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A Survival Guide for TAACCCT Grantees
- 1. A Survival Guide for TAA Grantees Loosely based on Bear Grylls’ world
- 2. In a Bear Grylls’ World
- 4. Accept the Challenge • Relationship building • Research best practices • Identify affected programs and the associated courses • Think beyond how programs are traditionally developed • Take a good look at how, why and what faculty are teaching – Ask if separating online course delivery and authentic assessments is possible
- 5. #2 Find a Good Guide
- 6. Create a Plan • Model best practices • Take the time to plan carefully • What are your deliverables • What is your time frame • What is your equipment purchases SOP • What is your course development schedule • Try to plan once – Revise as necessary – Strategically select courses to convert to blended – Identify the new builds and designate them as blended
- 10. #3 Tents Don’t Repair Themselves
- 11. Plan, Plan, and Plan again • Equipment purchases • Renovations • Course Designs – Can you organize the course design by competencies and topics instead of unit numbers, weeks or dates • Identify and include all of the course elements – Course information – Content – Learning Activities – Assessment – Feedback loops • Keep in mind that consortium members will be unfamiliar with how you teach so they need to be able to access the course as planned
- 12. Define the Elements of Great Blended Courses • Engagement • Exploration • Explanation • Elaboration • Evaluation
- 13. Course Maps
- 14. #4 Paddle Your Own Canoe
- 17. Supply the Tools to Succeed • Help your team help themselves – Timelines and benchmarks – How-to guides • Templates – Course Maps – Syllabi – Presentations – Course page – Assessments – Rubrics • Cornell University Center for Teaching Excellence • Carnegie Mellon University • University of Wisconsin-Stout • Media plan
- 18. Easy Access to OER www.tinyurl.com/OERDashboard
- 19. #5 Sometimes an ember is all you need
- 20. Remember The Diffusion of Innovation Curve • Put your efforts into working with the Yellow and Green— biggest gain for efforts • Know that the Red and Orange group will easily adapt to “new”
- 21. Reframe the Task • Highlight the development or redevelopment of courses as a way to share experience and expertise of the faculty or the subject matter expert
- 22. First Publishing of OER on MERLOT
- 23. Module Layout on MERLOT
- 24. Publish Early and Often
- 26. #6 Let Others Shine
- 28. #7 Pack Light
- 30. #8 Let the MOUNTAIN give you strength
- 31. What are your pain points? • Program development • Content development • Faculty challenges • Participant enrollment • Equipment snafus • Renovation delays • Intellectual Property
- 32. #9 Storms make you STRONGER
- 33. Keep Consistent • Keep on Message – % of OER – Intellectual Property • Know where to find the section in the SGA on Intellectual Property Rights • Know where to find the section in the grant SOW- Project Abstract on OER • Seek out actual College and University policies • Develop CC BY licenses for each consortium, person and or department
- 34. #10 Use time WISELY
- 35. How do you continue forward movement? • Evaluate your progress frequently – Have you completed X course builds – How many students can be counted as: • participants • Completers • Employed
- 37. Equipment is nice but….. • Remember it’s the students – Are they accelerating through your programs? – Are they finding internships, apprenticeship, employment? – Do they have the right training, courses, certificate and degrees to succeed?
- 38. #12 Get out of your comfort PIT
- 39. Innovate • Industry partners wanted employees with more math skills, better softskills – Really open your programs up to different and news ways of connecting your students with what the industry wants
- 40. Build a MOOC….. 5823 participants 13% - 18% completers
- 41. #13 Say YES
- 42. Micro-Credentials • How does Micro-Credentials fit into the SOW? – What are Digital Badges? – Why does this fit into our plan? – How do we build the ecosystem to support a new type of micro-credential? – Who will issue digital badges? – Where will micro-credentials be stored?
- 43. #14 Failure isn’t FAILURE
- 44. Our Development Status COETC • Are all energy courses delivered online….NO but… – 270 course published to OER – 165 Energy Courses – 105 Developmental Educational course redesigns CHAMP • Are all advanced manufacturing courses delivered as blended….NO but….. – 213 Advanced Manufacturing Courses at 80%OER • 142 published to OER • 71 are troublesome
- 45. Outcomes AIMS CCD EGTC FRCC LCC MSU PPCC PCC RRCC Total Total from SOW 1. Total Unique Participants Served 202 324 225 305 22 300 111 196 200 1885 1785 2. Total Participants Completing TACT funded Program of Study 122 163 170 259 24 125 65 106 96 1130 1130 3. Total Participants retained in their program or other TACT program 101 97 57 13 6 155 36 196 138 799 799 4. Total Participants completing credits 202 324 225 36 33 300 111 156 200 1587 1309 5. Total Participants earning credentials 61 176 170 259 24 90 48 106 96 1030 1030 6. Total Participants enrolled in further education 7 53 90 22 6 110 21 108 43 460 411 7. Total Participants Employed after completion 56 194 156 49 20 117 70 44 103 809 805 8. Total participants retained in employment 45 135 155 35 17 101 61 33 79 661 661 9. Total Participants who received a wage increase 11 204 132 176 7 91 40 27 79 767 766
- 46. Phew
- 47. Together You Can Climb a Mountain
- 48. CC BY License “A Survival Guide for TAACCCT Grants” presentation by Brenda M. Perea is licensed under a Creative Commons Attribution 4.0 International License. Permissions beyond the scope of this license may be available at www.cccs.edu. This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites, and including, but not limited to accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability or ownership.
Editor's Notes
- A Survival Guide for TAA Grantees Loosely based on Bear Grylls’ world
- In Bear Grulls’ World
- Just Begin The greatest journeys all start with a single step
- Accept the Challenge Our consortium had 16 colleges and we needed an cost efficient way to develop or revise 270 courses. After 18 months very little progress was happening What was actually required? Mis-mash of development processes Various definitions of hybrid or blended design kept our colleges in a state of inertia. Did this create a sense of discomfort? Yes! Were instructors reluctant to share? Yes! First Steps Identify affected programs and the associated courses Think beyond how programs are traditionally developed Think about separating online course delivery and authentic assessments First Steps Relationship building Research best practices Create: how-to guides course map templates Module development templates Media plan
- Find a Good Guide Someone who can lead you, inspire you, comfort and strengthen you. Program management is one of our keys to success. We not only had each consortium institution have a project lead, but at the consortium level we had a program manager, an instructional design manager and a career coach/navigator coordinator. We needed a big picture manager and a small details manager. Items like quarterly reports, IR reporting, keeping track of all the deliverables and OER were at the consortium level. Equipment purchases, course builds, recruiting and career coaching was at the consortium member institution level.
- Create a Plan So the first 2 months were creating plans, identifying programs and degrees/certificates, then next 2 months were equipment purchase requests, program revisions, degree revisions, creating stackable certificates and firming up all courses we anticipated would be touched by grant funds. Model best practices Take the time to plan carefully What are your deliverables What is your time frame What is your equipment purchases SOP What is your course development schedule Try to plan once Revise as necessary Strategically select courses to convert to blended Identify the new builds and designate them as blended
- Development Plan https://www.cccs.edu/partnering-for-success/trade-adjustment-assistance/taa-champ/taa-champ-archive-documentation/ It would have been nice to have project management software, but since we were a consortium with independent colleges we made due with Excel docs.
- Course Information Syllabus Grading Matrix Rubrics Industry Standard Testing Information Content Readings Lectures Handouts User Manuals Presentations Videos Simulations Learning Activities Application exercises Projects Worksheets Simulations Assessments Tests Quizzes Demonstrations Papers Projects Feedback Loops Discussion posts Grading/rubric outcomes Instructor critiques Surveys Evaluations
- Define the Elements of Great Blended Courses Engagement–hooking the student into the content—Providing why for learning Exploration–content delivery and student working to understand the content Explanation–activities where the student should demonstrate an understanding of the content Elaboration–activities where the student takes the content learning and expands and applies the information Evaluation–formative and summative assessments
- Champ Course Mapping example
- #4 Paddle Your Own Canoe One of the most powerful lessons of survival training is self-reliance This was one of our biggest hurdles. CTE faculty were not experts in education but were experts in their industry knowledge. We asked them to obtain specific skills when we converted their classes to online or blended design. Not only was the content delivered differently, but the lab/class time changed dramatically. We went from a F2F model to a “semi-flipped” classroom. We had faculty who stated machining can’t be taught online---but what was the computer simulations they had their students using. What about the CAD courses, software programming doesn’t need a physical space. Sure the line men, wind technicians, and water quality techs can’t sit down and log into a computer, but they can use a smart phone
- This was one of our biggest hurdles. CTE faculty were not experts in education but were experts in their industry knowledge. We asked them to obtain specific skills when we converted their classes to online or blended design. Not only was the content delivered differently, but the lab/class time changed dramatically. We went from a F2F model to a “semi-flipped” classroom. We had faculty who stated machining or welding can’t be taught online---but what was the computer simulations they had their students using? Was that not learning online? What about the CAD courses, software programming doesn’t need a physical space. Sure the line men
- Same goes for machinist, extraction experts, oil and gas tech, welders
- Supply the Tools Help your team help themselves Timelines and benchmarks How-to guides Templates Course Maps Syllabi Presentations Course page Assessments Rubrics Cornell University Center for Teaching Excellence Carnegie Mellon University University of Wisconsin-Stout Media plan to Succeed
- Easy Access to OER www.tinyurl.com/OERDashboard
- #5 Sometimes an ember is all you need Within all of us are incredible embers of dreams, hopes and aspirations
- Remember the diffusion of innovation curve Put your efforts into working with the Yellow and Green—biggest gain for efforts Know that the Red and Orange group will easily adapt to “new” Or think of a stop light, put your efforts into the yellow group. You will see more movement from the yellow group than either the green or red
- Reframe the task Highlight the development or redevelopment of courses as a way to share experience and expertise of the faculty or the subject matter expert
- First OER Publication in MERLOT Unit 1 welding
- Unit one layout of OER material
- Publish early and Often See www.cccscoetc.weebly.com
- TAA CHAMP https://www.cccs.edu/partnering-for-success/trade-adjustment-assistance/taa-champ/taa-champ-projects/
- #6 let others shine We all have bigger and better stories, but it’s a good quality to hold your tongue and allow the storyteller their moment in the sun
- #7 Pack Light Pack the right skills, the right attitude and you don’t need much else
- Touch base often Use Padlet, Basecamp and teleconferences to let other tell their stories
- #8 Let the mountain give you strength Inside every challenge high on every mountain is the opportunity to find strength within us
- What are your pain points? Program development Content development Faculty challenges Participant enrollment Equipment snafus Renovation delays Intellectual Property
- #9 Storms make you stronger I have learned one key lesson from mountains and the wild: that underneath it all, we humans are made strong.
- Keep consistent Keep on Message % of OER Intellectual Property Know where to find the section in the SGA on Intellectual Property Rights Know where to find the section in the grant SOW-Project Abstract on OER Seek out actual College and University policies Develop CC BY licenses for each consortium, person and or department
- #10 use time wisely No man is rich enough to buy back his past
- How do you continue forward movement? Evaluate your progress frequently Have you completed X course builds How many students can be counted as: participants Completers Employed
- #11 Keep grounded A night in the outdoors is also a reminder that the best things in life aren’t things…
- Equipment I Remember it’s the students Are they accelerating through your programs? Are they finding internships, apprenticeship, employment? Do they have the right training, courses, certificate and degrees to succeed? s nice but…..
- #12 Get out of your comfort Pit If you are too comfortable you lose your edge.
- Innovate Industry partners wanted employees with more math skills, better softskills Really open your programs up to different and news ways of connecting your students with what the industry wants
- Build a MOOC….. Technical Math for Industry Employability Skills for Industry Prior Learning Assessment for Edcuators and Industry Web 5823 participants 13% - 18% completers Accessibility MOOC for Educators
- #13 Say Yes Saying no means nothing will change in your life. A yes however has the power to create change.
- Micro-Credentials How does Micro-Credentials fit into the SOW? What are Digital Badges? Why does this fit into our plan? How do we build the ecosystem to support a new type of micro-credential? Who will issue digital badges? Where will micro-credentials be stored?
- #14 Failure isn’t failure Consider them as signposts that you are doing something right.
- Our Development Status COETC Are all energy courses delivered online….NO but… 270 course published to OER 165 Energy Courses 105 Developmental Educational course redesigns CHAMP Are all advanced manufacturing courses delivered as blended….NO but….. 213 Advanced Manufacturing Courses at 80%OER 142 published to OER 71 are troublesome
- Outcomes
- Phew
- Together You Can Climb a Mountain
- CC BY License This Workforce Solution Downsize a MOOC by Brenda M. Perea is licensed under a Creative Commons Attribution 4.0 International License. Permissions beyond the scope of this license may be available at www.cccs.edu. This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites, and including, but not limited to accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability or ownership.