Higher ed online moving from learning to performance

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Presented at the eLearning Guild's Learning Solutions Conference, March 19, 2014, in Orlando, FL.

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Higher ed online moving from learning to performance

  1. 1. NECB eLearning Higher Ed Online: Moving from Learning to Performance
  2. 2. • Small, 100% Online Institution • Rich history – Founded 1909 as American Banking Institute • 9 degree programs – 4 undergrad – 5 grad • Over 150 classes
  3. 3. Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Fusce posuere, magna sed pulvinar ultricies, purus lectus malesuada libero, sit amet commodo magna eros quis urna. Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Proin pharetra nonummy pede. Mauris et orci. Paradigm of Higher Ed Blah blah blah, Blah blah blah Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Fusce posuere, magna sed pulvinar ultricies, purus lectus malesuada libero, sit amet commodo magna eros quis urna. Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Proin pharetra nonummy pede. Mauris et orci. Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Fusce posuere, magna sed pulvinar ultricies, purus lectus malesuada libero, sit amet commodo magna eros quis urna. Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Proin pharetra nonummy pede. Mauris et orci. Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Fusce posuere, magna sed pulvinar ultricies, purus lectus malesuada libero, sit amet commodo magna eros quis urna. Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus. Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Proin pharetra nonummy pede. Mauris et orci. Rules 1. I know it. You don’t. Shut up and listen. 2. This will be on the test. 3. We’ve always done it this way.
  4. 4. Just because you taught it, doesn’t mean they caught it
  5. 5. It’s even worse online
  6. 6. Boring content
  7. 7. Puts learners to sleep. Where’s the learning?
  8. 8. • Collection of dry, boring courses • Off-site & decentralized faculty • Limited resources • Entrenched paradigm • New LMS rolling out
  9. 9. As we all know So how do we go from this to this?
  10. 10. MEETTHEPIGPILOTS We make pigs fly! Naomi Jean Jason Kara
  11. 11. To create courses so good that students talk about them outside of class: – bringing new ideas to the workplace – excited about what they are learning – eager to discover more
  12. 12. Start with the Basics of ID Define your problem • Examine “what is” • Define what you want • Identify the gap Know your people GAP What is Goal
  13. 13. Traditional Ground/Online College Course Development Dr. Harry’s Version Dr. Gonzales’ Version Dr. Augmendson’s Version Bioethics101 “Everyone did what was right in his own eyes…..” Bible. English Standard Version. (2011)..Judges 21:25b
  14. 14. Master Course Faculty SME Instructional Designer Program Chair NECB’s Best-in-Class Protocols: - eLearning Instructional Design Expertise - Master course strategy - Team approach during design process - Systematic approach and templates Course Design Processes Effective Content Branded Template A cord of three strands is not easily broken. Ecclesiastes 4:12
  15. 15. It All Begins with Good Instructional Design What is Design? Providing meaning to a mass of unrelated needs, ideas, words and pictures – it is the designer’s job to select and fit this material together and make it interesting. -Paul Rand
  16. 16. Plan Design Develop Evaluate Phase1:Planning
  17. 17. “At the end of this course, what should students be able to know and do?” Begin with the end in mind.
  18. 18. Always Align with Goal Explicit outcomes ensure students KNOW & DO
  19. 19. Planned, Aligned Assessment Demonstrates students KNOW & CAN DO
  20. 20. Assessment Must Be Authentic At the end of this course, students will be able to read and analyze a balance sheet and make recommendations for appropriate actions.
  21. 21. Phase2:Design Plan Design Develop Evaluate
  22. 22. Know Your People Design for the Working Adult Why does this matter to me?
  23. 23. • Apply multiple methods of instruction to connect curricular concepts to useful knowledge and skills • Collaboration Tools to encourage student, group, and faculty interaction • Utilize technology to provide relevant and timely information and to enhance the learning experience Apply methods that work!
  24. 24. NECB Best-in-Class Protocols Multiple Methods LearnIt Reading Lecture Video Prezi Podcasts Research DiscussIt Peer & Professor interaction Share a story Locate an example Invite a guest ApplyIt Write a paper Solve a problem Create a puzzle Design an infographic Complete a project Make a mindmap
  25. 25. Encourage Collaboration
  26. 26. Incorporate Labs & Simulations
  27. 27. Bloom’s Digital Taxonomy Pyramid Continue to Leverage More Web 2.0 Technologies
  28. 28. Implement Technology Advances https://necb.instructure.com/courses/1100113/discussion_topics/2339772?module_item_id=9108767
  29. 29. AsynchronousSolutions • One-Stop Shop • Needs-based discussion boards • Current announcements • Article feeds • Cloud storage of files Student Resource Center Faculty Commons
  30. 30. • 100% remote • Contractors • Varying skill level • No formal training
  31. 31. To engage faculty with things that matter: – bringing new ideas to the workplace – excited about what they are learning – eager to discover more – make the student experience valuable – provide just in time solutions
  32. 32. SynchronousSolutions • Humanized Webinars – Pictures Connected People – Encourage Video Feedback • Content that Matters – Using LMS – Engaging in Discussion – Library Updates • Breakout Groups • Call for Needs • Varied Presenters
  33. 33. Faculty Open Forum
  34. 34. Did We Meet Our Goal? “At the end of this course, what should students be able to know and do?” Do they know it? Can they do it?
  35. 35. StudentView
  36. 36. Lessons Learned • People resist change • Ownership is fuzzy • Provide things to drive them to the CoP • Never, never, never give up
  37. 37. In the inestimable wisdom of the musical philosopher, Miles Davis, So what?
  38. 38. Takeaways • Evaluate stakeholders according to their needs. • Provide options for transfer of learning • Help them DO not just know
  39. 39. To say that something is designed means it has intentions that go beyond its function. Otherwise it’s just planning. – Ayse Birsel Jean Marrapodi jean.marrapodi@necb.edu C: 401-440-6165 O: 617-603-6907 T: @jmarrapodi elearning@necb.edu T: @NECBelearning NECB eLearning

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