Migrating Courses to an Online Format

1. Migrating Courses to an Online Format Lee Allen, Ed.D Assistant Professor, Instructional Design & Technology Special Assistant to the Instruction & Curriculum Leadership Chair for Online Learning College of Education University of Memphis allenlee@memphis.edu

2. Why Online Courses? Enrollment in online distance education programs will exceed 1 million students in 2005, representing a market of more than $6 billion Source: http://www.eduventures.com/research/industry_research_resources/onlinede.cfm

3. Are you ready for online learning…? Take this little quiz: True or false: • Online courses take up far less of a student’s time than a traditional face-to-face class. • Online courses are inherently easier because the student can do the work any time, with fewer deadlines. • Online courses are created so that anybody with a computer and a modem can complete the course successfully. • Online courses require no particular software or knowledge of specific software applications.

4. If you responded with anything other than “false” to the previous questions, perhaps you are not quite ready to take an online course... • Reality: • Online courses may take up more time than face-to-face classes. A student may not have to sit and listen to a lecture for several hours a week, but those hours and more can be distributed throughout the course. • Assumption: • Online courses take up far less of a student’s time than a traditional face-to-face class. • Many online courses require specific software and a working knowledge of those applications (e.g., Microsoft Word, Excel, PowerPoint, etc.). • Online courses are inherently easier because the student can do the work • any time, with fewer deadlines. • Most online courses require real • deadlines for submitting work. • Online courses are created so that anybody with a computer and a modem can complete the course successfully. • Many older computers and modems • are not capable of handling the processing • and transmission speeds of online courses • created with the latest software and • connectivity in mind. • Online courses require no particular software or knowledge of specific software applications.

5. Information Now Available to Students: http://coe.memphis.edu/online

6. Add'l information: http://coe.memphis.edu/online/ Addt’l http://coe.memphis.edu/online

7. Lesson 1: Positive Aspects of Online Learning • Anytime, anywhere capability to access course content. • Self-paced content “digestion”. • Costs associated can be considerably less than face-to-face (f2f) classes. • Flexibility in course schedule (start/stop dates). • Potentially enhanced access to instructors. • Cross-cultural experiences with coursemates from around the globe. • Asynchronous electronic medium can enhance communications.

8. Lesson 2: Negative Aspects of Online Learning • Dependence on Internet access • Independent time allocation and scheduling requires self-discipline. • Appropriate computer technology and peripherals must be purchased, possibly upgraded. • Personalized “live” hands-on assistance not possible. • Lack of direct interpersonal contact can feel isolating to some learners. • Electronic communications can be misinterpreted. • Lack of coordination among instructors can create conflicting assignment due dates.

9. Online Learning in Higher Education Faculty should align technology use with the goals of teaching. Such alignment requires that the following four areas be considered - alignment between: • Course goals and course activities; • Course activities and course evaluation; • Course evaluation and course goals; and • Engaged teaching and engaged learning. (Sun, 2004)

10. Online Learning in Higher Education Before a faculty commits to the development phase of online courses, individual readiness should be assessed as pertaining to: • Pedagogical considerations • Motivation • Time commitment • Technological competency

11. After thorough research & analysis, decision is made (by faculty, administration, others) to convert an existing course to100% online delivery. Faculty is trained in online teaching and learning “best practices” and evaluated for technical proficiency and preparedness to teach in the online environment provided. A thorough analysis is made of the learning objectives and pedagogical considerations of the course and feasibility of converting course to100% online delivery. Careful scrutiny of the existing syllabus is required to determine what components (class schedule, assignments, projects, tests, other assessment) require changing to accommodate online communication and delivery medium. Changes are made as needed, with maximum emphasis placed on retaining learning objectives and academic integrity. Revised course is reviewed by faculty peers and/or determining review committee comprised of faculty with previous online teaching and course development experience. Course is reviewed and evaluated periodically and adjusted accordingly due to student feedback, changing technologies, peer reviews, and general success – or not – of meeting initial course objectives, learning criteria, enrollment. Revised course is reviewed by appropriate University academic oversight entities. Course is published and made available, as appropriate, in course catalog. Flowchart of Online Course Development

12. Step 1 After thorough research & analysis, a decision is made (by faculty, administration, others) to convert an existing course to 100% online delivery.

13. Step 2 A thorough analysis is made of the learning objectives and pedagogical considerations of the course and feasibility of/need for converting course to100% online delivery.

14. Step 3 Faculty is trained in online teaching and learning “best practices” and evaluated for technical proficiency and preparedness to teach in the online environment provided.

15. Step 4 Careful scrutiny of the existing syllabus is required to determine what components (class schedule, assignments, projects, tests, other assessment) require changing to accommodate online communication and delivery medium.

16. Step 5 Changes are made as needed, with maximum emphasis placed on retaining learning objectives and academic integrity.

17. Step 6 Revised course is reviewed by faculty peers and/or determining review committee comprised of faculty with previous online teaching and course development experience.

18. Step 7 Revised course is reviewed by appropriate University academic oversight entities.

19. Step 8 Course is published and made available, as appropriate, in course catalog.

20. Step 9 Course is reviewed and evaluated periodically and adjusted accordingly due to student feedback, changing technologies, peer reviews, and general success – or not – of meeting initial course objectives, learning criteria, and enrollment.

21. IDT Online Course Migration Schedule Timetable for converting the Instructional Computing Applications Certificate courses for 100% online delivery is as follows: IDT 7064-8064 – Currently online; standardize course syllabus for Spring 2005 semester. (Completion target: December 2004) IDT 7061 – Syllabus developed for online delivery by Summer Semester 2005. (Completion target: May 2005) IDT 7062 – Syllabus developed for online delivery by Fall Semester 2005. (Completion target: August 2005) IDT 7063– Syllabus developed for online delivery by Fall Semester 2005. (Completion target: August 2005)

22. MERLOT Resources for Online Migration Developing and Teaching an Online Course: A Faculty Handbook http://www.merlot.org/artifact/ArtifactDetail.po?oid=1200000000000001460 Online Course: The State University of New York Faculty Conference http://www.merlot.org/artifact/ArtifactDetail.po?oid=1400000000000005690 Virtual Instructional Designer (VID) http://www.merlot.org/artifact/ArtifactDetail.po?oid=1010000000000109822 Learning Roles Online * http://www.merlot.org/artifact/ArtifactDetail.po?oid=1010000000000059313

23. Q&A

24. Contact: allenlee@memphis.edu http://umdrive.memphis.edu/allenlee/public/MERLOT 7-2005.ppt