Conduct of Classes During Campus ClosingsCampus closures have a direct impact on student academic programs, services, and ...
NotificationEmergency closing information will automatically posted to the TU homepagehttp://www.towson.edu/ and on the TU...
Delegation of ResponsibilitiesPre-establishing responsibilities helps to ensure a quick and smooth COOP activation as well...
Technological ResourcesContinuity of learning can be supported by e-learning processes and tools such as;1. Blackboard: th...
4. TU Library Services & E-reserves: provides a full range of services to students   participating in online or off-campus...
possible, when necessary virtual laboratory simulations should supplement e-learning   materials.3. Online class work shou...
Appendix A:Quality assurance checklist and recommended policies and procedures for Online CourseInstruction:1. In what way...
Allow students to introduce themselves       Ask students to share backgrounds and interests       Ask students to publish...
4. How are students given prompt feedback for learning activities?Set expectations in writing        Provide clearly defin...
Create interactive learning environment, but do not overwhelm students (or instructor) if      interaction is too time con...
Consider assessing students’ learning styles in the beginning of the course      Find out about students’ backgrounds, lea...
Appendix B:E-learning Process Model for Continuity of LearningAdapted from NTU Business Continuity Plan: Singapore (2006);...
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Towson University: COOP: Conduct of Classes During Campus Closings

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Towson University: COOP: Conduct of Classes During Campus Closings

  1. 1. Conduct of Classes During Campus ClosingsCampus closures have a direct impact on student academic programs, services, and activities; anextended interruption of normal campus operations can have signification implications onstudent achievement. Strategic planning and preparations will limit the negative impactsassociated with the disruption of on-site academic operations. Alternative procedures should bedesigned to ensure the continuity of instruction during pandemics and/or natural disastersresulting in campus closures; for example, the Centers for Disease Control and Prevention(CDC) recommends distance learning to help students maintain self-isolation during a pandemic.Conducting web-based classes during emergency campus closures will increase student access tolearning opportunities.Educational Continuity Planning Objectives1. Establish an emergency operating policy that will assist faculty prepare for and conduct classes during a disruption of university operations, specifically the suspension of on-site classes.2. Ensure the successful implementation and integration of the emergency operating policy.3. Ensure the opportunity for uninterrupted remote access to course materials and continuous instruction via technologically-enabled delivery models.4. Ensure the continuity of high-quality educational operations/instructions; emergency procedures should be adaptable, consistent with university policy, and continually re- evaluated.
  2. 2. NotificationEmergency closing information will automatically posted to the TU homepagehttp://www.towson.edu/ and on the TU Emergency Closing Policy pagehttp://www.towson.edu/main/abouttu/newsroom/emergencyclosing.asp#top; additionalinformation and procedures for classroom conduct will be administered over TU e-mail system.Students and faculty registered for the TU campus emergency text message notification systemwill receive up-to-date information regarding critical university functioning via mobile devices.It is the responsibility of students, faulty, and staff to monitor their TU e-mails for instructionsduring emergency situations affecting campus functionality. Additionally, brief recorded updatesduring campus wide emergencies are available 24 hours a day, seven days a week at 410-704-2000 and 410-704-NEWS. It should be noted that Towson Universitys emergencyannouncements apply only to the main campus including 7400 York Road and Terracedale;students enrolled in off-campus facilities must follow the announcements and adhere to theprocedures of the off-campus facility. Local media should also feature information on theuniversity’s operational status, specific radio and TV stations are listed on the TU EmergencyClosing Policy page.Instruction on how to sign-up for emergency TU text alerts:http://www.towson.edu/adminfinance/facilities/police/campusemergency/documents/SignUpForEmergencyTextAlerts.pdf
  3. 3. Delegation of ResponsibilitiesPre-establishing responsibilities helps to ensure a quick and smooth COOP activation as well asefficient and effective COOP use. 1. Dean: notify and briefly describe to staff, faculty, and students the activation of emergency operating procedures for class conduct. 2. Faculty: develop web-based instructional strategies (ie. lesson planning and delivery tactics), establish course curriculum and instruction submission guidelines, support student learning activities, as well as track student progress. 3. Students: access course content and updates via TU-Email and/or BlackBoard, participate in classroom interaction (synchronous and/or asynchronous), and complete online coursework with academic integrity and in a timely manner. 4. TU Online Courses & Programs; Student Support Services: facilitate web-based learning processes; support for communications and computing can be reached by phone at 410-704-5151 or by e-mail at helpcenter@towson.edu. 5. The Office of Technology Services (OTS): assist students, faculty and staff with IT training needs, computing support services including local support for the BlackBoard learning management system, and instructional support via self-help documents, workshops, and OTS staff support. OTS contact information and staff directory; http://www.towson.edu/adminfinance/ots/contactus.asp 6. Academic Support Services: provide traditional support services, such as academic advising and the writing center. http://wwwnew.towson.edu/main/academics/academicsupportservices/ 7. BlackBoard Team: train academic staff to use BlackBoard as a tool to communicate and teach when distance learning is necessary; for example, on-site BlackBoard training workshops such as Using BlackBoard to Enhance Teaching and Learning http://www.blackboard.com/Resources/Training/CD_Onsite_UsingBbtoEnhanceTeachan dLearn_R9.pdf BlackBoard is also responsible for the technical support of major IT issues.
  4. 4. Technological ResourcesContinuity of learning can be supported by e-learning processes and tools such as;1. Blackboard: the course learning management system used at TU. Blackboard facilitates the ability for instructors to put course materials (ie. syllabi, assignments, and links to additional resources) online in order to support easy student accessibility and continuity of learning thru distance learning. Blackboard enables students to access materials from off-campus, to turn in assignments online, to conduct online testing, to access grades online, and to conduct synchronous and/or asynchronous classroom interaction (ie. discussion board, messages, and chat capabilities). BlackBoard’s technical infrastructure is scalable to handle additional work-loads during increased usage and therefore capable and ready to support emergency operational procedures reliant on BlackBoard. Towson Universitys minimum technology standards for accessing our online services and learning system environment are defined on http://www.towson.edu/blackboard/Minimum.asp2. TU E-mail System: enables secure online communications and data transfer (ie. MP3 and MP4 files); the TU e-mail system is designed specifically for use by TU students, faculty, and staff.3. Webinar Applications: supports the ability to conduct fully-featured live virtual classes in a content area in an online course space via web-conferencing, videoconferencing, and remote desktop sharing/access allowing for both synchronous and asynchronous communications. a. Introduction to WebEx interface and incorporation into the classroom: http://www.webex.com/howto/index.html b. Introduction to Wimba interface and incorporation into the classroom: http://www.wimba.com/assets/resources/WC_61_Presenter_Guide.pdf
  5. 5. 4. TU Library Services & E-reserves: provides a full range of services to students participating in online or off-campus courses; a 14 digit TU ID number is necessary to access the majority of TU library services. The liaison to Distance Education is Mary Ranadive (410-704-2618). Cook Library support and services for distance student and faculty is accessible at: http://pages.towson.edu/cholmes/tln.html5. The Digital Media Classroom: is a lecture capturing resource available to all TU faculty members. Instructors can record classroom content to deliver in online course format; links to individual DMC recordings can be added on to a classroom Blackboard interface see http://www.towson.edu/adminfinance/ots/dmc/documents/adding_link_to_bb.pdf for instruction on how to add DMC presentations to Blackboard. Digital Media Classrooms are located in Cook 404A and 404B. Students requiring technical assistance should contact Student Support Services; faculty experiencing technical difficulties should contact Brian Cooney at 410-704-5233 or DMC@towson.edu .6. Telephone Conferencing: for example, Voice over IP (VoIP) technologies such as Skype. Audio conferencing is widely accessible, has the potential for large number of participations, and allows for synchronous and asynchronous communications, it can also be combined with other learning technologies.Online Course Design Guidance1. Consider duration of the campus shut-down; short and long term e-learning solutions should be planned for.2. Consider the implications of a campus shut-down on clinical, field, and lab work which are typically conducted in off-campus environments. Inventory off-campus classroom locations; sessions should continue as normal if possible, if not consider alternative facilities if
  6. 6. possible, when necessary virtual laboratory simulations should supplement e-learning materials.3. Online class work should be designed to achieve the same instructional objectives as in-class assignments and aligned with the university’s academic content standards.4. Employ quality standards and review best-practices for online instructional design and delivery; a quality assurance (QA) checklist and list of recommended policies and procedures can be used to guide the design and review of online courses and instruction. Chickering and Gamson’s ―The Seven Principles for Good Practice in Undergraduate Education‖ encapsulate the qualities of excellent courses, whether online or classroom-based: 1. ―Rich and plentiful contact between teacher and student 2. High expectations for student performance 3. Active learning activities and assignments 4. Student-student interaction and cooperation (if not, indeed, true collaboration) 5. Sufficient but not excessive time required to complete assignments 6. Timely feedback on participation and completed work 7. Efforts to respond to students as individuals and to treat their interests, experiences, perspectives, and special talents as resources to heighten motivation and enrich learning‖ (Dayton, McShane Vaughn, 2007, p.477)These Seven Principles provide the foundational framework for the Quality Assurance Checklistfor Online Courses included in the COOP Additional Resources.Additional ResourcesQuality assurance checklist and recommended policies and procedures to guide the successfuldevelopment, incorporation, and evaluation of online courses and instruction:Dayton, D., & McShane Vaughn, M. (2007, November). Developing a quality assurance process to guide the design and assessment of online courses. TechnicalCOMMUNICATION, 54(4), 475-489. Retrieved from http://www.towson.edu/blackboard/isd/supportdocs/dayton_online_teaching_tcnov07.pdf
  7. 7. Appendix A:Quality assurance checklist and recommended policies and procedures for Online CourseInstruction:1. In what ways does the online course design encourage contact between the students andthe instructor?Use a variety of communication techniques to connect with students Personalize communications with students Know students by name by the end of the first two weeks of class, and use it in chats and emails Provide a picture of yourself Plan for increased time for student interactions compared with traditional courses Provide feedback to students in a manner that is non-threatening and constructive Give negative comments to students privately Have question/answer session periodically throughout ―class‖ Make summary remarks available in discussion for all students Serve as mentor or informal advisor to studentsProvide clear guidelines for interaction with students Set clear standards for instructors’ timelines for responding to messages Provide appropriate instructor contact information Establish policies describing the types of communication that should take place over different channels Include a schedule of chat timesUse online course features to encourage communication Use real time features such as chat rooms and whiteboards Use asynchronous tools such as discussion boards and e-mail Maintain separate e-mail account for web courses Forward responses to frequently asked questions to all students to avoid duplication and ensure consistency of responses Provide telephone access as necessary Consider conducting a teleconference during and at the end of the course to discuss successes and problems2. How does the learning environment foster reciprocity and cooperation among students?Formalize expectations for discussions Establish and publish a discussion tool protocol that explains why tools are being used, what students are expected to do and how they will be evaluatedProvide the tools for student interaction Organize Web site to enable student interaction with the content, other students and instructor Provide discussion forums encouraging open and honest dialog Set up teams of students to interact via discussion boards and e-mail Encourage students to hold virtual study sessions via chat or bulletin boardsFacilitate student interactions Include ―warm up‖ period with light-hearted exercises aimed to help students get to know each other
  8. 8. Allow students to introduce themselves Ask students to share backgrounds and interests Ask students to publish online bios and/or photos to allow other members of the class to visualize themEncourage group collaboration Create social interaction through group collaboration to facilitate high achievement Encourage problem solving in groups via discussion board or e-mail Create learning communities, study groups, or project groups within the class Encourage students to work in groups using problem-solving activities to develop topic understanding Post papers, etc. so that students can respond to others’ work3. In what ways is active involvement of thestudents facilitated throughout the course?Provide opportunities for students to discuss thecourse material Actively involve students through writing and interaction Provide opportunities for students to articulate and revise their thinking to insure accuracy of knowledge construction Devise assignments to encourage students to employ critical thinking strategies Encourage students to ―talk‖ about what they are learning via discussion boards Craft questions to foster discussion and understanding Assign students to present work to the class via bulletin board postings, chat, presentationsProvide content that enables critical analysis and reflection Make content available to students in manageable segments Assure that content is easily navigated Make use of ancillary resources available as part of the course content Provide internal communication tools for students to elaborate on course content Provide content that adds value in addition to questions Connect chats to modules, textbook, course content, and assignmentsHave students record observations and self assessments Provide students with ample opportunity for self assessment Require students to keep an observation/reflection journalUse real-world data or situations in assignments Present problem-solving situations in a realistic context Give assignments that provide students ample opportunity to practice and apply concepts and skills in realistic and relevant ways Use real world experiences in teaching content to make subject matter more relevant Ask students to relate outside events or work experiences to the subjects covered Give students concrete, real world situations to analyze Use simulations or labs in class
  9. 9. 4. How are students given prompt feedback for learning activities?Set expectations in writing Provide clearly defined statements informing students what to expect in terms of instructor response time Have students agree on expectations regarding times for student assignment completion and faculty responseProvide prompt feedback on assignments Return assignments with comments quickly – within the stated period of time Provide weekly guidance to the class Make sure comments on student work are constructive Grade assignments consistent with criteria set forth in the syllabus/module Give students detailed feedback on performance early in term Contact students who miss a chat Provide both information feedback and acknowledgment feedback. Information feedback provides information or evaluation. Acknowledgment feedback confirms that some event has occurredUse quizzes and tests for feedback Use built in, auto-graded quiz feature when appropriate Give proctored examinations or other assessments Tie quizzes and tests to course objectives Prepare classroom exercises and problems that give students immediate feedback on performance (self tests, for example)Provide quick feedback in both synchronous and asynchronous settings Provide students with continuous feedback and frequent support via e-mail, chat, and discussion postings Take an active role in moderating discussions, providing feedback, and participating in other interactive components5. Is the course organized so that students and the instructor use their time efficiently andeffectively while focusing on the learning objectives?Communicate time requirements clearly State time-achievement expectations at the beginning of class Clearly state expectations defining minimal levels of student participation Establish clear goals and communicate these to students Set specific expectations for students with respect to a minimum amount of time per week for study and homework assignments Clearly communicate to students the amount of time they should spend preparing for class Make it clear to students the amount of time needed to understand complex material Recognize that online courses need deadlinesManage course time effectively Emphasize the importance of good study skills throughout course Use TA to help with tasks, or assign some course tasks to students Identify which key concepts (and methods of teaching them) can be covered in the amount of time available
  10. 10. Create interactive learning environment, but do not overwhelm students (or instructor) if interaction is too time consuming Give students adequate time for completing assignments Consider both in class and out of class time requirements Underscore the importance of regular work, steady application, sound self pacing, and scheduling6. How does the course design communicate high expectations?Provide clear and detailed written guidance on expectations in the syllabus Clearly delineate institutional policy on cheating and plagiarism at start of course Write objectives at the appropriate level of Bloom’s taxonomy Present objectives clearly to students as part of the syllabus and learning module, if applicable Explain group member roles and guidelines, and protocols if group does not function properly Provide a guide to overall class structure Provide a guide to appropriate tone and persona Provide weights and values of graded components of course Explain grading criteria clearly Communicate how the integrity of student work in assignments and exams is assured Clearly define expectations for participation Provide course objective and learning outcomes for the course in a clearly written, straightforward statement Tell students that you expect them to work hardEnsure that content and assignments are challenging Assure that content and requirements are as demanding as a face-to-face course with identical or similar content Explicitly communicate expectations, including deliverables Provide corrective feedback on assignments Help students set challenging goals for their own learning Provide lists of suggested extra reading that support key pointsReward excellence publicly Provide examples of past students’ projects, papers, etc. for students to refer to Celebrate in class successes—name students or group Challenging tasks, sample cases and praise for quality work communicate high expectations Publicly call attention to excellent performance by students7. How will the learning environment be structured to accommodate diverse talents andways of learning?Provide means for students to ask for and receive assistance in understanding coursematerials Students seek assistance in understanding and mastering different learning strategies Encourage students to ask questions when they don’t understand Provide extra material or exercises for students who lack essential background, knowledge, or skills
  11. 11. Consider assessing students’ learning styles in the beginning of the course Find out about students’ backgrounds, learning styles, interests at the beginning of the semester Give a Myers-Briggs type learning style assessment in the beginning of classBe mindful of accessibility issues Provide equal access to the shared conversation in the course Address accessibility issues: presentation of course materials complies with web accessibility standards as outlinedby such entities as W3C, BOBBY, IDEA, ADA, WebAIM, the National Organization on DisabilityCreate a welcoming, safe, nurturing online environment _Ensure that an equitable environment exists for gender differences in learning styles, reduction of barriers to participation and communication Include cooperative and collaborative learning to distribute workload through group and support female students’ preferred method of connected learning Promote gender equality by encouraging females to post messages while asking males to subside if a pattern of male domination is noticed Discourage snide remarks, sarcasm, kidding, and so forth, in chatsProvide course content in a logical, consistent manner Present course content in a manner that hierarchically structures the sequence of information Establish and maintain a consistent style for the course materials Content is presented in a logical progression Explain theory from a practical approach first, then add the structural approach Design with a consistent structure, easily discernible to students of varying learning stylesIncorporate a variety of techniques for presenting course material Provide a variety of communication techniques for students to use to enhance online learning Provide opportunities to collaboratively construct knowledge based on multiple perspectives, discussion, and reflection Enhance content by the use of affiliated tools such as discussion, links, notes, quizzes, audio, video, self tests, etc. Use visual and auditory stimuli to motivate students and address different learning styles Vary types of interaction Present and engage materials in a variety of ways Balance activities for all styles: books, hands on, visual, etc. Use diverse teaching activities to address a broad spectrum of students (Dayton, McShane Vaughn, 2007, p.481- 484)
  12. 12. Appendix B:E-learning Process Model for Continuity of LearningAdapted from NTU Business Continuity Plan: Singapore (2006); http://www.inacol.org/col/

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