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Muddling to Moodle

Muddling to Moodle. Greg Gardner Glenné Whisenhunt, PhD Tim Whisenhunt. Located in Oklahoma City 14,000 students 701 faculty 158 full time 543 adjunct faculty Classes offered variety of times & days of week. Our Motivation. OCCC Timeline.

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Muddling to Moodle

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  1. Muddling to Moodle Greg Gardner Glenné Whisenhunt, PhD Tim Whisenhunt

  2. Located in Oklahoma City • 14,000 students • 701 faculty • 158 full time • 543 adjunct faculty • Classes offered variety of times & days of week

  3. Our Motivation

  4. OCCC Timeline • September, 2010 – Formed Faculty Task Force to investigate possibilities • August 25, 2011 – Contract Executed with Moodlerooms • October, 2011- Faculty training began • January, 2012 – Pilot classes began • June 2, 2012 – All classes in Moodle • December 22, 2012 – Integration with Datatel

  5. Conversion Core Team • Associate Vice-President of Academic Affairs • 5 Members of CLT Team • LMS System Administrator • 2 Members of Instructional Video Services • Vice-President of AA & Division Deans • Consulted with others at various times • Datatel technical team

  6. Remove obstacles for students • 100% ADA/508 Compliant • Uniform course design format • Multi-device/platform/browser • One media format • Support faculty throughout the process • Individual consultant • Training sessions on their schedule • Increased tech support for faculty & students

  7. 508/ADA • Met with 508 Specialists on our campus • Developed a course design • Reviewed by 508 specialists • Developed training appropriately to include these changes • Media??

  8. How to support media? • How do we define media? • How much media is used in current courses? • How many different formats will be supported? • Can we support all devices? • What about captions? • Can we do this in-house? • What will this cost?

  9. Goals • Support for all devices • ADA compliance (captions, subtitles) • Ease of use • Quality standards • Limited access for uploading files • Structure and organization on streaming server

  10. Where to start? • Staff limitations • Budgetary constraints • Compressed timeline • New technology • Unforeseen technology changes

  11. What happened? • Upgraded an unused Helix Server to Helix Media Library (HML) • HML supports streaming to major devices (i.e. iOS, android, windows) • HML encodes and streams one format (MP4)

  12. What happened? • Utilized OCCC staff to transcribe and caption MP4 videos • Customized JW Player to support captions/subtitles • Content uploaded and managed by one department

  13. Course Design Changes • ANGEL course design • Internal links • Variety of media file types • Variety of files uploaded • No internal design consistency • Moodle course design • Uniform & consistent • One file type

  14. Faculty Supports • Personal individual consultant • Face to face trainings • Planned on class schedules • CBAM Considerations • Online discussion forums for faculty in trainings • Consultation visits between trainings • Training & “outside work” schedule • Online instructor training course • Workshops • Faculty Association Presentations

  15. College Supports • Communicate Often & Early • Departmental Training • Enrollment & Advising Services • Testing Center • HR • Conversion of Safety Trainings • President’s Cabinet Conversations

  16. Student Supports • Communicate often & early • Flyer during fall enrollment • Digital signage • Moodle M&M’s day • Adjusted log in page to show course listing • Student Orientation Course

  17. Student Orientation • Orient the students to: • Moodle navigation • Moodle terminology • Moodle tech support • Students experience: • Activities • Assignments • Quizzes • Grade book • Moodle quickmail

  18. Integration with Ellucian • Students live in August, 2012 • Began integration process • Installed student portal • Upgraded sharepoint • Facilitated communication between: • IITS • Registrar • Academic Affairs & Deans • Faculty

  19. Integration with Ellucian • Three day process • Dropping/re-enrolling all students from all classes • Change in primary identifier from ID number to name • Configuration of Conduit • Inability to test “live” • January Intersession courses – first real test • Custom report built for Never Attended • Division Assistant Training

  20. Lessons Learned • Relationships are needed to facilitate change. • Interdepartmental • Vendor • Faculty – CLT team • Relationships remain after the change is complete. • Consultation increase

  21. Lessons Learned • Walking through the fire develops trust • Creating uniformity in course presentation online cleared path for other conversations

  22. OCCC Next Steps • OCCC Innovations Grant • Curricular Focus • Design • Activities • Assessment • Title III Grant • Instructional Designer Needed

  23. Questions? Greg Gardner Glenné Whisenhunt, PhD Tim Whisenhunt

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