The document summarizes different models for distance learning programs at the University of Minnesota. It discusses the seven steps in each program's process: defining mission and audience; identifying courses; instructional design; production; quality control; delivery; and evaluation. The three programs presented were the College of Continuing Education, College of Pharmacy, and UNITE Distributed Learning. Key aspects like audience, course selection methods, and emphasis on faculty support varied between programs. Common themes included iterative design, aligning with learning principles, and using feedback to improve courses.

1. Engaging Learners Across Time and Space Models for Distance Learning Mary Davis, Director, Online & Distance Learning, College of Continuing Education Ron Fitch, eLearning Professional, UNITE Distributed Learning, College of Science & Engineering Jude Higdon, Ed.D., Director of Innovative Learning and Academic Technology

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4. Introduction Let's begin with a controversial statement:

5. Introduction Let's begin with a controversial statement: Learning in a digital space, either fully online or blended with face-to-face learning experiences, is not a fad.

6. Move to online is being driven by...

7. Introduction Let's make a less controversial statement:

8. Introduction Let's make a less controversial statement: Learning in a digital space, when structured thoughtfully and based on solid learning science, is as effective as (or more effective than) traditional forms of instruction.

10. Introduction Given these statements... ...the questions around online learning are transitioning from "will we?" to "how will we?"

13. Introduction of the Model

14. Introduction of the Model

15. Introduction of the Model

16. College of Continuing Education STEP 1: Market Analysis, Defining Audience and Mission and Vision Mission: Provide high quality continuing education and lifelong learning opportunities for professional development, personal enrichment, career transitions, and academic growth. Audience: Adult learners, non-admitted students, admitted students seeking flexible options

17. College of Continuing Education

18. College of Continuing Education STEP 2: Identifying Courses for Build or Conversion Academic program curricular prioritites Program advisory committees Market research Partnership with other colleges and academic departments

24. College of Pharmacy STEP 1: Defining Mission and Vision and Identifying Audience and Potential Markets Vision and mission statements: "We serve as the compass for leading pharmacy education worldwide by fostering transformative learning that challenges expectations, broadens horizons, and prepares learners for their lives as pharmacy leaders and engaged global citizens. Our mission is to engage, to transform, and to improve lives through pharmacy education and our values include altruism, quality, innovation, leadership, and to be student-centered."

29. College of Pharmacy STEP 4: Production

30. College of Pharmacy STEP 4: Production

35. UNITE STEP 1: Mission, Audience, History “ UNITE Distributed Learning is dedicated to providing continuing educational opportunities for engineering and science professionals through distance education.” UNITE is a self-supporting educational unit within the college, working in relationship with academic departments History of UNITE Market - began with "partner" companies, now "independent" registrations account for more than 60 percent of enrollments

36. UNITE STEP 2: Identifying Courses Main focus is on graduate level courses for Electrical Engineering, Computer Science, Biomedical Engineering, Mechanical and Industrial Engineering Targeted programs and colleges within College based on departmental interest As requested by students enrolled or looking to enroll through UNITE (as part of degree through UNITE, to combine with F2F enrollment, graduate, undergraduate, audit, etc.) Typically 50 - 60 courses each Fall and Spring

37. UNITE STEP 3: Design Past dictates practice Goal is to accommodate faculty teaching styles Building upon F2F sections of courses (“piggybacking”) Class sessions are broadcasted and captured Homework, exam and quiz oversight is handled by UNITE in collaboration with instructors and TAs Student registration is handled by UNITE Additional communication with students by UNITE

38. UNITE STEPS 4-5-6: Production, Delivery & Quality Control Eight Classrooms (smallest seats 40, largest seats 240): • UNITE operator to run technical operations for faculty Room cameras • Instructor mics (lapel and desk-based backup) • Overhead mics (for f2f students) • Overhead speakers • Computers with WACOM tablets (WACOM may be used with personal laptop) • High speed wired and wireless access • Plasma screens or video projection to display UNITE signal to f2f students • Toll-free phone (routed through operator)

40. UNITE

41. UNITE STEPS 4-5-6: Production, Delivery & Quality Control Archives available until end-of-semester TAs and F2F students have access to streaming archives (F2F students on ten-day delay; delay lifted seven days prior to exams, three days prior to scheduled quizzes) Online trouble reports are monitored by multiple staff members during live operations Backup servers at separate campus

42. UNITE

43. UNITE STEP 7: Evaluation and Iteration Tools added in collaboration with faculty needs and student requests Technical enhancements and modifications as available Our our tracking reports to see how students are accessing content Student surveys every two years to learn how students use content, want to use it, trends and needs

44. UNITE STEP 7: Evaluation and Iteration “ The availability of delayed video-on-demand webcasts and/or downloadable podcasts … … make it possible for me to take a course that I otherwise could not have taken.” 54% … make it substantially easier for me to take a course than it otherwise would have been.” 38% … make it somewhat easier for me to take a course than it otherwise would have been.” 2% … is irrelevant to my decisions about which courses to take.” 6%

45. Comparison/Contrast Programs Audience and Mission Choose courses Design Production Quality Control Delivery Evaluation CCE Broad, University wide, adult learners, programs and individual courses Outreach and inreach, strategic support of CCE programs and University partnerships Classic instructional design process, standards-assisted Both handoff from design to production, and integrated design/build Based on QM Emphasis on student and instructor support Summative, team-based and course eval, issue logs CoP Relatively narrow, professional health care ed, individual courses Faculty driven, market driven (popular advanced elective topics) Classic instructional design, driven partially by audience expectations Integrated design and build process Based on QM and reducing cognitive load Emphasis on student and instructor support Formative and summative, team-based and student UNITE Graduate education, working professionals, programs and individual courses Departmentally driven and student requested Driven by historical precedent and faculty expectatoins Driven by historical precedent and student needs Focused on quality control in the process; ease of use for faculty and students Emphasis on student and instructor support Formative and summative, team-based and student