E Learning Strategic Thinking
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    E Learning Strategic Thinking E Learning Strategic Thinking Presentation Transcript

    • The Ins and Outs of Getting an e-Learning Initiative Started in Higher Education College of Arts and Architecture The Pennsylvania State University Friday, February 27, 2009
    • Who we are...... Mission Architecture To work with the disciplines Visual Arts Art History represented in the College of Arts and Architecture to E-Learning become a leader in e-learning Institute Theater Integrative Arts and instructional technology in the Arts and Design Landscape Music Architecture Friday, February 27, 2009
    • e-Learning Institute Goals Support the design and development of  e-Learning courses within the College. Simulate research in the digital arts and  design as they relate to e-learning and instructional technology. Friday, February 27, 2009
    • University’s Charge to the College of Arts and Architecture Serving General Arts Credits to Students (Every Student Must Take two to graduate) Demand is Greater than 14,000 + enrollments Annually (New freshmen 7,000+ at UP, 7,000+ at Campuses) Friday, February 27, 2009
    • Three Delivery Approaches • Face-to-Face (no face-time reduced) • Technology enhanced (minimal face-time reduced) • Blended (significant face-time reduced) • Online (no face-time) % of face-time reduction Friday, February 27, 2009
    • Current Online Status 24 online courses producing 7,990 Enrollments -- 45% (16,903) of all UP GA Enrollments 5 of 7 Academic Units have at least one online course 2 blended courses 11 delivered through ELMS Friday, February 27, 2009
    • Plan For Growth Provide at least one online course for each discipline Shift Strategically toward Programmatic Development • 1 Digital Arts Certificate (9 courses, 5 new) • 1 MPS in Art Education (5 courses, 1 new) 13 new online courses, 1 blended planed for development in next two years 2 planned for revision Friday, February 27, 2009
    • Need Goal Model Increase Revenue Reliability People Reduce Curricular Drift Scalability Improve Process Efficiency of Reusability Instruction Platform Increase Sustainability Enrollment Capacity Friday, February 27, 2009
    • People Friday, February 27, 2009
    • People: Driving Philosophy The creative design process is only as strong as the team that has been assembled Friday, February 27, 2009
    • Core ID&D Team Director Instructional Instructional Curriculum Program Sr. Instructional Multimedia Technology Planner Manager Designer Specialist Specialist e-Learning Instructional Support Designer Specialist Friday, February 27, 2009
    • Rotating Team Members Faculty College Dept. Head Admin. Core Team Friday, February 27, 2009
    • Process • Friday, February 27, 2009
    • Process: Driving Philosophy A well defined process provides a mechanism for effectively communicating and coordinating team activities resulting in the development of high quality courses Friday, February 27, 2009
    • e-Learning Institute ID&D Process Process Phases Phase 1 design specification Creation of a course design specification document outlining course delivery expectations. Phase 2 instructional design Creation of an instructional design document detailing the course pedagogical structure. Phase 3 Prototype development Design and development of a fully functional sample lesson. Phase 4 Production Creation of the course based on the prototype and the instructional design document. Phase 5 Quality Assurance review Review of the course to ensure it meets specific design, development, and delivery quality standards. Friday, February 27, 2009
    • Setting Expectations With The ID&D Process Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Total (5%) (15%) (20%) (50%) (10%) (100%) 12 Month 3 (weeks) 8 (weeks) 10 (weeks) 26 (weeks) 5 (weeks) 52 (weeks) 9 Month 2 (weeks) 6 (weeks) 7.5 (weeks) 20 (weeks) 3.5 (weeks) 39 (weeks) 6 Month 1.5 (weeks) 4 (weeks) 5 (weeks) 13 (weeks) 2.5 (weeks) 26 (weeks) Friday, February 27, 2009
    • Platform Friday, February 27, 2009
    • Platform: Driving Philosophy Empower faculty and designers by providing a stable, reliable, scalable, easy to use technical infrastructure ultimately improving the course design and delivery process Friday, February 27, 2009
    • Evolution of Needs Creation of Course Content Static ID Reliance Year 1 Year 2 Year 3 Year 4 Year 5 Dynamic Independence Friday, February 27, 2009
    • What Were We Seeking? ✤ Digital E-Learning Content Management System ✤ System used to develop, deploy and share course materials using open source technologies ✤ Features designed by instructional designers to support the ID&D process Friday, February 27, 2009
    • Keys to Success Keep content separate for design ✤ Each course offering should be able have its unique look ✤ and feel Instructional elements should be sharable ✤ Faculty need to be able to edit their own materials ✤ Project communication must facilitated by system ✤ Friday, February 27, 2009
    • ELMS (e-Learning Management System) + + + PHP & Community ELI Custom MySQL Modules Modules Themes Friday, February 27, 2009
    • Key Features of ELMS Drag-and-Drop items between resources ✤ and course structure Add new course pages with a few clicks ✤ One standard interface for all content ✤ creation, design and content organization Context menus relative to what content ✤ you are editing / creating Course navigation determined by outline ✤ WYSIWYG content editor ✤ User management / Angel Integration ✤ Friday, February 27, 2009
    • ELMS Technical Structure Friday, February 27, 2009
    • ELMS Structural Overview Friday, February 27, 2009
    • What Does it Take to Get Started with ELMS ✤ System PHP, mySQL, Drupal 6.x installed, Custom Drupal Modules  ✤ End Users Web browser capable of handling JavaScript  ✤ HR Resource Recommendation Programmer familiar with Drupal and PH  Graphic Designer on staff with CSS expertise  IT support with knowledge of Drupal installations  Friday, February 27, 2009
    • Friday, February 27, 2009
    • Establish Yourself Through Strategic Planning Environmental Scan Policies Design and Delivery Approach Structural Approach Enrollment Scale HR Growth Incentives Friday, February 27, 2009
    • Environmental Scan Develop an e-Learning Strategy that Fits Your Culture and Mission Friday, February 27, 2009
    • e-Learning Delivery Options World Campus (External to University) e- Learning Cooperative (24 Campuses) UP Friday, February 27, 2009
    • Potential Online Enrollments Spring 2009 Enrollment Potential UP 4535 World Campus 615 e-Learning 390 Cooperative Total 5540 UP World Campus e-Learning Cooperative Friday, February 27, 2009
    • Revenue Potential Per 100 Students Friday, February 27, 2009
    • Identifying an Online Balance Spring 2009 5,000 $600,000 $563,795 4,535 3,750 $450,000 2,500 $300,000 1,250 $150,000 $76,050 615 390 0 $0 UP e-Coop WC UP e-Coop WC Revenue Potential Enrollment Potential Friday, February 27, 2009
    • Policies Help Set Expectations by Establishing Policies and Procedures to Support Effort Friday, February 27, 2009
    • Protecting Yourself with Policies Protect Intellectual Property ✤ MOU and Courseware Copyright Agreement • Deal with Copyright ✤ TEACH Act vs. Fair Use • Plan for Continuous Quality Improvement (e-LCQUI) ✤ Friday, February 27, 2009
    • Design and Delivery Approach Develop an Instructional Design and Development Approach that Fits Your Culture Friday, February 27, 2009
    • Risks and Challenges With Traditional Approaches LMS/CMS’s Change ✤ Outages -- Planned and Unplanned ✤ Creative Design Limitations ✤ Limited Sharability of Content ✤ Limited Media Integration ✤ Friday, February 27, 2009
    • Course Content Course Communication OR Friday, February 27, 2009
    • Course Interface Faculty Content Published Content Friday, February 27, 2009
    • Interface Design Standards Friday, February 27, 2009
    • Structural Approach Create a Structural Approach That Will Help You Communicate Course Development Expectations Friday, February 27, 2009
    • Courses are a series of instructional sequences Units Weeks Lessons Modules etc...... Friday, February 27, 2009
    • An instructional sequences is a series of pages 1 2 3 4 5 Lesson Friday, February 27, 2009
    • A page is the lowest level learning object in a course Page Friday, February 27, 2009
    • A page can be categorized as Landing Page Content Directional Page Assignment Course Orientation Syllabus List of Readings Friday, February 27, 2009
    • Pages are constructed by integrating instructional elements Content Poll Submit Lists Friday, February 27, 2009
    • Enrollment Scale Identifying a plan for scaling enrollments will pay dividends in the future Friday, February 27, 2009
    • Underlying Assumption 1 Instructor/TA:100 Students Add Sections Add TAs to Add Sections Add Sections with TAs and a Increase Section with Instructors with TAs Master Instructor Size ++ Instructor +++ TAs or ++ ++ Adjunct Students 100 100 100 100 100 100 100 100 100 100 300 300 300 300 Friday, February 27, 2009
    • HR Growth Develop a Model for Determining Future Human Resources Needs Friday, February 27, 2009
    • ID Resource Justification Model Working Assumptions ID&D Task % of Time Allocation Hours Spent Per Week Course Development 30 12 Pilot 15 6 Maintenance 5 2 Total 50 20 Friday, February 27, 2009
    • ID Resource Justification Model by Course Load * Course Maintenance * PIlot Offerings New Course Development * Represents the need for a New ID Friday, February 27, 2009
    • ID Resource Justification Model by Hours Spent Weekly 114 106 98 90 78 Course Maintenance PIlot Offerings New Course Development 46 16 Friday, February 27, 2009
    • Incentives Determine What is Motivating the Faculty and Administration and Develop Appropriate Incentives Friday, February 27, 2009
    • What are Peoples Incentives for Undertaking e-Learning ✤ What is the motivation for there interest revenue • build in efficiencies • ✤ What are the incentives to undertake financial • freeing up time • Friday, February 27, 2009
    • E-Learning Faculty Fellowships Engage and support faculty in the collaborative ✤ development scholarly materials Can take any of three forms ✤ 1. Create e-Learning courseware or programmatic e- Learning offerings 2. Help revise existing e-Learning courseware 3. Investigate how teaching and learning can be improved through the use of technology Friday, February 27, 2009