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San Juan College OTLC - Alexa Wheeler and Elaine Clark
1. Online Teaching and Learning Conference – San Juan College
Elaine Clark & Alexa Wheeler from The University of New Mexico-Valencia
Initiative supported by:
U.S. Department of Education Title V, Part A of the Higher Education Act “Coop” grant, 2011-2016.
U.S. Department of Education Title V, HSE “Next Generation Project” grant, 2015-2020.
U.S. Department of Labor,Trade Adjustment Assistance Community College and Career Training SUN PATH
Grant 2014-2018
2. Using your PHONE,TABLET, COMPUTER, DEVICE, use your
web browser and go to this link to join the poll:
• pollev.com/alexawheeler274
Using simply TEXT, open your phone’s texting app:
• Text message content: ALEXAWHEELER274
• To Phone Number: 22333JOIN
POLL
3. § M.S. in Mathematics
§ ABD in Mathematics Education
§ Graduate Certificate in Online Teaching and Learning
§ QM Peer Reviewer
§ Chair of Mathematics, Engineering, and Statistics
Division
§ Distance Learning Coordinator at UNM-Valencia
§ Membership Chair for New Mexico DLA
§ Independently published a speculative fiction novel
that references distance learning J
§ bio
§ ewclark@unm.edu
4. § MFA with highest distinction in Studio Art - Electronic Art
§ BFA with highest honors in Studio Art – Printmaking,
minor Art History
§ Tamarind Master Printer of Lithography
§ Certification in Online Teaching from SLOAN Consortium
(now Online Learning Consortium)
§ Chair - Business,Technology, and Fine Arts Division
§ Practicing artist with NM local exhibitions at the
Albuquerque Museum of Art, the Harwood Art Center, the
Johnson Gallery, and others (national)
§ Has completed the APPQMR and IYOC workshops from QM
§ bio
§ alexa08@unm.edu
5. § We provide a model for implementing online teacher and
student training, and review of online course offerings, to
create a success pipeline for online learners of all abilities.
§ By the end of this session participants will be able to:
§ Define the role of a committee dedicated to ensuring quality in
online classes
§ List the key learning objectives of a stand-alone training
course for instructors
§ Describe the learning objectives of a stand-alone orientation
to the institution’s LMS (Learning Management System)
§ Describe logistical issues involved in creating the
infrastructure to support quality online learning
§ List types of oversight and review required by various
agencies
§ Discuss issues around providing support for online students,
including accessibility and privacy
6. § The Faculty Online Teaching and Review Committee, in
consultation with the Dean, is charged with the responsibility to:
§ Provide quality assurance peer reviews of all online and hybrid
courses using an approved review tool.
§ Identify degree programs appropriate for online instruction as
requested.
§ Review certification of faculty who plan to teach online and/or
hybrid courses.
§ Provide and/or coordinate training for faculty teaching online or
hybrid courses.
§ Maintain and monitor an introductory orientation module/course to
the current LMS approved and supported by the University of New
Mexico.
7. § Name – describes the purpose of the committee
§ Purpose – at other institutions there is a broader
purpose given to their quality assurance
committee/teams
§ Faculty Buy-In – presented and discussed at Faculty
Assembly meetings
§ Formation – went through shared governance process
§ Continuous feedback – report to and illicit feedback
from Faculty Assembly and online instructors specifically
§ Authority – backed by the campus Dean and Chief
Executive Officer, and demands of accreditation
agencies
§ Faculty-Led – members of the committee are primarily
faculty who have taught online for at least two years
8. If you do not already have a quality assurance committee or team at your
campus,
• think about the role this committee would play. Just online or broader?
• think about how to ensure faculty buy-in
• think about how to offer choice – what would be required, what would be
optional
DISCUSSYOUR
TURN
9. § Need for faculty to know and implement key elements
of quality design
§ Need for faculty to understand and implement key
characteristics of quality delivery
§ Support faculty professional development and
learning in online pedagogy/andragogy
§ Provide training at low or no cost to faculty
§ Provide a way for adjunct faculty to have access to
training
§ Provide a course that is meaningful, that faculty find
useful in their professional development
§ Respond to feedback from faculty as to effectiveness
of course
§ Objectives lead to/based on QM (Quality Matters)
standard of quality
10. § Decided to create our own course
§ Adjunct – funded by college
§ Full-time – tuition remission
§ Initially hybrid – faculty considering teaching online
wanted a “real” person to talk to
§ Fully online – give faculty experience with a fully
online course
§ Advertising – promoting this as a good thing
§ Strategic plan – goal to have 75% of full-time faculty
trained to teach online by 2020 (grant goal); currently
at about 45%
§ Training from other sources; Ours available to others
11. If you do not already have a training course for your faculty,
• think about how extensive or in-depth the training should be (do you
have course or instructional designers?)
• think about how to ensure faculty buy-in
• think about how to offer choice – what would be required, what would be
optional
DISCUSSYOUR
TURN
12. § Need for students to not lose class time trying to find
things in the LMS (Learning Management System)
§ Ensure students know how to use the tools native to
the LMS
§ Ensure faculty are consistent in how they name tools
and make them available to students
§ Ensure students have received information about
campus support: technical support, academic
support, student services
§ Offshoot #1: development of “shell” / master template
for all online/hybrid courses (and maybe even web-
enhanced)
§ Offshoot #2: LMS training (beginner and
intermediate) for faculty
13. § Student Success Committee – retention of students in
online classes
§ Difficult to navigate LMS
§ Students not completing
§ Attempt #1: a module for online instructors to copy
into their courses
§ Attempt #2, in process:
§ How to make the orientation accessible before classes
start
§ Enrolling students and faculty
§ Requiring completion
§ Getting the word out
14. If you do not already have an LMS orientation for your students (and
faculty),
• think about how you would make one available to them
• think about how to ensure faculty and student buy-in
• think about how to offer choice – what would be required, what would be
optional
DISCUSSYOUR
TURN
15. § The nation-wide push for quality assurance – sparked by
accreditation agency requirements
§ U. S. Department of Education – mandated that there will be
no federal funding (Title IV) for “correspondence courses,”
courses must have “regular and substantive interaction”
§ Initiated by the instructor
§ Regular and somewhat frequent
§ Substantive: of an academic nature
§ With an instructor that meets accrediting agency standards
§ State Authorization Networks and Agreements
§ State Higher Education Executive Officers Association (SHEEO)
for New Mexico:
§ http://sheeo.org/sheeo_surveys/user/57
§ U.S. Department of Education (USED) federal state authorizations
for distance education regulations:
§ https://www.gpo.gov/fdsys/pkg/FR-2016-12-19/pdf/2016-29444.pdf
16. § Peer Review process:
§ Is QM too regimented?
§ QM and others provide a review process for design –
what about delivery?
§ Timing of review
§ before course launches
§ early in life of course
§ after 2 semesters
§ Level of Review – initial, internal, full
§ Review teams – how much training? Farm it out?
§ Master course shell/template – meet several
standards automatically
§ Peer review for improvement vs. faculty evaluation
17. If you do not already have an evaluation process for your online courses and
the instructors who teach them,
• think about what sort of review process you would implement first
• think about who the stakeholders are
• think about how to ensure faculty buy-in (in some ways, there is no
choice if institution is to maintain accreditation or not lose a ton of
money)
• think about how to offer choice – what would be required, what would be
optional
DISCUSS
YOUR
TURN
18. § Face-to-face Tutoring:
§ Academic support – tutoring available to all students in on-
campus centers (The Writing Center, the STEM Center, the
Learning Commons)
§ Online tutoring- currently unavailable. Centers are in the process
of exploring TUTOR ME.
§ $30/hour up to 499 hours/month
§ Integrates with Blackboard
§ Thinking of offering outside of regular tutoring hours on campus,such a
10pm to 10am
§ Schedule appointments?,or if it is only on-demand; students develop trust
relationships
§ Technical support
§ Main Campus – UNM:
§ Blackboard Help Website – FAQ, written, video
§ Create a ticket
§ 24/7 phone support
§ Valencia Campus
§ Technology Support Office – meets with students
19. § FERPA: Family Educational Rights and Privacy Act –
everyone use a UNM login for privacy:
§ FERPA Regulations
§ UNM
§ https://registrar.unm.edu/privacy-rights/ferpa.html
§ Department of Education
§ https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html
§ Accessibility – of UTMOST importance, ALL students of ALL
abilities should be set up for success
§ Article on Online Accessibility
§ https://er.educause.edu/articles/2017/1/ada-compliance-for-
online-course-design
§ Take this Accessibility Survey (10 minutes):
§ https://www.surveymonkey.com/r/WJFWVY5?utm_source=Adapt
iveMailer&utm_medium=email&utm_campaign=WCET%20Email
%20Marketing%20Campaign&org=1081&lvl=100&ite=800&lea=0
&ctr=0&par=1&trk
20. § Best Practices
§ Online learning is challenge and opportunity
§ How can all students access all course content?
§ Section 508.gov –
§ https://www.section508.gov/best-practices
§ Section 504.gov
§ https://www.gsa.gov/about-us/organization/office-of-the-chief-
information-officer/office-of-enterprise-solutions/accessibility-and-
section-508/gsa-508-tutorials-guidance-checklists
§ Online Learning Consortium –
§ https://secure.onlinelearningconsortium.org/effective_practices/ten-
practices-developing-accessibility-material
§ Web Content Accessibility Guidelines (WCAG) at the W3C:
§ https://www.w3.org/TR/WCAG20/
§ Guides and Checklists for 508:
§ https://www.gsa.gov/about-us/organization/office-of-the-chief-
information-officer/office-of-enterprise-solutions/accessibility-
and-section-508/gsa-508-tutorials-guidance-checklists
21. § TUTOR ME:
§ https://tutorme.com
§ UNM Main Campus LMS Blackboard Learn Help:
§ http://online.unm.edu/help/learn/index.html
§ Quality Matters (QM)
§ https://www.qualitymatters.org
§ Online Learning Consortium
§ https://onlinelearningconsortium.org
§ Web Accessibility in Mind (WebAIM)
§ https://webaim.org/
22. § WCET (WICHE Cooperative for Educational Technologies):
§ https://wcetfrontiers.org/about/
§ Definitions from Electronic Code of Federal Regulations:
§ https://www.ecfr.gov/cgi-bin/text-
idx?SID=45333f1baff1fb4eb6289b4caaf4ed50&mc=true&node=se
34.3.600_12&rgn=div8
§ Test your site/LMS for accessibility:
§ http://www.cynthiasays.com