Following Best Practices: Benefits of Being Late to the Table

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Demonstrate how McDaniel is building new online programs by implementing Best Practices in three key areas: Teaching, Course Design/Development, and DE Management. Presentation will share design templates, process maps, sample contracts, and a policy manual that confronts key issues of centralization vs. de-centralization, as well as evaluation and quality control.

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Following Best Practices: Benefits of Being Late to the Table

  1. 1. FOLLOWING BEST PRACTICES BENEFITS OF BEING LATE TO THE TABLE
  2. 2. <ul><li>ABOUT MCDANIEL </li></ul><ul><li>KEY STANCE: 3 Traditions </li></ul><ul><li>BEST PRACTICES IN: </li></ul><ul><ul><li>ONLINE TEACHING </li></ul></ul><ul><ul><li>ONLINE COURSE DESIGN </li></ul></ul><ul><ul><li>ONLINE POLICIES </li></ul></ul><ul><li>KEY STRATEGY: 3 Stage Plan </li></ul>AGENDA (1 of 6)
  3. 4. In 18 Months… 1. Established Committee *Key DE Policies 2. Trained 47 Faculty 3. Designed 50 Online Classes Kind of Impressive…. if it were 1998!
  4. 6. <ul><li>ABOUT MCDANIEL </li></ul><ul><li>KEY STANCE: 3 Traditions </li></ul><ul><li>BEST PRACTICES IN: </li></ul><ul><ul><li>ONLINE TEACHING </li></ul></ul><ul><ul><li>ONLINE COURSE DESIGN </li></ul></ul><ul><ul><li>ONLINE POLICIES </li></ul></ul><ul><li>KEY STRATEGY: 3 Stage Plan </li></ul>AGENDA (2 of 6)
  5. 7. 1. Distance Education 1990 1950 2000 2010 1960 1970 3. Online Teaching & Learning 1980 1940 1930 19 th century CENTRALIZED PROCESSES SYSTEMS DESIGN Tam Piaget Bruner Johanssen Peters Holmberg Garrison, Anderson & Archer PRESENCE COMMUNITY STUDENT-CENTERED PEDAGOGIES COLLABORATIVE LEARNING Vygotsky Papert 2. New Learning Theory CONSTRUCTIVIST SOCIAL
  6. 8. DESIGN ONLINE ENVIRONMENTS FOR STUDENT-CENTERED LEARNING
  7. 9. <ul><li>ABOUT MCDANIEL </li></ul><ul><li>KEY STANCE: 3 Traditions </li></ul><ul><li>BEST PRACTICES IN: </li></ul><ul><ul><li>ONLINE TEACHING </li></ul></ul><ul><ul><li>ONLINE COURSE DESIGN </li></ul></ul><ul><ul><li>ONLINE POLICIES </li></ul></ul><ul><li>KEY STRATEGY: 3 Stage Plan </li></ul>AGENDA (3 of 6)
  8. 10. BPO 100
  9. 11. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical thinking in text-based environment: Computer conferencing in higher education.  The Internet and Higher Education ,  2 (2), 87-105.
  10. 12. BUILD A LEARNING COMMUNITY
  11. 13. SOCIAL PRESENCE COGNITIVE PRESENCE TEACHING PRESENCE
  12. 18. COMMUNITY PRESENCE
  13. 19. <ul><li>ABOUT MCDANIEL </li></ul><ul><li>KEY STANCE: 3 Traditions </li></ul><ul><li>BEST PRACTICES IN: </li></ul><ul><ul><li>ONLINE TEACHING </li></ul></ul><ul><ul><li>ONLINE COURSE DESIGN </li></ul></ul><ul><ul><li>ONLINE POLICIES </li></ul></ul><ul><li>KEY STRATEGY: 3 Stage Plan </li></ul>AGENDA (4 of 6)
  14. 20. DESIGN ONLINE ENVIRONMENTS FOR STUDENT-CENTERED LEARNING ~ COMMUNITY ~ PRESENCE
  15. 21. <ul><li>ASYNCHRONOUS </li></ul><ul><li>DISCUSSION-BASED </li></ul><ul><li>CONSTRUCTIVIST </li></ul><ul><li>8 WEEKS </li></ul>
  16. 23. TEACHING PHASE DESIGN PHASE STAGE ONE Steering Committee Selects Course STAGE TWO ID – CME COLLABORATE PRODUCE COURSE SET-UP PROGRAM COORD. OKs STAGE THREE ONLINE CLASS IN SESSION COURSE IS CREATED IN ACTS OF COLLLABORATION
  17. 24. RUBRIC COURSE OBJECTIVES Module One Objectives Module Two Objectives Module Three Objectives Module Four Objectives TOPICS READINGS ACTIVITIES DELIVERABLE DELIVERABLE DELIVERABLE DELIVERABLE TOPICS READINGS ACTIVITIES TOPICS READINGS ACTIVITIES TOPICS READINGS ACTIVITIES RUBRIC RUBRIC RUBRIC ONLINE INSTRUCTIONAL DESIGN in 30 Seconds
  18. 25. TEMPLATES
  19. 26. TEMPLATE BEFORE
  20. 27. TEMPLATE BEFORE
  21. 28. TEMPLATE BEFORE
  22. 29. TEMPLATE BEFORE
  23. 30. TEMPLATE BEFORE
  24. 31. TEMPLATE BEFORE
  25. 32. TEMPLATE AFTER
  26. 33. TEMPLATE AFTER
  27. 34. TEMPLATE AFTER
  28. 35. TEMPLATE AFTER
  29. 36. TEMPLATE AFTER
  30. 37. TEMPLATE AFTER
  31. 38. TEMPLATE AFTER
  32. 39. TEMPLATE AFTER
  33. 40. TEMPLATE AFTER
  34. 44. TEMPLATES
  35. 47. <ul><li>ABOUT MCDANIEL </li></ul><ul><li>KEY STANCE: 3 Traditions </li></ul><ul><li>BEST PRACTICES IN: </li></ul><ul><ul><li>ONLINE TEACHING </li></ul></ul><ul><ul><li>ONLINE COURSE DESIGN </li></ul></ul><ul><ul><li>ONLINE POLICIES </li></ul></ul><ul><li>KEY STRATEGY: 3 Stage Plan </li></ul>AGENDA (5 of 6)
  36. 48. DESIGN ONLINE ENVIRONMENTS FOR STUDENT-CENTERED LEARNING ~ COMMUNITY …. PRESENCE TEMPLATES
  37. 49. <ul><li>Mandatory Faculty Training </li></ul><ul><li>Faculty Expectations </li></ul><ul><li>Evaluation of course, course design, teaching, & technology </li></ul>3 COMMON POLICIES
  38. 50. <ul><li>Faculty Peer Mentoring </li></ul><ul><li>All Classes Open 1 Week Early </li></ul><ul><li>Ongoing Faculty Resource Class </li></ul><ul><ul><li>With Online Manual </li></ul></ul>3 TYPICAL POLICIES
  39. 51. <ul><li>Centralized Course Design </li></ul><ul><li>Programs “Own” Courses </li></ul><ul><li>All Online Classes 8 Weeks (Most) in 4 Modules </li></ul>3 LESS TYPICAL POLICIES
  40. 52. <ul><li>ABOUT MCDANIEL </li></ul><ul><li>KEY STANCE: 3 Traditions </li></ul><ul><li>BEST PRACTICES IN: </li></ul><ul><ul><li>ONLINE TEACHING </li></ul></ul><ul><ul><li>ONLINE COURSE DESIGN </li></ul></ul><ul><ul><li>ONLINE POLICIES </li></ul></ul><ul><li>KEY STRATEGY: Our 3 Stage Plan </li></ul>AGENDA (6 of 6)
  41. 53. Otte, G. & Banke M. (2006). Online learning: New models for leadership and organization in higher education. Journal of Asynchronous Learning Networks , 10(2). 23-31
  42. 54. Otte, G. & Banke M. (2006). Online learning: New models for leadership and organization in higher education. Journal of Asynchronous Learning Networks , 10(2). 23-31 <ul><li>- KNOW YOUR ORGANIZATION </li></ul><ul><ul><li>-Leadership Styles </li></ul></ul><ul><ul><li>-Broker Old and New </li></ul></ul><ul><li>- CONVERGENCE OF DE & CAMPUS-BASED </li></ul><ul><li>- BE SMART about CENTRALIZATION – DECENTRALIZATION </li></ul>Otte & Banke
  43. 55. CULTURE CHANGE 1 18 MONTHS GROWTH 2 24 MONTHS SUSTAINABILITY 3 ………… .
  44. 56. STAGE ONE <ul><ul><li>-Steering Committee </li></ul></ul><ul><ul><li>-Faculty Training </li></ul></ul><ul><ul><li>-Centralize Course Design </li></ul></ul><ul><ul><li>Policy Manual </li></ul></ul><ul><ul><li>50 Courses in 6 Programs </li></ul></ul>CULTURE CHANGE
  45. 57. STAGE TWO <ul><ul><li>-Programs Not Courses </li></ul></ul><ul><ul><li>-Begin Decentralizing </li></ul></ul><ul><ul><li>-Join Quality Matters </li></ul></ul><ul><ul><li>Begin Undergraduate Pilot </li></ul></ul>GROWTH
  46. 58. STAGE THREE <ul><ul><li>-Create Dept. of OTL </li></ul></ul><ul><ul><li>-Additional Staff </li></ul></ul><ul><ul><li>-Blend of Centralized and </li></ul></ul><ul><ul><li>Decentralized Process </li></ul></ul><ul><ul><li>Explore International </li></ul></ul>SUSTAINABILITY

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