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Interactive, ELearning in the Community College

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Title: Interactive, ELearning in the Community College


1
Interactive, E-Learning in the Community College
  • Cathy A. Simpson
  • csimpson_at_nvcc.edu
  • Director, Technical Application Center
  • http//tac.nvcc.edu
  • Northern Virginia Community College
  • http//www.nvcc.edu

2
What is Distance Learning at NVCC?
  • Distance learning takes place when a teacher or
    facilitator and student(s) are separated by
    physical distance, and technology (i.e., voice,
    video, data, and print) is used to bridge the
    instructional gap.
  • Sometimes distance learning is in concert with
    face-to-face communication.

3
Public Higher Education Institutions Offering
Distance Learning in U.S.
4
Types of Distance Learning
  • Telecourses
  • Videotape courses
  • Audiotape courses
  • CENTRA courses
  • Web-based e-learning courses

5
Dramatic Increase in Online Learning
  • Percentage of institutions using online
    technologies tripled from
  • 22 in 1995 to 60 in 1997-98.
  • By 1998, 78 of HE public institutions offered
    online distance learning.
  • Number of online college students increased from
    42 in 1996 to 95 in 2003. NCES 1999 Report

6
What is E-Learning at NVCC?
  • E-learning is Internet-enabled learning that
    includes
  • content delivery in multiple formats
  • management of the learning experience
  • networked community of learners, content
    developers, and experts.

7
Why Engage in E-Learning?
  • provide resources
  • deliver course content
  • allow online communication
  • expand learning communities

8
  • increase interactivity
  • blend the visual with text
  • increase access opportunity
  • meet workforce needs

9
Computer Access at NVCC
  • 86 had computer access at home
  • 86 had email access at home
  • 86 had Internet access at home
  • 96 of those who had computer access at home used
    it
  • 93 used home computer for school-related
    activities
  • FA 1999 NVCC OIR Report

10
  • 61 had computer access at work
  • 72 had email access at work
  • 69 had Internet access at work
  • 62 used email at work
  • 58 used Internet at work

11
What Is Needed to Deliver E-learning
Successfully?
  • College Technology Plan
  • Robust Infrastructure
  • Technology Tools - Software
  • Course Management System
  • (i.e. Blackboard or WebCT)
  • Asynchronous Course Development Tools
  • (i.e. Web Editors Other Software)
  • Synchronous Course Development Tools
  • (i.e. CENTRA and HorizonLive)

12
  • Technology Tools - Equipment
  • Campus Computer Access for Students and Faculty
  • Support Services
  • IT HelpDesk
  • Training and Application Development Units
  • Distance Learning Center
  • Assessment Evaluation Processes

13
Establish the Learning EnvironmentTypes of Web
Courses
  • WebPresence
  • WebEnhanced
  • WebCentric
  • WebCourse

14
WebPresence
  • Web used as a resource for general information
    about classroom course
  • Web used to provide basic information about a
    course such as meeting time, course description,
    and syllabus

15
WebEnhanced
  • Web used to support a
  • traditional campus course
  • Web technology used to present course
    administration components
  • Web used to support faculty-to-student
    communication
  • Web used to provide access to content and dynamic
    resources

16
WebCentric/Hybrid
  • Class gatherings take less than
    one-third of class time
  • Makes significant use of web technology Web
    applications to support teaching learning
  • Center of instruction shifts from classroom to
    the Web

17
WebCourse
  • Accessed anytime, anywhere via Internet and Web
    browser
  • Flexible and asynchronous times places for
    interaction communication
  • No requirement for students to gather physically
    anywhere
  • Makes significant use of web technology web
    applications to support teaching learning

18
Types of E-Learning at NVCC
  • Credit and Non-Credit Web-based Courses
  • Credit and Non-Credit Video Conferencing
    Courses
  • Technology Training Workshops

19
How is Distance Learning Supported at NVCC?
  • Office of the Dean of Instructional Information
    Technology http//www.nvcc.edu/oit
  • Extended Learning Institute
  • http//eli.nvcc.edu
  • Technical Applications Center http//tac.nvcc.edu

20
  • IT Help Desk Information Technology Support
    Services
  • http//ithelpdesk.nvcc.edu
  • Continuing Education http//nvcc.edu/develop
  • Campus Learning Resource Centers
  • http//www.nvcc.edu/library
  • Campus Divisions http//www.nvcc.edu/campus

21
How Do We Design, Develop, and Deliver a Quality
Online Course?
  • Identify the characteristics of effective online
    courses
  • Apply the principles of instructional design
  • Develop mentor system
  • Engage in ongoing assessment

22
Questions to Ask When Developing an Online Course
  • Who are my learners?
  • What do I want my learners to learn?
  • What resources do my learners need to learn?
  • How will I know what they did learn?

23
How Can I Use the Web as a Tool to Help My
Students Learn?
  • Identify and develop types of web-based
    activities to help students meet your course
    goals and objectives.
  • Implement the Seven Principles of Good Practice
    in Undergraduate Education.
  • Design methods for determining student success.

24
(No Transcript)
25
Content Design Considerations
Core concepts Principles
Applying Core Concepts
Problem Analysis Solution
26
Implement the Seven Principles of Good Practice
in Undergrad Education
  • Encourage contact between students and faculty
  • Develop reciprocity and cooperation among
    students
  • Use active learning techniques
  • Give prompt feedback
  • Emphasize time on task
  • Communicate high expectations
  • Respect diverse talents and ways of learning
  • Chickering and Ehrmann

27
Use the Guidelines for Good Practice in Distance
Education
  • Faculty retain academic control
  • Faculty prepared to meet special requirements of
    teaching at a distance
  • Course design shaped to potentials of medium
  • Students fully understand course requirements and
    prepared to succeed
  • Personal interaction maintained
  • Class size set through normal faculty channels
  • American Federation of Teachers

28
  • Equivalent advisement opportunities offered
  • Faculty retain creative control over use and
    re-use of materials
  • Full degree programs include same-time same-
    place coursework
  • Evaluation of coursework undertaken at all levels.
  • Courses cover all material
  • Experimentation with variety of subjects
    encouraged
  • Equivalent research opportunities provided
  • Student assessment comparable

29
Tips for E-Learning Success
  • How Can I Increase Interaction?
  • How Can I Assess Effectiveness?

30
Tips for Success Focus on Learner
  • Design site to be learner-driven to promote
    active learning through
  • discussion forums
  • email listservs
  • real-time chats
  • webquests
  • case study applications

31
  • online collaborative writing
  • self-directed learning units
  • electronic journals and portfolios
  • student designed web pages

32
Some Results of Focusing on the Learner
  • Expand the dimension of your classroom
  • written conversations
  • online testing
  • online paper review
  • Engage in new types of communication
  • among students
  • between student and teacher

33
  • Develop new types of assignments
  • WebQuests inquiry-oriented activity from
    Internet resources
  • analyze body of knowledge found on Web
  • transform it in some way
  • demonstrate understanding by creating something
    others can respond to
  • http//edweb.sdsu.edu/webquest/webquest.html

34
  • Develop new types of assignments
  • Student developed web sites
  • Provide a Web Page Template
  • Assign Its Purpose

35
Create a Sense of Community
  • Being connected to others or belonging to a
    group.
  • Relationships are formed and roles established.
  • Nature of social interaction key factor in growth
    of the community.

36
Characteristics of Successful Learning Communities
  • Content generated and consumed
  • Ample interaction and interactivity
  • Clear common focus
  • Frequent visits based on members use of
    community resources.

37
  • Distributed control
  • Variety of roles for members
  • Flexible and negotiated learning activities
  • High levels of dialogue,interaction and
    collaboration

38
Tips for Success Integrate Collaborate
  • Identify course goals objectives
  • Identify strategies you know help
  • students achieve goals objectives
  • use technology to extend strategies
  • or create new ones

39
  • Recognize explore differences in distance
    traditional learning
  • Process issues
  • Resource issues
  • Communication issues

40
  • Establish collaboration with others
  • Grants
  • Campus Initiatives
  • Technology Institutes
  • Mentoring

41
  • Factor in sessions to learn software needed to
    complete project
  • Web editors
  • Digital camera
  • Scanner
  • Plug-ins

42
Tips for SuccessInclude the Basics
  • Welcome with general course information
  • Netiquette guidelines
  • Participation policy with
  • security statement
  • Technology requirements
  • how-tos
  • Resource links
  • Tips for success

43
Basics Netiquette
  • Netiquette describes what you should or should
    not do if you want to get along with other
    Internet learners.
  • Consult The Net User Guidelines and Netiquette
    by Arlene H. Rinaldi
  • http//wise.fau.edu/netiquette/net/index.html

44
Netiquette Statementfor a Course
  • As a member of the academic community, conduct
    yourself in person, in print, and online in a
    responsible way and in the spirit of courteous
    educational inquiry.
  • Be courteous, even when you disagree, and always
    provide clear, logical support for your views.

45
  • Clear communication of meaning depends entirely
    on your word choice and visuals, so choose your
    words and visuals carefully.
  • Do not type all capitals, which is difficult to
    read and is considered the electronic version of
    "shouting."
  • Abide by the policies of the college and the laws
    of the state and the country listed in the
    Student Handbook.

46
Additional Basics How to Access College Services
  • Procedures for Accessing Student Email Accounts
  • Information on Accessing the Library
    Electronically
  • Information on Online Student Services

47
Tools Available for Developing E-Learning at NVCC
  • Blackboard Course Management System
  • bb.vccs.edu
  • Web Editors Dreamweaver, Netscape Composer,
    FrontPage
  • Virtual Classroom Centra Symposium
  • tac.nvcc.edu/centra
  • Learning Object Collections MERLOT
  • www.merlot.org
  • Student Information System PeopleSoft
  • www.nvcc.edu/novaconnect/

48
How Do Established Distance Learning Institutions
Ensure Quality?
  • They ask the question
  • What is effective learning and how can it be
    measured?

49
Quality Assurance in Higher Ed Targets Learning
at Four Levels
  • the institution
  • the program or major
  • the course
  • the student

50
Methods of Assessing the Institution and
Program/Major
  • Institutional Support Benchmarks
  • Course Development Benchmarks
  • Teaching/Learning Benchmarks
  • Course Structure Benchmarks
  • Student Support Benchmarks
  • Faculty Support Benchmarks
  • Evaluation Assessment Benchmarks
  • Institute for Higher Education Policy supported
    by Blackboard and National Education Association

51
Methods for Assessing the Course or Online
Activity
  • Peer review
  • MERLOT Model (www.merlot.org)
  • Quality of content
  • Effectiveness as a Teaching/Learning Tool
  • Ease of Use
  • Use of professional staff trained in quality
    assessment
  • Use of centralized structures for controlling
    quality

52
AAHE 9 Principles of Good Practice for Assessing
Student Learning
  • Begins with educational values.
  • Is most effective when it reflects understanding
    of learning as multidimensional, integrated, and
    revealed in performance over time.
  • Works best when programs it seeks to improve have
    clear, explicitly stated purposes.
  • Requires attention to outcomes but also and
    equally to experiences that lead to outcomes

53
  • Works best when it is ongoing not episodic
  • Fosters wider improvement when representatives
    from across educational community are involved.
  • Begins with issues of use and illuminates
    questions that people really care about.
  • Leads to improvement when it is part of larger
    set of conditions that promote change.
  • Uses assessment to ensure educators meet
    responsibilities to students and to public.

54
Areas to Assess for Learning Outcomes
  • Communication
  • Collaboration
  • Research
  • Critical-thinking
  • Leadership
  • Problem solving

55
Methods for Assessing Student Learning Outcomes
  • Tracking Studies (retention completion rates,
    comparison of dl to traditional)
  • Progress Interviews
  • Focus Groups
  • Expert Review

56
  • Self-Reporting Surveys (Flashlight Project
    http//www.tltgroup.org/programs/flashlightonline.
    html)
  • Electronic Communication Analysis (email,
    discussion forums, and chats)
  • Portfolios Project Review

57
Assessment Evaluation Resources
  • Institute for Higher Education Policy (IHEP),
  • National Education Assoc. Blackboard Quality
    on the Line Benchmarks for Success in
    Internet-based Distance Education
  • http//www.ihep.com/quality.pdf
  • American Federation of Teachers (AFT), Higher
    Education Dept, Distance Education Guidelines
    for Good Practicehttp//www.aft/org/higher_ed/do
    wnloadable/ distance.pdf

58
  • Council of Regional Accrediting Commissions
    (C-RAC), Statement of the Regional Accrediting
    Commissions on the Evaluation of Electronically
    Offered Degree and Certificate Programs and
    Guidelines for Evaluation of Electronically
    Offered Degree and Certificate Programs
  • http//www.wiche.edu/telecom/Guidelines.htm

59
Other Useful Documents
  • AAHE Seven Principles of Good Practice in
    Undergraduate Education
  • AAHE Nine Principles of Good Practice for
    Assessing Student Learning
  • WICHE Guidelines for Distance Education
    Principles of Good Practice
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