Tips and Tricks

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Introduction toOnline Teaching Learning

• _at_One Winter Institute
• January, 2010

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Introductions
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Please share

• Name and college
• Discipline or position
• Extent of online experience
• Extent of planned involvement in online
• Your focus
• Course
• Training/support

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Why do students take online classes

• 3 reasons

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What implications does this have for how you
teach?

• Want to take notes? Start a word file on your
  computer.

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Distance Education Basics

• What rules govern what we do in the online
  environment?

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Overview

• Definition of Distance Education (DE)
• Title 5 and DE
• Separate Approval of DE
• DE Guidelines

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Defining Distance Education

• For reporting purposes?
• For apportionment?
• For your schedule?
• For curriculum? (i.e., when is separate
  approval required?)

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55200 Definition Application

• DE means instruction in which the instructor and
  student are separated by distance and interact
  through the assistance of communication
  technology. All DE is subject to the general
  requirements of this chapter as well as the
  specific requirements of this article. In
  addition, instruction provided as DE is subject
  to the requirements that may be imposed by the
  Americans with Disabilities Act (42 U.S.C.
  12100 et seq.) and section 508 of the
  Rehabilitation Act of 1973, as amended (29 U.S.C.
  794d).

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Types of Distance Education

• What is offered on your campus?
• How are they alike?
• How are they different?

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Title 5 and Distance Education

• Title 5 Part One
• Moved and renumbered
• Clarified 51
• Any DE by design gt separate review
• Title 5 Part Two
• Attempts to fix apportionment language
• DE labs funded as per F2F

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Funding courses that are DE..

• but less than 50 online.
• June 10, 2009
• Second TBA Hours Follow-Up Memo
• ..it is necessary to use the Alternative
  Attendance Accounting Procedureif the entire
  course as a whole does not qualify for either the
  basic Weekly or Daily Census attendance
  accounting procedures.

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55202 Course Quality Standards

• The same standards of course quality shall be
  applied to any portion of a course conducted
  through DE as are applied to traditional
  classroom courses, in regard to the course
  quality judgment made pursuant to the
  requirements of section 55002, and in regard to
  any local course quality determination or review
  process. Determinations and judgments about the
  quality of DE under the course quality standards
  shall be made with the full involvement of
  faculty

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55204 Instructor Contact

• In addition to the requirements of section 55002
  and any locally established requirements
  applicable to all courses, district governing
  boards shall ensure that(a) Any portion of a
  course conducted through DE includes regular
  effective contact between instructor and students.

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55206 Separate Course Approval

• If any portion of the instruction in a proposed
  or existing course or course section is designed
  to be provided through DE in lieu of face-to-face
  interaction between instructor and student, the
  course shall be separately reviewed and approved
  according to the district's adopted course
  approval procedures.

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Separate Approval

• How this is done and what is involved is a local
  decision but there are some common goals.
• What is your local process?

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Separate Approval

• Ensure that course is being taught to the
  existing course outline of record.
• Why is this important?

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Separate Approval Why?

• Articulation is based on the course outline of
  record if and when courses are not taught to
  the COR, all articulations are placed in
  jeopardy.
• May be the only quality check.
• Ensure compliance with all regulations.
• Title 5
• Accessibility

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Separate Approval

• Must provide regular and effective contact
  between instructor and student, as defined
  locally.
• Methods of Instruction and Methods of evaluation
  may change, but neither content nor
  objectives/outcomes we still teach to the
  existing COR.
• How may change, but not what.

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Separate Approval

• Demonstrate that the course objectives be
  achieved via DE
• Employ appropriate methods of instruction that
  are possible via DE

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Separate Approval

• Are a variety of DE content delivery methods used
  that link back to the course objectives?
• Do the methods of evaluation make sense?
• Are there integrity concerns that need to be
  addressed?

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Separate Approval

• Has consideration been given to compliance with
  accessibility guidelines?
• Is class size appropriately addressed?
• Do online and F2F class sizes differ at your
  college?

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Is separate approval needed?

• A course is scheduled to be 100 face-to-face.
  The instructor announces in the course that
  students will also have to work to do at a
  distance (either asynchronously or synchronously)
  with an online component. The course still meets
  face-to-face at its regularly scheduled time.

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Is separate approval needed?

• A course is scheduled to be 100 face-to-face.
  The instructor has to miss a class or two and has
  no substitute so, assignments are placed online.
  Otherwise, the course still meets face-to-face at
  its regularly scheduled time.

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DE Guidelines

• .. districts and/or colleges will need to define
  effective contact including how often, and in
  what manner instructor-student interaction is
  achieved.
• .. important to document regular effective
  contact and how it is achieved.

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DE Guidelines

• Since regular effective contact was declared an
  academic and professional matter, this
  documentation must include demonstration of
  collegial consultation with the academic senate,
  for example through its delegation to the local
  curriculum committee.

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Accessibility and Distance Education

• DE offers students Learning anytime, anywhere.
• All DE resources must be designed to afford
  students with disabilities maximum opportunity to
  access distance education resources anytime,
  anywhere without the need for outside assistance
  (i.e. sign language interpreters, aides, etc.).

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• What was your most memorable LEARNING (not
  teaching) experience?

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Designing Your Course
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Basics

• Tools
• Structure
• Content Delivery
• Assessment

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Start Here

• What is THE most important thing to consider as
  you develop your course structure?

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Start Here

• Upon entering your course, the student should
  know where to go.
• Orient them to your online classroom.

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Tools

• Communication
• Content
• Assessment

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Structure

• Consider how your course will be organized
• Chapters?
• Units?
• Make it as consistent as possible
• Each chapter or unit should have similar elements
• Develop a diagram, a flow-chart of your course
  structure
• Does it make sense?

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• Sample courses

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Developing a New Online Course

• Things to consider
• How will you deliver content?
• How will you assess student understanding?
• Do you face any special challenges in taking this
  course online?
• Can all that is contained in the course outline
  of record be accomplished online?
• Are there any symbols or exercises that are
  usually done in class that need to be modified
  for online?

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Developing a New Online Course

• How will you deliver content?
• Lecture
• Written, audio, video?
• Notes
• Perhaps to prompt further consideration of
  readings
• PPTs
• Accessibility issues..
• Canned courses
• Be sure to personalize

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Developing a New Online Course

• Assessment how to assess student learning?
• Note must be consistent with course outline of
  record
• Integrity be sure to consider mechanisms for
  ensuring student honesty as you develop your
  course

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Virtual Integrity

• A concern in all courses, but even more so with
  online
• Best bet be proactive design with ensuring
  student honesty in mind
• How do you proactively prevent plagiarism and
  cheating?

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Plagiarism

• What is the 1st step that you, as a faculty
  member, can take to prevent plagiarism?
• Educate your students be sure that they know
  what plagiarism is.
• Do not tolerate it.
• Design assignments that do not lend themselves to
  plagiarism.

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VAIL

• Virtual Academic Integrity Laboratory
• http//www.umuc.edu/distance/odell/cip/vail/home.h
  tml
• Provides resources for both students and faculty

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"The VAIL Tutor"

• The tutorial consists of four modules that
  address the following
• defining academic integrity, plagiarism, and
  cheating
• tips for avoiding plagiarism
• teaching proper documentation practices and
• academic integrity policy information
• Students are assessed on the information learned
  via an online quiz and students will obtain a
  certificate of completion for the tutorial.

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Design Assignments To Minimize Plagiarism

• vary assignments each year
• have multiple assessment tasks
• relate assessment to individual life
  circumstances and experiences
• ask for explanatory information where there is
  only small scope for variation
• view draft material
• set assessment tasks that use material that can
  not be easily copied
• From http//www.iml.uts.edu.au/assessment/plagiari
  sm/design.html

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Cheating

• How can you build cheating-prevention into your
  course?
• What types of cheating do you need to guard
  against?
• Someone else is doing the work.
• Getting answers from someone else.
• Referring to notes, WWW, or text when an
  assignment is closed-book.

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Someone else is doing the work.

• How do you know?
• How can you build in means to detecting this or
  preventing it?
• Written assignments if you ask for some sort of
  writing sample at the beginning of the course,
  this can aid you in knowing the student.

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Getting answers from someone else.

• This is the easiest to protect against but it
  will take some time.
• Quiz/exam questions should be drawn from a bank
  of questions that is large enough to make it VERY
  unlikely that any 2 students would get all of the
  same questions.
• Students need feedback withholding answers is
  NOT a practical option.

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Using resources when an assignment is closed-book.

• Proctored exams.
• Use the clock as your proctor.
• Consider rethinking how you assess student
  learning are there circumstances when it is OK
  to use resources?
• Example perhaps quizzes serve to prompt student
  to look at their text.

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Pedagogical Issues

• Students need timely feedback.
• Provide interactive exercises whenever possible.
• Automate feedback whenever you can.
• Find time-efficient ways to provide your students
  with learning-promoting guidance.