Conference presentation given at Sloan-C Conference in Orlando, November 11, 2011
Abstract:
ERAU-Worldwide presents its highly-centralized model of distance learning, delivering 200+ turnkey-style online courses, facilitated by 800+ instructors, to 36,000+ students across the globe. How do we ensure instructional quality is pervasive while innovating through emerging technologies and delivery mode diversification? What initiatives can smaller organizations take away and apply?
It's Not Rocket Science, or is It? Large Scale Quality Engineering in Distance Learning Programs
1. It's Not Rocket Science, or is It? Large Scale Quality Engineering in Distance Learning Programs November 11, 2011 - 10:40 a.m. - 12:00 p.m. Concurrent Session: 11 & 12 (combined) Room: Asia 4 Faculty and Professional Development & Support Presentation Site: http://goo.gl/nMTVj
21. Actual & Projected Course Registrations: Regional Comparison (Academic Year to Date) Large Scale Quality Engineering in Distance Learning
22.
23.
24.
25. Student Enrollments: Online Students only (Academic Year to Date) Large Scale Quality Engineering in Distance Learning
26.
27. Online courses are always taught on latest Bb platform & beta-testing new technology to assist with online learning EagleVision courses are ground-breaking & featured in Next Learning - Unwrapped by Dr. van Dam Courses built using the latest technology Large Scale Quality Engineering in Distance Learning
29. Month over month growth between 7-9% in Facebook fans and Twitter followers. 2011 Facebook: from January to May we have experienced a 131% increase in fans, with a 7% average increase in fans per month. We are averaging 172 interactions per month. 2011 Twitter: from January to May of this year we have experienced a 152% increase in followers, with an 8% average increase in followers per month. We are averaging 122 interactions per month. Large Scale Quality Engineering in Distance Learning
30.
31. Part II: Course Design Large Scale Quality Engineering in Distance Learning
32. Polls Everywhere Survey Part II: Course Design Large Scale Quality Engineering in Distance Learning
45. Dr. Benjamin Bloom Educational Psychologist (1913-1999) Bloom's Taxonomy of Educational Objectives (1956) Large Scale Quality Engineering in Distance Learning
48. Content Presentation Assignments/Assessments Media Individual Assignments ALE (Advanced Learning Environment) Study guide activities/chapter questions ERAU original interactive media Interactive practice activities Acquired interactive media Research PowerPoint files WebQuests PowerPoint files with embedded audio Writing Assignments Internet video/video podcasts Projects FD video/video podcasts Case studies/action research CD-ROMs/DVDs Analysis/problem solving Internet audio recordings/audio podcasts Service learning projects FD audio recordings/Audio podcasts Group Assignments Internet images/diagrams Team-building activities ERAU original images/diagrams Discussions Library resources Chats Textbooks Case studies/action research Textbook readings WebQuests Documents/Internet Resources Projects Internal - Bb-embedded PDF/Word/other documents Peer review of papers Internal - Bb-embedded HTML files (Web pages) Service learning projects External – Websites Assessments External – Publisher/Textbook Companion website Quizzes/Exams External - Journal articles with proper citations Projects External – Uploaded documents with citations Portfolio reviews 11:12
60. Large Scale Quality Engineering in Distance Learning Production Team Conferencing using JoinMe (and other free Web tools)
61.
62.
63. Part III: Instructor Professional Development Large Scale Quality Engineering in Distance Learning
64. Part III: Instructor Professional Development Polls Everywhere Survey Large Scale Quality Engineering in Distance Learning
65.
66. Faculty Development Course Series FACD 700, 701, 702 Offered through the Rothwell Center for Teaching and Learning Excellence Background: 2007 - Originated for Worldwide campus Instructors as an Online Teaching Certification – taught by Quality Managers 2010 – Franchised to the regional areas to serve the 150 global campus locations and two residential campuses – taught by regionally certified instructors 2011 – University-wide faculty requirement: to promote cross-utilization of instructional resources to support – Five Ways to Learn recruitment/marketing strategy Includes recertification tools Award: University Continuing Education Association (UCEA) – Program of Excellence – Non-Credit Large Scale Quality Engineering in Distance Learning
67.
68. Learning & Constructing "I figured it out. I was using the text box and not building the item within the folder." "I corrected the profile and it is now available. The sample showed the "no" block selected, so I assumed we were not to actually make it. It is available now. Thank you!" "Thank you. Yes, I now see it in the future assignments (I hadn't read ahead didn't realize they were assignments. I thought I was just participating as part of the discussion board)." Instructor Feedback from FACD 700 Large Scale Quality Engineering in Distance Learning
69. FACD 701: Best Practices for Online Teaching Designed by the Faculty Senate Orientation course for all Worldwide instructor (ground/online/blended) Ground campuses – used by regional campus locations for new hires/staff and Instructors; also complete FACD 700 to use some of the tools Course Tools: Announcements – weekly, updates, supplemental content, and summarized feedback Module content – includes multi-media resources, activities, and assignments Discussion Board forums - models student-to-student and student-to-Instructor interaction Grades – Pass/Fail Large Scale Quality Engineering in Distance Learning
70.
71. FACD 701 addresses: Online educational theories in practice Chickering, A. W., & Gamson, Z. F. (1987). Seven principles for good practice in higher education. AAHE Bulletin, March, 3-7. Knowles, M. (1990). The adult learner: A neglected species. Houston: Gulf Publishing. Kirkpatrick, D. L. (1994). Evaluating training programs: The four levels. San Franscisco, CA: Berrett-Koehler. Student Comments: “ ...the 7 Principles were like MapQuest directions.” “ I have concluded, some student learning is orchestrated, some just happens, and learning by doing is how the majority of students learn.” Large Scale Quality Engineering in Distance Learning 11:27
72. Reflective Essays Instructional philosophy to online teaching obligations “ It is the instructor's responsibility to provide the students with the necessary knowledge and tools to not only solve problems but to help them build confidence and character in the process of learning. I believe it is vital in order to create critical thinkers that you be highly motivated and energetic in your teaching style and employ a variety of teaching methods to master the learning outcomes associated with the course subject matter. “ “ Undoubtedly there is a real need for relevancy as my students often already have a wealth of life experience. They must see a tie in, an overlap, and I must fuse concepts clearly to real-world career problems they may face. Students learn differently and I believe consistent use of various modes of presentation, as well as personal attention to each student is the key.” Reflections of learning experiences “ The Instructor training is applicable to the seasoned online professor or the individual who is new to online instruction. The course contributed greatly to the real-world platform of online engagement and students and professors must be on the same page throughout the course. I would suggest including several scenarios of classroom dispute situations with resolution tips and practice.“ “ Collaboration is a vital tool in the workplace and in the classroom. The online learning platform builds in the requirement to communicate with the instructor and classmates into the class. The activity to present assignments really gave me a lot of ideas and a starting point for me to think creatively. I found I was not alone in some of my experiences and felt safe to express my own thoughts. I also kept a journal with teaching tips for future reference.” from FACD 701 instructors
73. FACD 702: Collaborate Using Blackboard Tools Transference of activities – content, activities, and assignments designed for face-to-face transfers and works in online environments Best Practices – facilitation skills used in online, hybrid, or web-supported instruction Collaboration – group project, file exchange, blogs, and wikis New instructors experience an ERAU-Worldwide online course in their virtual students' shoes Large Scale Quality Engineering in Distance Learning
102. We also provide support to the instructor in the event of academic integrity violations, including plagiarism and cheating. Plagiarism tools are embedded in the course.
109. QUESTIONS & ANSWERS Thank you! Dr. Rene Herron – [email_address] Cinda Holsombach-Ebner – [email_address] Kay Shomate – [email_address] Kim Szathmary – [email_address] WRAP-UP Large Scale Quality Engineering in Distance Learning
Notas do Editor
PRODUCTION COORDINATOR (PC) This member of the production team coordinates and facilitates course production in primarily in partnership with the course developer. COURSE DEVELOPER (CD) This member of the production team is responsible for the content of online courses, serving as the subject matter expert, instructional designer (with the support of the PC), and lead course monitor. An CD is also responsible for teaching the first section of the course, at a minimum. INSTRUCTIONAL DESIGNER (ID) This member of the production team trains potential course developers to become competent in course design and provides instructional design assistance to current course developers upon request. Production coordinators may also submit requests for ID support from the instructional designer. ACADEMIC DEPARTMENT CHAIRS, EXECUTIVE DIRECTOR, OFFICE OF PROFESSIONAL PROGRAMS (OPE), ETC. These members of the production team identify new course developers and work with the Executive Director of IDD to determine the training, production, and teaching schedule for the CDs. These individuals also approve course planning documents and complete the academic reviews of the course as part of the last stage of the online course production process. EXECUTIVE DIRECTOR, INSTRUCTIONAL DESIGN AND DEVELOPMENT (IDD) This member of the production team schedule the production of all online courses and supervises the work of production coordinators and instructional designers. The Director is also responsible for managing faculty developer contracts. OPERATIONS MANAGER This member of the production team manages the front-end of Blackboard for Worldwide online courses, provides the production coordinator with technical support and helps with media production. MEDIA PRODUCTION Staff in this department create and insert graphics for online courses and are available for developing videos, animations, and other multimedia for use in courses. INFORMATION TECHNOLOGY This member of the production team creates course shells in Blackboard and manages the back-end operations associated with the learning management system. LEARNING MANAGEMENT SYSTEM (LMS) SUPPORT Staff members in this department are responsible for creating sections for courses, providing technical assistance to instructors, and managing update and revisions to live sections and builder templates. FACULTY CONTRACTS Staff in this department schedule courses and assign instructors. They also manage instructor teaching contracts and payment. FACULTY QUALITY MANAGEMENT Staff members in this department provide orientation and monitoring assistance to online course instructors. They also handle queries from students regarding instructor performance.