Following Best Practices: Benefits of Being Late to the Table
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Following Best Practices: Benefits of Being Late to the Table

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Demonstrate how McDaniel is building new online programs by implementing Best Practices in three key areas: Teaching, Course Design/Development, and DE Management. Presentation will share design......

Demonstrate how McDaniel is building new online programs by implementing Best Practices in three key areas: Teaching, Course Design/Development, and DE Management. Presentation will share design templates, process maps, sample contracts, and a policy manual that confronts key issues of centralization vs. de-centralization, as well as evaluation and quality control.

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  • 1. FOLLOWING BEST PRACTICES BENEFITS OF BEING LATE TO THE TABLE
  • 2.
    • ABOUT MCDANIEL
    • KEY STANCE: 3 Traditions
    • BEST PRACTICES IN:
      • ONLINE TEACHING
      • ONLINE COURSE DESIGN
      • ONLINE POLICIES
    • KEY STRATEGY: 3 Stage Plan
    AGENDA (1 of 6)
  • 3.  
  • 4. In 18 Months… 1. Established Committee *Key DE Policies 2. Trained 47 Faculty 3. Designed 50 Online Classes Kind of Impressive…. if it were 1998!
  • 5.  
  • 6.
    • ABOUT MCDANIEL
    • KEY STANCE: 3 Traditions
    • BEST PRACTICES IN:
      • ONLINE TEACHING
      • ONLINE COURSE DESIGN
      • ONLINE POLICIES
    • KEY STRATEGY: 3 Stage Plan
    AGENDA (2 of 6)
  • 7. 1. Distance Education 1990 1950 2000 2010 1960 1970 3. Online Teaching & Learning 1980 1940 1930 19 th century CENTRALIZED PROCESSES SYSTEMS DESIGN Tam Piaget Bruner Johanssen Peters Holmberg Garrison, Anderson & Archer PRESENCE COMMUNITY STUDENT-CENTERED PEDAGOGIES COLLABORATIVE LEARNING Vygotsky Papert 2. New Learning Theory CONSTRUCTIVIST SOCIAL
  • 8. DESIGN ONLINE ENVIRONMENTS FOR STUDENT-CENTERED LEARNING
  • 9.
    • ABOUT MCDANIEL
    • KEY STANCE: 3 Traditions
    • BEST PRACTICES IN:
      • ONLINE TEACHING
      • ONLINE COURSE DESIGN
      • ONLINE POLICIES
    • KEY STRATEGY: 3 Stage Plan
    AGENDA (3 of 6)
  • 10. BPO 100
  • 11. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical thinking in text-based environment: Computer conferencing in higher education.  The Internet and Higher Education ,  2 (2), 87-105.
  • 12. BUILD A LEARNING COMMUNITY
  • 13. SOCIAL PRESENCE COGNITIVE PRESENCE TEACHING PRESENCE
  • 14.  
  • 15.  
  • 16.  
  • 17.  
  • 18. COMMUNITY PRESENCE
  • 19.
    • ABOUT MCDANIEL
    • KEY STANCE: 3 Traditions
    • BEST PRACTICES IN:
      • ONLINE TEACHING
      • ONLINE COURSE DESIGN
      • ONLINE POLICIES
    • KEY STRATEGY: 3 Stage Plan
    AGENDA (4 of 6)
  • 20. DESIGN ONLINE ENVIRONMENTS FOR STUDENT-CENTERED LEARNING ~ COMMUNITY ~ PRESENCE
  • 21.
    • ASYNCHRONOUS
    • DISCUSSION-BASED
    • CONSTRUCTIVIST
    • 8 WEEKS
  • 22.  
  • 23. TEACHING PHASE DESIGN PHASE STAGE ONE Steering Committee Selects Course STAGE TWO ID – CME COLLABORATE PRODUCE COURSE SET-UP PROGRAM COORD. OKs STAGE THREE ONLINE CLASS IN SESSION COURSE IS CREATED IN ACTS OF COLLLABORATION
  • 24. RUBRIC COURSE OBJECTIVES Module One Objectives Module Two Objectives Module Three Objectives Module Four Objectives TOPICS READINGS ACTIVITIES DELIVERABLE DELIVERABLE DELIVERABLE DELIVERABLE TOPICS READINGS ACTIVITIES TOPICS READINGS ACTIVITIES TOPICS READINGS ACTIVITIES RUBRIC RUBRIC RUBRIC ONLINE INSTRUCTIONAL DESIGN in 30 Seconds
  • 25. TEMPLATES
  • 26. TEMPLATE BEFORE
  • 27. TEMPLATE BEFORE
  • 28. TEMPLATE BEFORE
  • 29. TEMPLATE BEFORE
  • 30. TEMPLATE BEFORE
  • 31. TEMPLATE BEFORE
  • 32. TEMPLATE AFTER
  • 33. TEMPLATE AFTER
  • 34. TEMPLATE AFTER
  • 35. TEMPLATE AFTER
  • 36. TEMPLATE AFTER
  • 37. TEMPLATE AFTER
  • 38. TEMPLATE AFTER
  • 39. TEMPLATE AFTER
  • 40. TEMPLATE AFTER
  • 41.  
  • 42.  
  • 43.  
  • 44. TEMPLATES
  • 45.  
  • 46.  
  • 47.
    • ABOUT MCDANIEL
    • KEY STANCE: 3 Traditions
    • BEST PRACTICES IN:
      • ONLINE TEACHING
      • ONLINE COURSE DESIGN
      • ONLINE POLICIES
    • KEY STRATEGY: 3 Stage Plan
    AGENDA (5 of 6)
  • 48. DESIGN ONLINE ENVIRONMENTS FOR STUDENT-CENTERED LEARNING ~ COMMUNITY …. PRESENCE TEMPLATES
  • 49.
    • Mandatory Faculty Training
    • Faculty Expectations
    • Evaluation of course, course design, teaching, & technology
    3 COMMON POLICIES
  • 50.
    • Faculty Peer Mentoring
    • All Classes Open 1 Week Early
    • Ongoing Faculty Resource Class
      • With Online Manual
    3 TYPICAL POLICIES
  • 51.
    • Centralized Course Design
    • Programs “Own” Courses
    • All Online Classes 8 Weeks (Most) in 4 Modules
    3 LESS TYPICAL POLICIES
  • 52.
    • ABOUT MCDANIEL
    • KEY STANCE: 3 Traditions
    • BEST PRACTICES IN:
      • ONLINE TEACHING
      • ONLINE COURSE DESIGN
      • ONLINE POLICIES
    • KEY STRATEGY: Our 3 Stage Plan
    AGENDA (6 of 6)
  • 53. Otte, G. & Banke M. (2006). Online learning: New models for leadership and organization in higher education. Journal of Asynchronous Learning Networks , 10(2). 23-31
  • 54. Otte, G. & Banke M. (2006). Online learning: New models for leadership and organization in higher education. Journal of Asynchronous Learning Networks , 10(2). 23-31
    • - KNOW YOUR ORGANIZATION
      • -Leadership Styles
      • -Broker Old and New
    • - CONVERGENCE OF DE & CAMPUS-BASED
    • - BE SMART about CENTRALIZATION – DECENTRALIZATION
    Otte & Banke
  • 55. CULTURE CHANGE 1 18 MONTHS GROWTH 2 24 MONTHS SUSTAINABILITY 3 ………… .
  • 56. STAGE ONE
      • -Steering Committee
      • -Faculty Training
      • -Centralize Course Design
      • Policy Manual
      • 50 Courses in 6 Programs
    CULTURE CHANGE
  • 57. STAGE TWO
      • -Programs Not Courses
      • -Begin Decentralizing
      • -Join Quality Matters
      • Begin Undergraduate Pilot
    GROWTH
  • 58. STAGE THREE
      • -Create Dept. of OTL
      • -Additional Staff
      • -Blend of Centralized and
      • Decentralized Process
      • Explore International
    SUSTAINABILITY
  • 59.  
  • 60.