single largest public university in the nation
32,000 + faculty
13 University Centers and Doctoral Degree Granting Inst.
13 University Colleges
8 Colleges of Technology
30 Community Colleges
SUNY Learning Network
30 of the 64 campus participate in SLN.
3,000 online faculty.
107 online degrees offered.
100,000+ online student enrollments.
4,000 + fully online courses.
high levels of student & faculty satisfaction.
CC account for 67% of student enrollments.
SLN was referenced
in testimony to the Kerrey Commission
in Congress as the
ALN in the
2008-2009 academic year. . .
SLN Awards 2000 EDUCAUSE Award for Systemic Progress in Teaching and Learning 2001 Sloan-C award for Excellence in ALN Faculty Development 2002 Sloan-C award for Excellence in Institution-Wide ALN Programming 2003 Sloan-C Award for Excellence in Online Teaching 2006 USDLA 21st Century Best Practice Award - Online Technology - Higher Education 2009 NUTN Distance Education Innovation Award
Faculty Development and Training
Faculty Training Materials
Course Development Process
Instructional Design & Support Team – best practices
Campus-based MIDs – for ongoing local Faculty Support
! SLN - built a University System-wide ALN Visit: http://SLN.suny.edu Historical Benefits of Membership in SLN
Standard Student Services
Receive and Manage Revenue
Tuition, State Aid, Charge Backs, etc.
SUNY Campus Responsibilities
SLN Background Growth in online courses…
SLN Background Growth in online degree programs & certificates
SLN Background Growth in enrollments
Yesterday 1994-95 research & development period. Objective : what works? We already assumed “no significant difference” http://www.nosignificantdifference.org/ 1995-99 synthesis of models, processes, & procedures, infrastructure, resources, support and services. Objective : will it scale? 1999-05 . . . Full-scale production. Objective : institutionalization, sustainability Where we’ve been…
Migration 2006-09 Campus, Course, Faculty, and SLN programmatic migration to ANGEL and new business model. Objective : Will they buy our support and services? What are the benefits of membership? Whom do we serve? 2009 in the last month of our migration BB buys ANGEL. ?? Where we are…
25 of the 40 campuses migrated with us to ANGEL - a 3-year process - June 2009. Future migration? To what?
Migration of programmatic elements, approaches, processes, methods.
Decentralization results in many changes for the program and campuses.
Supporting campuses that choose not to use the “preferred CMS.”
New fee for service business model.
Our challenges ...
. . . Evolution now!
Objective : Growth and expansion, to serve the entire spectrum and continuum of SUNY online needs including web enhanced and hybrid courses. Shift to fee for services model, shift from faculty and course-centered program to community-centered support & services.
The Future... Where are we going?
Objective: develop large numbers of faculty to teach online and insure consistent and effective courses developed in a specific time frame.
Required: Need to develop and implement a scaleable and replicable process to train large numbers of faculty to produce technically and instructionally sound courses.
Result: Comprehensive and integrated faculty development and course design processes.
Large-scale production required that we develop ways to support & train large numbers of faculty and produce large numbers of courses of consistent quality.
Using a comprehensive faculty development and course design approach, we avoid cookie cutter mass production by working with individual faculty and allowing them and their content to drive course design.
We have the opportunity to influence and share best practices across the design of all courses.
Share stuff we know works. Learn from faculty - what they find works. Faculty Development How we did it...
! SLN’s 5 key elements What I have learned from working with over 3000 SUNY faculty, from 40+ SUNY institutions, and thousands of students since 1994. Model : Rapid Scale: This required that we develop a consistently applied and thoughtful faculty development process. Support : Large numbers: Successful online courses have effective designs and effective/prepared instructors. = Instructional designers, HD, templates. Approaches : Our philosophy: The pedagogy dog wags the technology tail NOT the other way around. Evaluation : Program evaluation and continuous improvements: Iterate! Best practices: what is working, why, what needs to be improved? Quality : Requires a comprehensive approach to training, support, resources, best practices, exemplars, community of practice, template/standards, formal course review/rubric. 1. 2. 3. 4. 5.
What models does SLN use for online faculty development, course design, and training?
Key Element Models 1
4-Stage faculty development process.
7 step online course design process.
Challenge : scalability, faculty buy-in, consistency in course quality and student experience.
SLN faculty development, course design, training. . . 1. M odel 2. S upport 3. A pproaches 4. E valuation 5. Q uality
Garrison, Anderson, Rourke, Archer (2002).
SLN Background Research & Publication http://tinyurl.com/69zw4l
SLN support. . . 1. M odel 2. S upport 3. A pproaches 4. E valuation 5. Q uality
What technology, tools, and approaches are necessary?
Approaches ? Key Elements 3
Home-grown CMS from 1994 – 2009.
Faculty develop their own courses.
Empowerment = build automation and build campus autonomy and self-service.
Challenge : limited staff & resources, no CMS, exponential growth.
SLN technology, tools, & approaches. . . 1. M odel 2. S upport 3. A pproaches 4. E valuation 5. Q uality
! Pedagogy Andragogy
to Malcolm Knowles
A Comparison… Learning experiences should be based around experiences, since people are performance centered in their learning. Acquisition of subject matter. Curriculum organized by subjects. Orientation to learning People learn what they need to know, so that learning is organized around real life application. People learn what society expects them to. So that the curriculum is standardized. Readiness to learn Interactive. Teaching methods include discussion, problem-solving, etc. Passive. Teaching methods are didactic. The learner's experience Moves towards independence . Self-directed. Teacher encourages and nurtures this movement. Dependent. Teacher directs what, when, how a subject is learned and tests that it has been learned. The learner Andragogy Pedagogy
How do you evaluate and improve your program, your understanding of online teaching and learning, and your approaches?
Evaluate ? Key Elements 4
Online teaching and learning Effectiveness: Start with a theoretical framework to inform and contribute to practice, approaches, models, processes
Programmatic Effectiveness: In a systematic regular way ask what is working and what can be improved?
Challenge : proof of concept, scalability, institutionalization, sustainability.
SLN evaluation… 1. M odel 2. S upport 3. A pproaches 4. E valuation 5. Q uality
How do you insure course quality ?
? Key Elements Quality 5
Course review rubric/checklists- QM
Revise and Improve new faculty wkshp.
Community of faculty & IDs
Challenge : quality on a large scale and growing number of “experienced” online faculty.
SLN course quality. . . 1. M odel 2. S upport 3. A pproaches 4. E valuation 5. Q uality
? ? Any questions http://www.slideshare.net/alexandrapickett/