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Online Learning Plan Enhancing Quality of Learning and Student Success Five-Year Proposal

Online Learning Plan Enhancing Quality of Learning and Student Success Five-Year Proposal. Goals Provide consistent quality experiences for students, faculty, and deans Increase online student success Decrease the gap in success between instructional modalities

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Online Learning Plan Enhancing Quality of Learning and Student Success Five-Year Proposal

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  1. Online Learning PlanEnhancing Quality of Learning and Student SuccessFive-Year Proposal Goals Provide consistent quality experiences for students, faculty, and deans Increase online student success Decrease the gap in success between instructional modalities Improve the student experience in online and hybrid courses Investment Over 5 Years $4,739,643 *Themes identified in Diane Meiller & Associates Report

  2. Process • Work began with themes from 2013 “current state” report provided by DMA • Proposal (focused on quality enhancement) approved by LLC • Work teams designed models and recommendations which were approved through the governance process • Co-chair team put together a coordinated plan and timeline for implementation • Susan and Wendi estimated budget (with input from Amy and Loren) • Online Learning Plan approved by Senior Team March 2016; approved by DBOT May/June 2016

  3. Bottom Line Up Front • Five year plan • Mandatory development to ensure that faculty, deans, and students are prepared • Course templates for all online classes • Quality Matters review of more than 500 courses • Website for gathering online support services • With potential for new services being developed • Creation of a new department with 9 new staff • Addition of at least 2 advisors for online students • $1 million per year price tag

  4. Collaborative Design • 18 months of sustained effort • 7 design teams plus the strategic planning team • 148 people worked on design • Intentional overlap in membership between work teams and strategic planning team • Feedback, ideas, and plans shared amongst work teams and between work teams and the strategic planning team • Communication and Feedback • Faculty, deans, and students surveyed • Vetted at strategic planning big meeting • Grove Communication-including multiple features in the Faculty Insight • Distributed in LLC minutes and posted on website • Formal Presentations and Approvals • Faculty Council, Instructional Affairs Committee, and Learning Leadership Council

  5. Headcounts for Degree-Seeking Students Enrolled in Online and Hybrid Courses for the First Time

  6. Count of Faculty Teaching for the First Time in Online and Hybrid Modalities

  7. Count of Fully Online Students (2012-2015)

  8. Unique Online Courses and Faculty Who Teach Them

  9. Online Student Preparedness Goals: • Increase students’ preparedness for online courses and help them determine in what modalities they will be successful • Clarify instructional modality choices for students and support changes Plan: • Create an online student preparedness module with content that addresses (a) academic integrity, (b) online communication, (c) supporting resources, (d) technical skills, and the (e) nationally-recognized online readiness assessment (SmarterMeasure) • Hire two new part-time advisors • Employ advising model and advisors to monitor the module and work with students Co-chairs: Julie Corderman, Page Jerzak Update: Pilot team convened; Module developed; 300 student pilot (12 courses) summer/fall 2016; 600 student pilot for fall 16/spring 17

  10. Online Data and Evaluation Goals: • Develop reports and tools to inform decision-making • Identify and monitor trends in online and hybrid data Plan: • Create reports and decision-making tools for online and hybrid courses and programs. • Define online and hybrid learning key indicators and data priorities. • Share data across Valencia in order to inform decision-making. • Create and monitor assessment plans in conjunction with other work teams. Co-chairs: Daryl Davis, Page Jerzak

  11. Online Student Services and Support Goals: • To identify strategies for growth and enhancement of support that will enhance student learning in online and hybrid courses. • Although compliant, the enhancement of communication, navigation, convenience, and access of online Student and Learning Support Services would benefit the fully online learner (FOL) at Valencia. Plan: • Determine online services to scale for all students (face-to-face, hybrid, and online). • Establish a Distance Learning page in Atlas • Banner Attribute Co-chairs: Karen Reilly, Mindy Smith

  12. HybridDesign Work Team Charge: • Examine well-established literature and current practices to refine the definition of hybrid learning and design models. • The definition and models for hybrid learning will be designed to: • maximize the benefits of blended instruction to enhance student learning, promote student engagement, and close achievement gaps between instructional modalities; • clarify instructional modality choices for students; • promote clear communication to students, faculty and staff; • support effective use of facilities and other college resources. • These guidelines will also inform our faculty induction, development and evaluation processes, and will be used by deans, program chairs, discipline coordinators, and faculty. Plan: Undetermined at this time. Recommendations due in Fall 2016. Co-chairs: Molly McIntire, Jennifer Lawhon

  13. Course and Curriculum Design Goals: • Enhance resources for faculty preparing online and hybrid courses • Enhance support for faculty and administrators in online and hybrid course planning and changes Plan: • Create (a) course design templates, (b) model courses / style guide, (c) best practices checklists, (d) exemplary master course templates, (e) advanced tools, technologies, and innovative practices, (f) guidelines for use of open educational resources and publisher materials, and (g) model syllabi. • Create guidelines to help academic leaders make decisions for (a) how and when they move courses and programs to online and hybrid modalities, (b) when they perform course revisions, (c) when they revise course outcomes, and (d) their planning of future courses and programs which occur in online or hybrid formats. • Co-chairs: Erin O’Brien, Page Jerzak

  14. Dean and Chair Development Goals: • Implement a process for Deans and Chairs to observe online/hybrid courses. • Prepare Deans and Chairs to make data informed decisions about course success. Plan: • Create a process to prepare Deans and Chairs to observe and evaluate online courses. • Develop two courses: (a) Introduction to Online Learning for Deans and Chairs and (b) Evaluating Online Quality. • Recommend the current online observation form be updated and aligned with the work being done by the other teams, including the Faculty Preparedness team. Co-chairs: Mike Bosley, Linda Neal Update: Courses under development; pilot in fall

  15. Goal: A consistent, effective faculty preparation program for online learning. Faculty Institute for Online Instruction Providing consistent, quality online student experiences FACULTY LEADERSHIP for ONLINE INSTRUCTION: Action Research, Faculty Development Facilitation, Mentors COURSE DESIGN/ DEVELOPMENT: Faculty work 1 on 1 with instructional designers and mentors to develop course for Quality Matters (QM) review • 100 faculty per year FACULTY DEVELOPMENT: Best Practices and Skills – Social, Pedagogical, Managerial and Technological • Required for 1st time teaching online • Teach with a QM course template • 64 faculty per session, 3 sessions per year • Current faculty can be credentialed with a review using the new Rubric for Online Competencies (ROC) Evidence-based credentialing of experienced faculty

  16. Assumptions • Based on our current model of online and hybrid teaching and learning • Estimated using current practice and no significant growth • Timeline and budget may shift based upon changes in • practice • numbers of faculty members teaching online • enrollment • implementation/scaling decisions • Evidence-based credentialing of experienced faculty for Tier 1 and Tier 2 are developed early in the process and are at scale by the end of phase five • Faculty Preparedness recommendations will be a significant investment in time, personnel, and resources • This innovation may be disruptive; therefore, we cannot predict everything. • Sustaining momentum is important, and must be balanced with deep collaboration.

  17. Grandfathering= Evidence-based credentialing of experienced faculty

  18. Goals for this Year How: • Multiple, small, short-term, “expert” implementation teams • Extent of collaboration depends upon project • Ex. Faculty Preparedness/Course and Curriculum - deep, broad collaboration • Rigorous assessment of initiatives (shared widely for analysis/feedback) • Extensive communication For details review Year-One Implementation Plan document

  19. Goals for this Year Faculty Preparedness/Course and Curriculum Implementation Team • Develop/Pilot ROC and evidence-based credentialing process • Develop and pilot resources aligned with ROC • Pilot Tier 1 and Tier 2 evidence-based credentialing process • Develop/pilot Master Template Process Dean and Chair Development Implementation Team • Develop and pilot courses Online Student Preparedness Pilot Team • Develop/pilot online student preparedness module, including SmarterMeasure instrument • Employ advising model and advisors Online Student Services and Support Implementation Team • Develop distance learning webpage in Atlas for online-only students (Online Student Services and Support) How: • Multiple small “expert” teams • Extent of collaboration depends upon project • Ex. Faculty Preparedness - deep, broad collaboration • Rigorous assessment of initiatives (shared widely for analysis/feedback)

  20. Goals for this Year Hybrid Design Team (existing design team; still in progress) • Develop recommendations (present to FC and IAC for feedback; LLC for approval) Online Data and Evaluation Team (long-term team) • Define online and hybrid key indicators and data priorities • Create and pilot decision-making tools • Create and monitor assessment plans Collaborative of Online Learning (coordinating team) • Coordinate and refine work, share progress, and explore synergies amongst teams • Plan and evaluate communication • Discuss emerging data • Review assessment data

  21. Questions so Far Evidence-based credentialing of experienced faculty (“grandfathering”) Tiers 1 and 2 only Based upon ROC Tier 1 – can be met by completion of Digital Professor Certification with Dean approval

  22. Questions so Far Target date for Faculty Preparedness Tier 1 E-B Credentialing of Experienced Faculty (by Summer 2019) Pilot: Summer 2017 (Phase 1) Implement: 2017-2018 (Phase 2) Complete: 2018-2019 (Phase 3) New Tier 1 Program (utilizes course templates developed in master template program) Pilot: Summer 2018 (Phase 2) Implement: 2018-2019 (Phase 3); DPC sunset At scale: 2019-2020 (Phase 4) Tier 2 E-B Credentialing of Experienced Faculty (by Summer 2020) Pilot: Summer 2017 (Phase 1) Implement: 2017-2018/2018-2019 (Phase 2/3) Complete: 2019-2020 (Phase 4) New Tier 2 Program Pilot: Summer 2019 (Phase 3) Implement: 2019-2020 (Phase 4) At scale: 2020-2021 (Phase 5)

  23. Questions so Far Communication Plan Developing with Organizational Communication Bring draft in early fall for feedback (IAC/FC) Summer ramp-up/in-depth discussions Campus Leadership Teams AALT, SALT, OIT, HR/OD IAC, FC (Sept)

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