The document outlines 5 essential elements for online learning at Oswego State University: 1) an online student orientation video, 2) an instructor introduction video, 3) an online course guided tour video, 4) online office hours, and 5) calendaring of assignments for mobile access. It provides background on why these elements were developed, describes each element, and outlines resources and timelines for implementing them with the goals of engaging students, ensuring course quality, and meeting student expectations for interactivity.

1. 5 ESSENTIAL ELEMENTS
OF ONLINE LEARNING
JILL PIPPIN, DEAN, DIVISION OF EXTENDED LEARNING
GREG KETCHAM, DIRECTOR, DIVISION OF EXTENDED LEARNING

2. AGENDA
• Background
• 5 essential elements explained
• Resources
• Timeline for implementation

3. BACKGROUND
• Increasing need to ensure student engagement in online learning
• Increased focus on course quality in existing Oswego online programs
• “Net Native” generation’s expectations for interactivity and information on demand
• Production quality of MOOCs and leading edge online programs (2U, etc)

4. BACKGROUND
• Development of 5 essential elements with Provost and Dean’s Council
• Provost’s communication of the 5 essential elements to Faculty Assembly

5. 5 ESSENTIAL ELEMENTS
• Online student orientation (video)
• Online instructor introduction ( “meet your instructor” video)
• Online course guided tour (“about this course” video)
• Online office hours
• Calendaring of assignments for mobile learning access

6. ESSENTIAL ELEMENTS: STUDENT ORIENTATION
• Rationale: provide an Oswego focused student orientation to using Blackboard
• Action: replaces existing generic Blackboard orientation created by Open SUNY
• Benefits: provides an accurate, Oswego themed orientation to orient students to using Blackboard

7. ESSENTIAL ELEMENTS: MEET YOUR INSTRUCTOR
• Rationale: humanize online learning and minimalize transactional distance issues between students and
faculty
• Action: create a short video with standard elements (examples: research interests; favorite elements of
teaching; scholarly background; outside interests)
• Benefits: supports the concept of teaching presence (Garrison, 2007)
• Example:
• https://www.youtube.com/watch?v=bhk8Wtgpb1w

8. ESSENTIAL ELEMENTS: ABOUT THIS COURSE
• Rationale: explains the purpose of the course; discusses learning outcomes; alignment within a major
• Action: create a short video to explain what the course is about and who should take it
• Benefits: allows students to understand the intent of the course upfront
• Example:
http://www.ucdenver.edu/academics/CUOnline/OnlineCourses/CourseOverview/Pages/Online-Course-
Videos.aspx

9. ESSENTIAL ELEMENTS: ONLINE OFFICE HOURS
• Rationale: provide an opportunity to answer student questions and build a sense of community
• Action: offer workshops and job aid videos on Bb Collaborate; Google Hangouts
• Benefits: bridges transactional distance for students; provide an upfront opportunity to identify issues
within the early part of the semester.

10. ESSENTIAL ELEMENTS: M-LEARNING
ASSIGNMENT CALENDAR
• Rationale: provide critical course information to students in a “just in time” manner via mobile apps
(Blackboard Student)
• Action: develop workshops and job aids for faculty utilization of assignment due dates. Promote
awareness of app to students.
• Benefits: reaching students where they are, on devices/apps they use

11. RESOURCES
• Academic videographer: search underway
• “one button studio” for video creation: planning for build in process
• Customized student orientation: in pre-planning stage
• Workshops for m-learning calendaring: in development

12. TIMELINE
• Videographer hire: mid-spring semester
• Production of instructor and course videos: beginning summer 2016
• Updated student orientation: late summer 2016
• Assignment calendar support: early summer 2016

13. QUESTIONS?
• Jill Pippin: jill.pippin@oswego.edu
• Greg Ketcham: greg.Ketcham@oswego.edu