Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.

2. Making the Most of New Course Delivery Methods
Distance Learning Administrators (DLA) 2011
May 24, 2011,
Savannah, GA
Scott Dinho
Director of Educational Technology
SCAD eLearning Savannah College of Art and Design

3. Need

4. 31 Years of Growth at SCAD
In Fall 1979, SCAD was…
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71 students
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8 major programs
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7 professors
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1 building

5. 31 Years of Growth at SCAD
By Fall 2010, SCAD is…
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10,461 students
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42 major programs
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50 + minor programs
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720 professors
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100 + buildings

6. 31 Years of Growth at SCAD
Four degree granting campuses
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Atlanta, Georgia, USA
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eLearning (Fully Online)
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Hong Kong
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Savannah, Georgia, USA
One permanent off-campus location
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Lacoste, France

7. 31 Years of Growth at SCAD

8. SCAD eLearning Department
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Serves and supports the SCAD eLearning campus
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Supports use of Blackboard LMS
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Distributed use across college
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Over 2,500 course sections per term
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Provides:
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Instructional design services
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Teaching support
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Instructional technology training and consulting

9. Course Delivery Formats
A variety of current and possible course delivery formats
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Traditional face-to-face courses
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Asynchronous fully online courses
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Hybrid courses (asynchronous with a weekly meeting)
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Hybrid program courses (asynchronous with one or two meetings during the term)
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One day seminars and faculty/staff training
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Self-paced tutorials
Each format comes with its own support and service challenges

10. Intervention

11. Identifying Course Format Challenges and Needs
Matrix: Course delivery formats (organized by synchronicity)
Synchronicity
Delivery Formats
More Synchronous
Seminars/Workshops
Traditional Courses
Web-enhanced Courses
Hybrid Courses
Hybrid Program Courses
Online Courses
More Asynchronous
Self-Paced Courses

12. Identifying Course Format Challenges and Needs
Matrix: Course delivery formats described according to institutional definitions
Synchronicity
Delivery Formats
Format Descriptions
More Synchronous
Seminars/Workshops
All content delivery, interaction, and assessment happen when all learners are together at the same time
Traditional Courses
Multiple class meetings during each week. Majority of teacher-to- student content delivery, interaction, and assessment when students are together.
Web-enhanced Courses
Multiple class meetings during each week. Interactions and assessments may continue after class meeting using other web- based technologies.
Hybrid Courses
One class meeting per week in support of content, assignments, and interactions conducted in fully online course environment.
Hybrid Program Courses
One or more class meetings per term in support of content, assignments, and interactions conducted in fully online course environment.
Online Courses
All content, assignments, and interactions conducted in fully online course environment.
More Asynchronous
Self-Paced Courses
Students complete course on their own schedule or by individually created schedule.

13. Creating the Document
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Creation of matrix should involve all stakeholders and service providers
•Determining and agreeing upon course delivery formats, levels of synchronicity, and descriptions is about instructional usage and understanding
•If all areas of college are not using terms in agreed upon way, it will not be possible to maximize each delivery format

14. Beyond the Basics of the Document

15. Services and Resources
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From the basic foundation, other issues can be addressed in relation to each format, such as:
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Faculty development requirements
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Technical support requirements
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Physical facilities requirements
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Computing network requirements
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Academic department oversight requirements
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Revenue production
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Registrar requirements

16. Rating Services and Resources
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Each service, resource, or other noted issue should be rated by either description or agreed upon scoring method.
•Simple rating system:
–High: Will put added stress on system and require new investment
–Medium: Current system is sufficient
–Low: Will ease burden on current system

17. Key to Success
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Environment of communication and collaboration
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To create document itself
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To agree upon the descriptions and ratings
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To use the document in decision making
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To follow through on those decisions
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Environment needed to create document
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Creating document does not create this environment on its own

18. Contact
Questions or Comments?
Scott Dinho Director of Educational Technology SCAD eLearning Savannah College of Art and Design sdinho@scad.edu