CCCS successfully moved many Career and Technical Education (CTE) courses to blended/hybrid formats. Originally only 15 of 122 relevant courses were hybrid, but a deadline of December 2013 required all 122 be hybrid. CCCS developed a plan with the following steps:
1) Analyze certificates and courses, identifying high-enrollment and certifiable courses for hybrid conversion.
2) Create a course development plan with benchmarks and incentives for colleges to share hybrid courses.
3) Work with faculty through onsite instructional designers to "chunk" content into online and hands-on activities, and assess quality.
4) Publish hybrid courses openly online to increase enrollment in certificate programs and meet industry demands within
Developmental Education in Colorado presentation for Colorado Council on Hig...cccscoetc
Presentation from Colorado Community College System's Bitsy Cohen and Tamara White for the Colorado Council on High School/College Relations Conference Dec. 2013
Downsizing a MOOC: Targeted Learning Outside Higher Education's Traditional D...cccschamp
While everyone in the higher education field today agrees that there isnÍt a clear definition of
what a MOOC is, CCCS is attempting to build a better sMOOC (smaller massive open online
course) combining the elements of both, a cMOOC and xMOOC. CCCS found a way to
incorporate an emerging educational trend, leverage technology to reach hundreds of people
with the appropriate, quality pedagogy; and meet the needs of their 13 system and 2 nonsystem
institutions.
Moodle Moot Virtual Conference 2015 (MMVC15):
Remixing OERs - Adapting for Purpose and Context
Online WizIQ class on: http://www.wiziq.com/online-class/2877060-mmvc15-remixing-oers-adapting-for-purpose-and-context
Date: 11am (GMT+2) Saturday 8th August 2015
Full paper:
Mallinson and Krull (2015) "An OER Online Course Remixing Experience" Open Praxis Vol 7 (3)
http://www.openpraxis.org/index.php/OpenPraxis/issue/view/13/showToc
Texas and OER, with VCT's Gary AbernethyNate Angell
The session will focus on the exploration and adoption of OER content and possible adoption of OER in Texas. Delivered by Gary Abernethy & Nate Angell, 30 March 2016 at the Texas Distance Learning Association (TxDLA) 2016 Conference in San Antonio, TX.
The First Year Experience - Lisa Curran - RMIT UniversityBlackboard APAC
This presentation will provide a case study and overview of our findings to demonstrate how supporting and building staff capacity in instructional design through the application of Quality Matters standards and the use of Blackboard and digital tools, can enhance the First Year Experience of students in large first year business courses across transnational delivery locations.
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
A presentation on 'MOOCs and Quality Issues' given at a workshop organised by the QA-QE special interest group of the UK Higher Education Academy (HEA) [http://qaqe-sig.net/?page_id=8]
Developmental Education in Colorado presentation for Colorado Council on Hig...cccscoetc
Presentation from Colorado Community College System's Bitsy Cohen and Tamara White for the Colorado Council on High School/College Relations Conference Dec. 2013
Downsizing a MOOC: Targeted Learning Outside Higher Education's Traditional D...cccschamp
While everyone in the higher education field today agrees that there isnÍt a clear definition of
what a MOOC is, CCCS is attempting to build a better sMOOC (smaller massive open online
course) combining the elements of both, a cMOOC and xMOOC. CCCS found a way to
incorporate an emerging educational trend, leverage technology to reach hundreds of people
with the appropriate, quality pedagogy; and meet the needs of their 13 system and 2 nonsystem
institutions.
Moodle Moot Virtual Conference 2015 (MMVC15):
Remixing OERs - Adapting for Purpose and Context
Online WizIQ class on: http://www.wiziq.com/online-class/2877060-mmvc15-remixing-oers-adapting-for-purpose-and-context
Date: 11am (GMT+2) Saturday 8th August 2015
Full paper:
Mallinson and Krull (2015) "An OER Online Course Remixing Experience" Open Praxis Vol 7 (3)
http://www.openpraxis.org/index.php/OpenPraxis/issue/view/13/showToc
Texas and OER, with VCT's Gary AbernethyNate Angell
The session will focus on the exploration and adoption of OER content and possible adoption of OER in Texas. Delivered by Gary Abernethy & Nate Angell, 30 March 2016 at the Texas Distance Learning Association (TxDLA) 2016 Conference in San Antonio, TX.
The First Year Experience - Lisa Curran - RMIT UniversityBlackboard APAC
This presentation will provide a case study and overview of our findings to demonstrate how supporting and building staff capacity in instructional design through the application of Quality Matters standards and the use of Blackboard and digital tools, can enhance the First Year Experience of students in large first year business courses across transnational delivery locations.
Improving 180 Blackboard Sites in 180 Days - Christian King & Sandra Thwaites...Blackboard APAC
At many universities, the Blackboard subject site is the primary interface for the student learning experience. If the site is poorly organised, students do not know how to navigate the learning experience, such as when to engage with what content. If assessment criteria are minimally indicated, the quality of submissions suffers. If no tools are used to foster interaction, the learning experience becomes isolating. Conversely, when Bb sites are effectively designed and maintained, the quality of the student learning experience tends to be high. The quality of Bb sites varies across universities and within programs of study. Students who experience a well-designed site in their first semesters come to expect this standard in subsequent semesters.
Bond University thereby undertook a whole-of-university strategic priority project to improve 180 Bb subject sites in 180 days. Associate Deans (Learning & Teaching) in each faculty selected the sites. The initial quality of the sites varied, with many assessed as initially high quality, meaning that improvement meant moving from strength to strength and focusing on elements such as increasing elements of technology enhanced learning. The co-facilitators of this presentation are the academic developers who worked one-on-one with each of the participating academics. Therefore, from their perspectives, the key takeaways for attending delegates will be:
- Identification of challenges and stumbling blocks, as well as success strategies
- Checklists and professional development materials
- Illustration of before and after improvements as exemplars
- Ideas for increasing elements of technology enhanced learning
- Templates for emails, announcements and other communications
A presentation on 'MOOCs and Quality Issues' given at a workshop organised by the QA-QE special interest group of the UK Higher Education Academy (HEA) [http://qaqe-sig.net/?page_id=8]
Atendemos também os municípios de: Aquidabã, Aracaju, Arauá, Areia Branca, Barra Dos Coqueiros, Boquim, Brejo Grande, Campo Do Brito Canhoba, Canindé De São Francisco, Capela, Carira, Carmópolis, Cedro De São João, Cristinápolis, Cumbe, Divina Pastora, Estância, Feira Nova, Frei Paulo, Gararu, General Maynard, Gracho Cardoso, Ilha Das Flores, Indiaroba, Itabaiana, Itabaianinha, Itabi, Itaporanga D'Ajuda, Japaratuba, Japoatã, Lagarto, Laranjeiras, Malhada Dos Bois, Malhador, Maruim, Moita Bonita, Monte Alegre De Sergipe, Muribeca, Neópolis, Nossa Senhora Aparecida, Nossa Senhora Da Glória, Nossa Senhora Das Dores, Nossa Senhora De Lourdes, Nossa Senhora Do Socorro, Pacatuba, Pedra Mole, Pedrinhas, Pinhão, Pirambu, Poco Redondo, Poco Verde, Porto Da Folha, Propriá, Riachão Do Dantas, Riachuelo, Ribeirópolis, Rosário Do Catete, Salgado, Santa Luzia Do Itanhy, Santa Rosa De Lima, Santana Do São Francisco, Santo Amaro Das Brotas, São Cristóvão, São Domingos, São Francisco, São Miguel Do Aleixo, Simão Dias, Siriri, Telha, Tobias Barreto, Tomar Do Geru, Umbaúba.
Fazemos monografias com os seguintes itens: modelo de monografia , modelos de monografia , modelos de monografias , modelo monografia , modelo de monografias , modelos monografias prontas , trabalhos académicos , faço trabalhos academicos , comprar trabalhos academicos , abnt trabalhos acadêmicos , trabalhos acadêmicos prontos , formatação de trabalhos acadêmicos , site de trabalhos academicos , trabalhos acadêmicos abnt , pessoas que fazem trabalhos academicos , como fazer trabalhos academicos , elaboração de trabalhos acadêmicos , trabalhos academicos prontos gratis , formatação para trabalhos academicos , correção de trabalhos academicos , revisão de trabalhos acadêmicos , abnt de trabalhos academicos , temas para monografia , temas de monografia , temas para monografias , temas de monografias , temas para monografia de direito , temas de monografia de direito , tema de monografia , temas monografia direito , tema para monografia , temas para monografia direito , tema monografia , temas para monografias de direito , faço tcc , faço monografia , faço monografias , faço sua monografia , faço trabalhos escolares , como fazer uma monografia , como fazer monografia , fazer monografia , monografia como fazer , como fazer monografias , artigo cientifico , modelo de artigo cientifico , artigo academico , artigos e monografias , artigo monografia , artigo de monografia , artigo academicos , artigo tcc , tcc artigo , tcc monografias e artigos , tcc monografias artigos , artigo ou monografia , artigo de tcc , artigos tcc , artigos de tcc , artigos para tcc , artigo para tcc , o que é um artigo acadêmico , monografias prontas , monografia pronta , monografia prontas , comprar monografia pronta , monografia pronta download , monografias prontas gratuitas , monografia pronta abnt , monografias pronta , metodologia monografia pronta , uma monografia pro
A Black Book Rankings survey reveals 17% of existing EMR users are not satisfied with their current solutions and plan to switch to a new one in a year. Recent KLAS statistics show as many as 50% of EHR implementations for replacing previous systems.Nortec EHR solution is one of the best choices considered by users. If you are looking to replace your existing EMR / EHR, Nortec is your trusted partner for future.
Opening the gate -a fast and easy way to build and share coursescccscoetc
Presentation given at the Sloan-C Emerging Technologies for Online Learning conference in Dallas, TX, April 9-11, 2014. Open educational resources are changing the landscape of course content into a more transparent and open process that fosters fellowship across departments and educational institutions. In the spirit of the process, Colorado Community College System received a TAACCCT grant with the stipulation of publishing the courses to OER. CCCS has been successful in creating/sharing content between the 13 system colleges, 3 independent colleges and the world .
Use of OER in CTE and Workforce Development, April 21 2011Una Daly
Use of OER in Career Technical Education and Workforce Development sponsored by the Workplace Learning Resource Center of CA and College Open Textbooks.
The HVA Gaming project was a collaborative effort between RRCC and PPCC designed to incorporate a first-person gaming simulation into the existing HVAC curriculum. In order to deliver the gaming simulation to students, RRCC and Interplay Energy adapted an HVAC simulation program developed by Delmar/Cengage Learning. The interactive gaming interface created a more engaging and exciting learning experience for students while sharpening HVAC troubleshooting skills. Although there is no substitute for hands-on lab time, access to the simulation software gave students the ability to greatly increase their virtual lab time. Student feedback surveys, which were collected both before using the simulation software and after using it, generated very positive remarks. This project also allowed for the creation of a hybrid class, giving students another learning option.
Faculty voices presentation at ALP Baltimore June 2014cccscoetc
Presentation given at ALP annual conference in Baltimore, MD, June 2014 on the publication "Faculty Voices". Faculty Voices is funded through a TAACCCT 1 grant. The grant focused on energy course redesign and the redesign of all developmental education courses in the Colorado Community College System.
Morgan Community College's Hybrid-Electric Simulator Portfoliocccscoetc
Morgan Community College's portfolio showcases simulation equipment automotive students learn about vehicle systems and in particular hybrid automobiles.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
1. CCCS’s Success at Moving
CTE Courses to Blended
Courses
July 9, 2014
Presented by Brenda Perea
Instructional Design Project
Manager
2. Provide more opportunity for students to complete a
certificate or degree
Industry demands
The TAACCCT1 grant required all COETC consortium
members courses touched by the grant to be in online or
hybrid format
3.
4.
5. EIC130 National Electrical
Code I
EIC225 Programmable
Controllers
ELT106 Fundamentals of
DC/AC
ELT112 Advanced DC/AC
ENY121 Solar Photovoltaic
Components
PRO120 Process Tech 1-
Equipment 1
PRO130 Instrumentation I
PRO131 Instrumentation II
PRO240 Industrial
Troubleshooting
Hydraulics I
Hydraulics II
Industrial Motors and
Control
Introduction and
Intermediate PLC's
MSHA Supplemental-
Mine Safety and Health
Admin
Mechanical Components
Welding
ENY101 Introduction to Energy
Technologies
GIS101 Introduction to Global
Information Systems
MAN102 Business Ethics
NRE214 Environmental Issues &
Ethics
PET101 Petroleum Fundamentals
PRO120 Process Technology I:
Equipment
PRO130 Petroleum
Fundamentals: Instrumentation
PRO250 Oil and Gas Production I
PSY150 Environmental
Psychology
EIC 101 Job Training and
Safety
EIC 175 Job and Climbing
Safety
ELT 106 Fundamentals of
DC/AC
ELT 107 Industrial
Electronics
IMA 160 Basic Fluid
Power
WTG 100 Introduction to
Wind Industry
WTG 110 Power & Control
Systems
WTG 210 Wind Turbine
Airfoils & Composites
6.
7.
8.
9.
10.
11. Only 15 out of 122
course had been
converted to hybrid
format
Due date for all 122
courses to be in
hybrid format Dec
2013
12. We didn’t know what needed to be done before full
scale adoption
Asking faculty to commit to a different teaching style
At first, provided no training or resources to provide
pedagogy or help for converting courses
There was NO detailed plan to convert a F2F
course to hybrid.
13.
14. Analyzed Certificates and courses
Identified courses in currently in hybrid status
Selected:
Courses in certificates with high enrollment
F2F courses which could be “flipped”, delivered online, used
simulations, and where authentic assessment was needed for
certifications
Courses that could be shared between colleges to maximize
use of faculty time and reduce duplication of effort.
Created a course development plan with
benchmarks and deadlines
15. 1. Faculty Out Reach
2. Course Mapping
3. “Chunking” the content
4. Used competition between colleges as an
incentive
5. Publicized the success of grant hybrid
courses in “what’s new in hybrid” email
blasts
6. Published courses to OER
7. And used public “shaming” within the
consortium
16.
17.
18. *When building the content:
*Create “snack-sized”
appetizers of Content
delivery
*Content
*Challenges and Activities
*Assessments
*Feedback
*Stack the appetizers into
full sized modules
19. 19
1. An instructional designer
worked onsite and through
teleconferences with faculty
to convert F2F courses to
hybrid
2. Returned to steps 2, 3, 4, 5,
6 and 7 of Plan A
20.
21.
22. Technology and Time
Quality Assessment-Reluctance to “buy-in” that a hybrid
course is as good or better than F2F
Long standing belief that CTE courses are different
because of Competency Based testing and industry
certification
Evolving Online/Hybrid Pedagogy
Differing LMS’s
23. 23
Detailed Plan
Use of Instructional Designers
Detailed course mapping first to see when
and where hybrid design would fit
Central website for easy access to all
hybrid courses, www.cccscoetc.weebly.com
Allocating enough time revise F2F content
for hybrid delivery
24. Instructional designers
A specific “hybrid only” message”
Recognition of impact across college
departments and across the system
Increased enrollment in certificate courses
25. Videos:
YouTube, Vimeo or the Internet Archive
Audio/Podcasts:
Soundcloud or the Internet Archive
Presentations:
Slideshare, EverySlide
OPEN Content:
Google Drive
Digital Public Library of America PhET P2PU OpenStax
DOL OER or OPEN information
http://open4us.org/faq/
http://open4us.org/resources/cc-by-license-implementation-
deep-dive-resources/
OPEN Courses:
Merlot, Connexions,
MIT OpenCourseWare,
Open Yale Courses,
Harvard Open Learning Initiative,
Open Culture, Coursera, OpenCourseWare
Consortium, MOOC List, edX, OpenCourse Library,
Hybrid Course info:
CCCS InfoGraphic
CCCS How to manual
26. ► Open Educational Resources and Practices
► The Adoption of OER by One Community College Math Department
► OER Videos http://www.youtube.com/watch?v=1wgqQdYKjIM
http://www.iskme.org/category/tags/oer-research
► http://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-research-rob-farrow/
► http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-research
► http://www.irrodl.org/index.php/irrodl/article/view/1523/2652
► http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html
27. This Workforce Solution presentation created by Brenda M. Perea of the Colorado
Community College System COETC Grant is licensed under a Creative Commons
Attribution 3.0 Unported License. The material was created with funds from the
Trade Adjustment Assistance Community College and Career Training (TAACCCT)
Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based
on a work at www.cccs.edu.Permissions beyond the scope of this license may be
available at www.cccs.edu.
27
Editor's Notes
Opening the Gate:
A Fast and Easy Way to Create, Collaborate, and Share Courses!
Why did CCCS decided to convert CTE energy courses to hybrid?
Provide more opportunity for students to complete a certificate or degree
Industry demands
The TAACCCT1 grant required all COETC consortium members courses touched by the grant to be in online or hybrid format
CCCS-Colorado Online Energy Training Consortium members
Our consortium had 16 colleges and we needed an cost efficient way to develop or revise 270 courses.
Converting course to hybrid design had the same “bell curve” of the technology adoption curve:
the early adopters eagerly submitted their courses whether they were “final editions” or rough drafts.
As the website was built, more and more colleges, were peeking and willing to share. Instructors and institutions began to see similarities and differences and began contacting each other/other institutions for resources. That contact started a intrastate collaboration on course development, leading to several exemplary courses that are now being used system wide.
Success to Date
Aug 2012- 15 courses in hybrid
Dec 2014- approximately 270
Courses Now in Hybrid a sampling
Aims Community College—Oil and Gas Technologies
Pueblo Community College—Workforce Development in Mining and Extractive Technologies
Colorado Mountain College—Solar Technology and Manufacturing Process Technologies
Northeastern Junior College—Wind Energy
Red Rocks Community College—Water Quality Management
Line Person
Solar and Process Technology
Water Quality Management
Oil and Gas Technology
Wind Energy
Situation Report Aug. 1 2013
Only 15 out of 122 course had been converted to hybrid format
Due date for all 122 courses to be in hybrid format Dec 2013
Why were we like a giraffe in a pool”?
We didn’t know what needed to be done before full scale adoption
Asking faculty to commit to a different teaching style
At first, provided no training or resources to provide pedagogy or help for converting courses
There was NO detailed plan to convert a F2F course to hybrid.
How Did WE Avoid “Drowning”
Analyzed Certificates and Courses
And Created Plan A
Plan A
Analyzed Certificates and courses
Identified courses in currently in hybrid status
Selected:
Courses in certificates with high enrollment
F2F courses which could be “flipped”, delivered online, used simulations, and where authentic assessment was needed for certifications
Courses that could be shared between colleges to maximize use of faculty time and reduce duplication of effort.
Created a course development plan with benchmarks and deadlines
What supported Plan A?
Faculty Out Reach
Course Mapping
“Chunking” the content
Used competition between colleges as an incentive
Publicized the success of grant hybrid courses in “what’s new in hybrid” email blasts
Published courses to OER
And used public “shaming” within the consortium
Faculty Outreach
Info Graphic
Sent out Hybrid InfoGraphic and a How to Manual
Contacted each faculty developer taking a PN “positive or negative” reading on their course development
Identified the “early adopters” of hybrid design or those faculty that were willing to try
Built relationships with faculty willing to listen and try out new courses design
Made site visits to helping faculty to redesign their courses
Course Mapping
Course Competencies
Module topics
Measurable Objectives
Content, Activities, Challenges
Assessment, Rubrics
Feedback
Publish to OER
Chunk the Content
When building the content:
Create “snack-sized” appetizers of Content delivery
Content
Challenges and Activities
Assessments
Feedback
Stack the appetizers into full sized modules
If Plan A wasn’t quite right for a college…gave them plan B
An instructional designer worked onsite and through teleconferences with faculty to convert F2F courses to hybrid
Returned to steps 2, 3, 4 and 5 of Plan A
Just when you thought it was safe in blended learning
Was OER a “Hard Sell”
Yes
Instructors who taught by the textbook didn’t want to change.
Instructors who were willing to move to hybrid were reluctant to then “share” their courses
Challenges to Converting to Hybrid
Technology
Time
Quality Assessment-Reluctance to “buy-in” that a hybrid course is as good or better than F2F
Long standing belief that CTE courses are different because of Competency Based testing and industry certification
Evolving Online/Hybrid Pedagogy
Differing LMS’s
Competency-based courses which only used industry supplied manuals for content delivery
What Worked Well?
Detailed Plan
Use of Instructional Designers
Central website for easy access to all hybrid courses, www.cccscoetc.weebly.com
Allocating enough time revise F2F content for hybrid delivery
Detailed course mapping first to see when and where OER fits into an existing course
Course mapping new courses to ensure all competencies are list to find appropriate OER
Central URL repository for easy access to OER sites
Central website for OER index
Multimedia hosted on an institution channel or institutional account
Allocating enough time to search & revise content
What did it Take for Buy in
Instructional designers
A specific “hybrid only” message”
Recognition of impact across college departments and across the system
Increased enrollment in certificate courses
Tools an OER Superhero Uses in this Grant
CHAMP Dashboard
http://www.symbaloo.com/shared/AAAACMSNVS0AA42Agd4JvQ==
OPEN Courses:
Merlot, Connexions, MIT OpenCourseWare, Open Yale Courses, Harvard Open Learning Initiative, Open Culture, Coursera, OpenCourseWare Consortium, MOOC List, edX, OpenCourse Library,
Videos:
YouTube, Vimeo or the Internet Archive
Audio/Podcasts:
Soundcloud or the Internet Archive
Presentations:
Slideshare
OPEN Content:
Google Drive
Digital Public Library of America
PhET
P2PU
OpenStax
DOL OER or OPEN information
http://open4us.org/faq/
http://open4us.org/resources/cc-by-license-implementation-deep-dive-resources/
Open Educational Resources and Practices
The Adoption of OER by One Community College Math Department
OER Video http://www.youtube.com/watch?v=1wgqQdYKjIMhttp://www.iskme.org/category/tags/oer-research
http://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-research-rob-farrow/
http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-research
http://www.irrodl.org/index.php/irrodl/article/view/1523/2652
http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html
Creative Commons Attribution
This Workforce Solution created by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at www.cccs.edu.Permissions