The document discusses the implementation of a standardized course template across the 47 public colleges and universities in Tennessee's state system. It describes how the Tennessee Board of Regents (TBR) developed a collaborative online program called the Regents Online Degree Program (RODP) offering over 400 courses to more than 15,000 students across the system. Faculty propose courses that are then reviewed and approved through a common process. If approved, the course must be built using the RODP template to ensure consistency across all sections. The template was initially developed in WebCT but has since been converted to Desire2Learn. The RODP program has led to benefits like a common calendar and the ability for students to take courses from any institution.

1. Implementation of an D2L Course Template across an Entire State System Gary Storts Tennessee Board of Regents

2. The governing body for the Public Colleges and Universities of Tennessee 47 Institutions 180,000 Students Tennessee Board of Regents

3. A state-wide collaborative online program across all 47 institutions within the state. Started in 2001 More than 400 different courses. Offering more than 800 sections Enrollments of more than 15,000 Regents Online Degree Program

4. Course Proposals are initiated by faculty from across the system. Courses being developed have already been approved at the institution developing the course. Proposal goes through an RODP Curriculum Committee & Subcommittee Course Approved How Does it Work?

5. Course Syllabus is approved by an RODP Curriculum Committee Course must fit an approved design template All sections are taught from the same copy of the course. How Does it Work?

6. RODP & D2L Training Required Course Template provided to Instructor Course must pass RODP Quality Review How Does it Work?

7. Course put into inventory and offered through all institution’s registration systems Developing Institution guaranteed the first 6 sections being taught. How Does it Work?

8. Students must be accepted to a TBR institution through normal process. Students choose a Home Institution Enroll through Home Institution, regardless of where course is being taught from. Home Institution grants degree or certificate Students Enrolling

9. Sections show up as one RODP section in Registration software. Designated with an “R” ie, R-50 All students are placed into one enrollment section. Students are broken into multiple sections just before the beginning of semester Limited to 25 students per section. Enrollment Process

10. Developing Institution paid $6,000 Developing Institution guaranteed the first 6 sections being taught. Teaching Institution receives Tuition Students Home School receives FTE Teaching Institution receives 30% of RODP course fee. Financial Aspects

11. The RODP led to a common calendar across all colleges and universities in the system. Interesting Outcome

12. Courses are filled with students from different schools, taught by different faculty from different schools Created a need for consistency of design and content across all sections Need for a Template

13. WebCT Template consisted of specific tools and color design. Faculty not restricted in the presentation of their content Where did we start?

14. WebCT contract expiring in Dec of 2007 Statewide RFP for a Course Management Three CMS’s considered Angel Blackboard/WebCT Desire2Learn Desire2Learn

15. Conversion of WebCT Content required considerable reworking of content into D2L State had been looking at the Quality Matter Initiative Desire2Learn Opportunity

16. A peer-based review process of online courses that focuses on the design of courses, as it relates to the success of students. Has an extensive 40 point rubric for the evaluation tool. Supported by academic research in the area of online education. Quality Matters

17. Quality Matters www.qualitymatters.org

18. Quality Matters Model $250 for Lead Reviewer $150 for two (2) additional Reviewers $550 per course to Review $550 x 400 = $220,000 over 3 years. QM was too expensive!

19. Conrad (2002) found that learners judge instructors … on how clearly online course materials present the details of the course. A well organized course with a clear overview … clear timeline… Swan (2001 cited clear and consistent course structure as one of three factors which “contribute significantly to the success of asynchronous online courses.” Quality Matters Research

20. Navigational instructions make the organization of the course easy to understand. Lanicki and Liegle (2001); Swan (2001); Shriathudding, Hassan & Landoni (2003) Quality Matters Research

21. There is a statement introducing the content to the course and how student learning is structured. A self-introduction by the instructor is appropriate Students should understand what it is that they are about to learn. Quality Matters Research

22. Required Elements Course Information Course Description Welcome Calendar list all course due dates Grade book complete Grade book linked to assessments Instructions Getting Started Module Content in Sample Module Format Use of the title “Module Multiple forms of Assessment Dropbox linked to gradebook. Quiz dates in quiz tool

23. Getting Started Module

24. Overview Learning Objectives Key Words and Terms Content Assessments Additional Resources Reflection/Summary The RODP Sample Module

25. Getting Started Module

26. Allowed us to separate content (academic freedom) from course design. RODP Template

27. Gary Storts gary.storts@tbr.edu (615) 366-3938 Questions?