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Increase Departmental and University Community with an Asynchronous Online Orientation
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Increase Departmental and University Community with an Asynchronous Online Orientation

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  • Describe the IDT departmentDescribe first study about departmental and university community
  • Some of my first thoughts:* I don’t know where the Memorial Union Bookstore is!* What are these other various locations? How am I supposed to know what they are?* Would I recognize any people in this book?* Would I recognize any buildings in this book?* Would I recognize any organizations in this book?* Would this book of memories include any of my experiences as an ESU student? On graduation day went to “buy” a yearbook to have some kind of evidence that I was affiliated w/ ESU. What I found was this:* It was free! How would I have known that?* While there were pictures of some academic departments in there, there wasn’t a picture of my own academic department. Do online educators get left of this book the same way online students do?  Maybe you can say that yearbooks aren’t for online grad students… but suppose for a minute that YEARBOOKS MIGHT BE A HUGE OPPORTUNITY TO BOND ONLINE LEARNERS TO ESU (which will result in more $$$ donated but more importantly, increased learning). Include online learners picturesCover events for online learners like IDT’s master’s presentationsHave online students write articles and take pictures too! Our stories are also part of what happened this year!
  • GRADUATION DAY:Didn’t get to stand w/ fellow IDT students.Have no idea where to tell my family to sit, etc. because I’ve never been to the campus.Strangers on either side of me, also online learners in other depts. Affiliate w/ Teachers College joking about how they feel not affiliation w/ ESU (bragging about Pitt State instead)Picked up a yearbook!
  • Meetbook:For my undergraduate schooling, I attended a small liberal arts college in Maine. Over the summer, all incoming Freshmen were required to submit a portrait and fill out some basic information about themselves. Upon arriving on campus, all Freshmen received a “Meetbook” which was a collection of all these pictures. This book was used biblically not only by all Freshmen, but also by most upperclassmen who also wanted to learn about the new students.At the start of every year, all Freshmen were given a Meetbook (virtual or online) – (thing C2C website where you can see other participants)
  • Meetbook:For my undergraduate schooling, I attended a small liberal arts college in Maine. Over the summer, all incoming Freshmen were required to submit a portrait and fill out some basic information about themselves. Upon arriving on campus, all Freshmen received a “Meetbook” which was a collection of all these pictures. This book was used biblically not only by all Freshmen, but also by most upperclassmen who also wanted to learn about the new students.At the start of every year, all Freshmen were given a Meetbook (virtual or online) – (thing C2C website where you can see other participants)
  • Personal Bios bios at IDT level, vs. redo at each class.the differece a social network that gets made available vs. one that actually gets used
  • Meetbook:For my undergraduate schooling, I attended a small liberal arts college in Maine. Over the summer, all incoming Freshmen were required to submit a portrait and fill out some basic information about themselves. Upon arriving on campus, all Freshmen received a “Meetbook” which was a collection of all these pictures. This book was used biblically not only by all Freshmen, but also by most upperclassmen who also wanted to learn about the new students.At the start of every year, all Freshmen were given a Meetbook (virtual or online) – (thing C2C website where you can see other participants)
  • campus visit requirements(At START of program, not just at end where I can’t use the connections made in a visit to enhance my classroom discussions)
  • campus visit requirements(At START of program, not just at end where I can’t use the connections made in a visit to enhance my classroom discussions)
  • campus visit requirements(At START of program, not just at end where I can’t use the connections made in a visit to enhance my classroom discussions)
  • Leveraging off-campus activities (professional conferences or regional sporting events, etc.)
  • SL night once a month – Can’t just create a site and hope folks will attend. A prof or some dept/univ figure needs to be there for it to take hold.
  • 1) general program information, such as course offerings, course timetable, and technology required, 2) student support services, such as library resources and technology support for students, 3) what to expect in an online course and how to be successful in an online program, and 4) information about the department and the university. Participants of the survey indicated they wanted to see videos and pictures about the university as well as video and/or audio clips from faculty and alumni.
  • Ninety percent of participants indicated the orientation should be delivered asynchronously so that students could complete it at their own pace. Some wanted to visit the university. In addition, respondents did not want an orientation that would take over 60 minutes to complete. It was decided the orientation would be delivered through a learning management system (LMS), allowing asynchronous completion of the orientation as well as tracking of pretest and posttest data.
  • Initial Feedback on Orientation – after project completion
  • Initial Feedback on Orientation-After some modifications
  • Initial Feedback on Orientation
  • Initial Feedback on Orientation
  • Initial Feedback on Orientation
  • Preliminary Results!!
  • Enrolled Students

Increase Departmental and University Community with an Asynchronous Online Orientation Increase Departmental and University Community with an Asynchronous Online Orientation Presentation Transcript

  • Increasing Departmental andUniversity Community with an Asynchronous Online Orientation Jozenia Colorado, Ph.D. Assistant Professor Marcus D. Childress, Ph.D. Professor and Chair Presented at 2012 Summer Institute For Distance Learning and Instructional Technology August 3, 2012
  • Departmental andUniversity Community• Who Are We?• Previous 2008 Study• Current Efforts to Build Community• New Online Orientation – Design – Demonstration – Initial Feedback
  • About ESU IDT• Department formed in 1996 – Pre-service instructional technology courses for P-12 education majors – Master of Science in Instructional Design and Technology• The only IDT Master of Science degree in Kansas• Entirely online in 2000• Currently active students in MS program: 200+
  • Graduate Credit HoursFY 2001- FY 2007 ESU Data Book 2007
  • Degrees Awarded, 1997-2008* IDT Data 2008
  • Geographic Distribution of StudentsIn-State: 150Out-of-State: 42(23 states)International: 31(Lebanon, Panama, Canada, China, Egypt, Jordan, Pakistan, SouthKorea, Slovakia,SaudiArabia, Japan, Bolivia, Georgia, SriLanka, India)
  • Geographic Distribution of StudentsKansas City MetroArea: 62
  • Placement• Technology Coordinators/Administrators – P-12, Community College, University• Instructional Designers• Corporate Trainers• Department of Defense Instructional Designers & Contractor Instructional Designers• Healthcare Professionals• Advanced Graduate Studies – Ph.D. programs
  • PlacementIn addition to P-12 and higher education employment, recent graduates positions include:• Trainer, National Weather Service, NOAA• Project Manager, Simulation Technology, Business Transformation Services, IBM• Corporate Trainer, Training and Marketing Authoring Network Department, John Deere• Instructional Systems Specialist, Training Directorate, US Army• Training Specialist, Cubic Defense Applications Group• Multimedia Developer, Cubic Defense Applications Group• Senior Training Specialist, Federal Reserve Bank of Atlanta• Chief Director of Operations, The Blissett Group (Learning solutions/workplace performance consulting firm)• Instructional Designer, ADR Book Print and Multimedia
  • Online Survey
  • Participants• 73 Master of Science in Instructional Design and Technology degree candidates or graduates (36 current students and 37 alumni)
  • Cases
  • GSAC Picnic
  • Sunflower Yearbook
  • “Attention everyone!The Sunflower Staff is proud to announce the 2008-2009 yearbook has arrived! They are available to pick up in the Memorial Union Bookstore and other various locations around campus. We hope that you enjoy!
  • Graduation Day
  • Graduation Day
  • 2008 Study Results-Departmental(Spurgin & Childress, 2009)• Students reported a low sense of connection with the department and a low likelihood that they would stay in touch after completing the program• While comments variously lauded the department’s program, commented that the amount of community was fine, and noted students’ responsibility in building community, no respondent described the existence of an interaction-rich departmental community.
  • 2008 Study Results-University(Spurgin & Childress, 2009)• Similar to Departmental Trends• Low inclination to donate money to the university• Low inclination to join the alumni association
  • Solutions
  • Electronic Mailing List (Listserv)
  • Master’s Project Presentations
  • Master’s Project Presentations
  • Social Networking
  • Social Networking
  • Personal Biographies
  • Social Networking Sites
  • Sporting Tailgates
  • Sporting Tailgates
  • Sporting Tailgates
  • Sporting Tailgates
  • Tailgate Cam
  • Tailgate Cam
  • Virtual Pumpkin Carving Contest
  • NCAA BasketballBracket Contest
  • Other Solutions
  • Webinars
  • YouTube Channel
  • Leveraging Off-CampusActivities
  • SIDLIT
  • AECT – Association for EducationalCommunications and Technology
  • Second Life Open House
  • Twitter
  • More Ideas• Virtual Tours of Department/Campus• Regular Online Webinars/Lectures• Orientation Session• Faculty Meet and Greet - Online• Virtual Office Hours
  • Online Orientation
  • Design – Needs Analysis• General program information• Student support services• What to expect in an online course/how to be successful in an online program• Information about the department and the university• Videos and pictures about the university• Video and/or audio clips from faculty and alumni.
  • Design – Needs Analysis• Format: Asynchronous Online• No longer than 60 minutes• Delivered through LMS to help track participation data
  • Development• Used Moodle LMS – Ease of Administration• Variety of Media – Welcome and Introduction from Chair – Faculty Tips – IDT Faculty Intro – Alumni Testimonials• Interactive Tutorials Developed in Adobe Captivate
  • Demonstration
  • Initial Feedback on Orientation• “I wish I had a course like this when I started IDT. Very thorough and I even learned some things I didnt know after 2 years in the program! I enjoyed the Captivate modules”; “This course is something the IDT program desperately needed for their new students! The fact that it finally exists is fantastic!”• “It is thorough. But, its a bit scattered and could be confusing to navigate.” I think the course as a whole is really well done!! The information is so valuable and exactly what an incoming student needs fantastic work.
  • Initial Feedback on Orientation
  • Initial Feedback on Orientation
  • Initial Feedback on Orientation
  • Initial Feedback on Orientation• “Because I have already been to campus so many times that I found this training a bit redundant, but I do think it would be very useful to distance students.”• “The orientation made me really want to take a little trip and come meet the faculty. I may have to plan something between school starting, my teaching starting, and vacation. I would love to meet you all in person!”
  • Methodology• Three Groups: – New Students, n=10 – IDT Students admitted BEFORE Spring 2012, n=18 – Non-IDT Students in Other Online Programs, (To Be Implemented, Fall 2012)• Average Completed Credit Hours: – New Students • Online – 3.6 • Face-to-Face - .75 – Admitted IDT Students • Online – 30.7 • Face-to-Face – 3
  • Ongoing Data Collection• Survey Instrument• Similar items to 2008 Study• Purpose – Measure Current Departmental and University Community – Measure Effectiveness of Current Efforts to Increase Community
  • Eventual Data Analysis• Compare Data to 2008 Study Results: – Are we doing any better 4 years later? – If so, what events make the difference?• Compare IDT Data to Other Programs – Other programs do not give any, or as many, opportunities for building community• Does it even matter? – Student/Faculty Perceptions – Student Satisfaction with Program
  • References• Spurgin, D. G. & Childress, M.D. (2009). Effects of University and Departmental Community on Online Learners. EDUCAUSE Quarterly, 32(4). Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUC AUSEQuarterlyMagazineVolum/EffectsofUniversityandD epartme/192958• Gopalakrishnan, P., Colorado, J.T., & Childress, M.D. (2012) Increasing Student Satisfaction, Departmental and University Community with an Asynchronous Online Orientation for a Online Graduate Program. Proposal to be presented at AECT conference, Louisville, KY.