D2L Fusion - Memphis 2008
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D2L Fusion - Memphis 2008

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    D2L Fusion - Memphis 2008 D2L Fusion - Memphis 2008 Presentation Transcript

    • Implementation of an D2L Course Template across an Entire State System
      Gary Storts
      Tennessee Board of Regents
    • The governing body for the Public Colleges and Universities of Tennessee
      47 Institutions
      180,000 Students
      Tennessee Board of Regents
    • A state-wide collaborative online program across all 47 institutions within the state.
      Started in 2001
      More than 400 different courses.
      Offering more than 800 sections
      Enrollments of more than 15,000
      Regents Online Degree Program
    • Course Proposals are initiated by faculty from across the system.
      Courses being developed have already been approved at the institution developing the course.
      Proposal goes through an RODP Curriculum Committee & Subcommittee
      Course Approved
      How Does it Work?
    • Course Syllabus is approved by an RODP Curriculum Committee
      Course must fit an approved design template
      All sections are taught from the same copy of the course.
      How Does it Work?
    • RODP & D2L Training Required
      Course Template provided to Instructor
      Course must pass RODP Quality Review
      How Does it Work?
    • Course put into inventory and offered through all institution’s registration systems
      Developing Institution guaranteed the first 6 sections being taught.
      How Does it Work?
    • Students must be accepted to a TBR institution through normal process.
      Students choose a Home Institution
      Enroll through Home Institution, regardless of where course is being taught from.
      Home Institution grants degree or certificate
      Students Enrolling
    • Sections show up as one RODP section in Registration software.
      Designated with an “R” ie, R-50
      All students are placed into one enrollment section.
      Students are broken into multiple sections just before the beginning of semester
      Limited to 25 students per section.
      Enrollment Process
    • Developing Institution paid $6,000
      Developing Institution guaranteed the first 6 sections being taught.
      Teaching Institution receives Tuition
      Students Home School receives FTE
      Teaching Institution receives 30% of RODP course fee.
      Financial Aspects
    • The RODP led to a common calendar across all colleges and universities in the system.
      Interesting Outcome
    • Courses are filled with students from different schools, taught by different faculty from different schools
      Created a need for consistency of design and content across all sections
      Need for a Template
    • WebCT
      Template consisted of specific tools and color design.
      Faculty not restricted in the presentation of their content
      Where did we start?
    • WebCT contract expiring in Dec of 2007
      Statewide RFP for a Course Management
      Three CMS’s considered
      Angel
      Blackboard/WebCT
      Desire2Learn
      Desire2Learn
    • Conversion of WebCT Content required considerable reworking of content into D2L
      State had been looking at the Quality Matter Initiative
      Desire2Learn Opportunity
    • A peer-based review process of online courses that focuses on the design of courses, as it relates to the success of students.
      Has an extensive 40 point rubric for the evaluation tool.
      Supported by academic research in the area of online education.
      Quality Matters
    • Quality Matters
      www.qualitymatters.org
    • Quality Matters Model
      $250 for Lead Reviewer
      $150 for two (2) additional Reviewers
      $550 per course to Review
      $550 x 400 = $220,000 over 3 years.
      QM was too expensive!
    • Conrad (2002) found that learners judge instructors … on how clearly online course materials present the details of the course. A well organized course with a clear overview … clear timeline…
      Swan (2001 cited clear and consistent course structure as one of three factors which “contribute significantly to the success of asynchronous online courses.”
      Quality Matters Research
    • Navigational instructions make the organization of the course easy to understand.
      Lanicki and Liegle (2001); Swan (2001); Shriathudding, Hassan & Landoni (2003)
      Quality Matters Research
    • There is a statement introducing the content to the course and how student learning is structured.
      A self-introduction by the instructor is appropriate
      Students should understand what it is that they are about to learn.
      Quality Matters Research
    • Required Elements
      Course Information
      Course Description
      Welcome
      Calendar list all course due dates
      Grade book complete
      Grade book linked to assessments
      Instructions
      Getting Started Module
      Content in Sample Module Format
      Use of the title “Module
      Multiple forms of Assessment
      Dropbox linked to gradebook.
      Quiz dates in quiz tool
    • Getting Started Module
    • Overview
      Learning Objectives
      Key Words and Terms
      Content
      Assessments
      Additional Resources
      Reflection/Summary
      The RODP Sample Module
    • Getting Started Module
    • Allowed us to separate content (academic freedom) from course design.
      RODP Template
    • Gary Storts
      gary.storts@tbr.edu
      (615) 366-3938
      Questions?