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cms 2016
The document emphasizes the importance of content management in achieving the strategic goals of educational extensions, particularly in improving quality while reducing costs in course development. It highlights the need for better instructional design knowledge among staff, content ownership, and establishing authorization for content access and modification. Additionally, it addresses the modularity of educational content and offers insights for program planners.
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cms 2016
- 1. CONTENT MANAGEMENT IN CONTEXT WHYCONTENT MANAGEMENT IS KEY TO EXTENSION’S STRATEGIC GOALS GARY W. MATKIN, PH.D. DEAN, CONTINUING EDUCATION, DISTANCE LEARNING, AND SUMMER SESSIO N UNIVERSITY OF CALIFORNIA, IRVINE
- 2. WELCOME TO THE SEMINARSERIES
- 3. THE KEYS TO ORGANIZATIONAL SUCCESS IMPROVEQUALITY REDUCE COST ...AT THE SAME TIME
- 4. COURSE DEVELOPMENT: IMPROVINGQUALITY AND REDUCING COSTS Canonical Course 1st Offer Lesson 1 L1 + L2 Data L1 + L2 2nd Offer Lesson 2 L3 + L4 + L5 Data L3 L1 + L2 Lesson 3 L6 + L7 + L8 Data Data L3 Lesson 4-X L9 L=Learning Object +=Narrative Thread Canonical Course & Continuous Improvement
- 5. COURSE DEVELOPMENT: IMPROVING QUALITYAND REDUCING COSTS Canonical Course Alternatives Lesson 1 L1 + L2 L1 L1 L1 L1 + + + + L2 L2 L2 L2 Lesson 2 L3 + L4 + L5 L3 L3 L3 + + + L4 L4 L4 + + + L5 L5 L5 Lesson 3 Content Management Architecture L=Learning Object +=Narrative Thread
- 6. IMPLICATIONS FOR PROGRAM PLANNERS ANDSTAFF 1. Need for higher levels of instructional design knowledge among program planners and staff 2. Desirability of “owning” content 3. Need to determine authorization discipline for the repository—who can add, change, view, use, download, etc. 4. Modularity
- 7. DOWNLOAD THIS PRESENTATIONAT slideshare.net/garymatkin/cms 2016
Editor's Notes
- #3 This seminar series is intended to explore new technology and trends in continuing education. It is consistent with our 2016 strategic priorities (see document). The content management seminar will be followed by a seminar on analytics and how they can be used, and then by other subjects including competency based educational assessment, micro credentialing, and strategic partnership development. This seminar series is seeking input and involvement as we work things out. Out of these seminars will come projects and assignments. You will see what I mean—Larry, Sarah, and I will describe some of the capabilities of the new technologies but you will have to determine how these capabilities can be most useful to you. It is important that we establish roles and responsibilities, and balance user input and the discipline needed to maintain and operate a tech based system. At this seminar I will set the context, Sarah will talk about Canvas and best practices, Larry will talk about the UCI commons we are developing. Then all three of us will try to help you understand the difference between these efforts.
- #4 A truism and not very profound, but if achieved will usually result in highly successful organization. Technology now makes this possible for us. Today we will talk about technology allowing for content repositories and their structure. I the next seminar we will explore technologies around analytics including predictive analytics that will allow us to help our students learn and create value from what we offer, and the ways of interpreting the data we collect and the reports we get which will often be in the form of dashboards. The history of our online efforts traces the movement from I.D. intensive to instructor created courses. This involved a trade off between quality (high levels of I.D.) and cost (the cost of I.D.). CAT was generated to help course authoring. Now new technology promises to adjust these tradeoffs, (but they don’t go away). Another thing: the distinction between classroom-based and online-based courses is or should be decreasing. We want to apply these new technologies to classroom based courses as well, so this is relevant to those also. Resource: T. Carol (November-December Issue. Improving quality and reducing Costs. Change Magazine.
- #5 The first column is called the canonical course, a primitive depiction of a course which consists of learning objects, which are placed in a logical sequence and held together by a narrative thread of connecting information leading to knowledge or mastery of a subject. Learning objects are defined parts of the learning architecture and may be video assignments, lectures, text reading, tests, and forum assignments. The “t” indicates the connective thread that relates two or more learning objects. The second and third columns represent subsequent offerings of the course during which data is gathered on student learning and fed back into the canonical course to improve further offerings. As I said, we will devote another seminar to this analytical aspect of the process, but suffice to say at this point what we hope to be the result of this is data driven course improvement. Note: This is the “improvement” part of the improvement/cost equation. We are expecting that improving the instructional design of a course will improve the teaching of it, but this, of course, depends on how the teacher uses this material. It also depends clearly on having learning objects available and easily improvable. Which means we have to have a repository of some kind in order easily to identify and change learning objects within a course. Special note on FAQ: in the early offerings of a course the harvesting of frequently asked questions is a key improvement tactic.
- #6 This is an attempt to show a basic structure for the content repository that might be created. It shows that for each learning object (or for each element of a topical outline) learning objects are archived and available for subsequent use or improvement. The availability of these objects, including the latest entry in the canonical course, is available for subsequent use in the design of the next version of the offering (which might be for an entirely different audience). This shows how the cost of development can be reduced at the same time improvements are made. This is the place where user experience and the usefulness of this whole process is at its highest importance. We are going to have to do some experiments in how this whole repository is structured, experiments involving all program staff. Note that the learning objects not used in the offering of a particular course could be very useful as supplemental learning for students, so access to the non-used learning objects, as specified by the instructor, might also come into play with the right structure.