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DE Coordinator’s and managers March 2014 Telephone Meeting

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1 DE Coordinator’s and managers March 2014 Telephone Meeting
LeBaron Woodyard, Dean, Academic Affairs Chancellor’s Office March 21, 2014 12:00 PM – 1:30 PM

2 Audio Setup

3 Chat Messages If you have a question during the webinar, please type it in the chat window, preface it with ???, and raise your hand. This will help streamline the question and answer process. *

4 Participant Interaction
* *

5 Closed Captioning

6 Save Chat or Whiteboard

7 DE Coordinator’s and managers March 2014 Telephone Meeting
LeBaron Woodyard, Dean, Academic Affairs Chancellor’s Office March 21, 2014 12:00 PM – 1:30 PM

8 Agenda Meeting ground rules, chat window, questions, meeting feedback survey, etc. Clearing up the Murkiness Previous Meeting Evaluation Q and A Session “College Distance Education Profile” Request for April’s Monthly Meeting College Distance Education Profile – San Diego Community College District, Kats Gustafson, Dean Online and Distributed Learning, Katie Palacios and Dave Giberson, Instructional Design Coordinators Panel Discussion on “Regular and Effective Contact”, Patricia James, Belinda Scott, Mt. San Jacinto College, Melissa Colon, Columbia College, John Makevich, College of the Canyons CCC Online Education Initiative (CVC Online Course Exchange) Update State Authorization Update CCC Coordinators and Managers Organization 3CMeNow Presentation, Phil Cerda Announcements Meeting Evaluation

9 @ONE Support Micah Orloff
@ONE Staff DE Coordinators and Managers Meeting and Archive Page

10 Clearing Up the Murkiness
Meeting evaluation for January 2014 33 participants Faculty 15 (10) 45.5% Administrator 12 (11) 36.4% Classified Staff 6 (3) 18.2%

11 Clearing Up the Murkiness
Two polls to help inform the evolution of the DE Coordinators and Managers meeting. Length of meeting College profiles

12 Clearing Up the Murkiness
Should the meetings be: 60 minutes 90 minutes

13 Clearing Up the Murkiness
I understand that sharing ideas and what is going on campus is a good idea, but I question if this is the right forum for it. I want to hear what is going on with legislation, at the Chancellor's Office, upcoming relevant conferences, the State Education Initiative, etc.

14 Clearing Up the Murkiness
Should the “College Profiles” continue? Yes No How many should be presented at each meeting? 3 2 1

15 Clearing Up the Murkiness
CVC is still murky for me. Please keep updating every meeting on where things are, what the charge is, what the goals are, who is doing what, etc. Information related to OEI. Things are moving fast and quickly. Could Project Director provide brief updates each meeting? (Recorded or just slide would be fine—but this generates lots of questions we don’t have time to answer.)

16 Clearing Up the Murkiness
Need more information on Alternative Attendance Accounting. I got somewhat lost during this discussion. Missing presentation slides.

17 Previous Meeting Evaluation
Please continue to provide your input and comments regarding the monthly meetings

18 Q and A Session The following questions are from fellow colleagues about DE

19 Q and A Session I would have liked to get info on what percentage of FT load online instructors teach at other colleges

20 Q and A Session The question of course shell backups with respect to the statute of limitations for distance education student grade and other grievances. As I recall, it was on the order of two years. Today I contacted the Office of Civil Rights (OCR) and their statute of limitations runs at 180 days. Do you know of any language in Ed Code that speaks to this question? I wanted to provide appropriate guidance on the question of Blackboard backups for­­ the XXXCCD

21 Q and A Session § 59025. Class 3-Disposable Records.
All records, other than Continuing Records, not classified as Class 1-Permanent or Class 2-Optional, shall be classified as Class 3-Disposable, including, but not limited to, detail records relating to: (a) records basic to audit, including those relating to attendance, full-time equivalent student, or a business or financial transaction (purchase orders, invoices, warrants, ledger sheets, canceled checks and stubs, student body and cafeteria fund records, etc.), and detail records used in the preparation of any other report; and (b) periodic reports, such as daily, weekly, and monthly reports, bulletins, and instructions.

22 Q and A Session § 59026. Retention Period.
(a) Generally, a Class 3-Disposable record, unless otherwise specified in this Subchapter, should be destroyed during the third college year after the college year in which it originated (e.g., plus 3 = ). Federal programs, including various student aid programs, may require longer retention periods and such program requirements shall take precedence over the requirements contained herein. (b) With respect to records basic to an audit, a Class 3-Disposable record shall not be destroyed until after the third July 1 succeeding the completion of the audit required by Education Code Section or of any other legally required audit, or that period specified by Section 59118, or after the ending date of any retention period required by any agency other than the State of California, whichever date is later. (c) With respect to continuing records, a continuing record shall not be destroyed until the third year after it has been classified as Class 3- Disposable.

23 College Distance Education Profile Request for April Meeting
Highlight your program or unique aspect of something you are doing Intent is to showcase different colleges and the local solutions to accomplishing elements of distance education at a college Each college will get up to 15 minutes Up to three colleges will be highlighted each month

24 College Profiles College Distance Education Profile – San Diego Community College District, Kats Gustafson, Dean Online and Distributed Learning, Katie Palacios and Dave Giberson, Instructional Design Coordinators

25 Online Faculty Training and Certification at SDCCD
Kats Gustafson – Dean, Online and Distributed Learning Katie Palacios – Instructional Design Coordinator Dave Giberson - Instructional Design Coordinator Kats: Introduction

26 Why the Need for Training and Certification?
Unique pedagogy of online environment Accreditation and regulatory compliance Good practice for quality assurance LMS competence Empathy with online students Kats: We developed the online training and certification program at SDCCD to introduce new faculty to the unique pedagogy of the online environment and to inform them of Accreditation and state regulations. The certification program covers good practice for ensuring a quality course and to ensure that faculty are adept at using Blackboard. The course is fully online which also gives faculty the experience of being an online student.

27 Goals More than a Blackboard tutorial Modeling of:
good online course design effective online pedagogy responsive instruction effective communication regulatory compliance Faculty awareness of support resources Kats: The program is meant to provide faculty with more than a Blackboard tutorial. The goals of the program are to provide models of good online course design, effective online pedagogy, responsive instruction, effective communication, regulatory compliance and to make faculty aware of the support resources that SDCCD Online provides.

28 Course Description Fully online
Offered through District LMS (Blackboard) Instructor-led Self-paced Open-entry/Open-exit Kats: The course design is modular and as mentioned before, fully online. We use accessible media extensively throughout the program. We provide authentic and varied assessment that engages faculty to actively learn. Our instructors give frequent and timely feedback throughout the program’s 10 modules. Now, Dave and Katie will walk you through some of the modules so you will get an idea of the program.

29 Course Design Modular – fully online Extensive use of accessible media
Authentic and varied assessment Active learning Frequent and timely instructor feedback Katie/Dave:

30 Course Tour Katie/Dave:

31 Course Modules Katie/Dave:

32 Course Modules Katie/Dave:

33 Course Modules Katie/Dave:

34 Course Modules Katie/Dave:

35 Course Modules Katie/Dave:

36 Like a Copy? The entire training course is available as an importable cartridge. Intellectual Property Statement The SDCCD Online Faculty Training Certification Course and associated documentation is licensed under a Creative Commons Attribution-ShareAlike 2.5 License. Katie/Dave:

37 Panel Discussion “Regular and Effective Contact”
Patricia James, Moderator Belinda Scott, Mt. San Jacinto College, Melissa Colon, Columbia College, John Makevich, College of the Canyons

38 Regular and Effective Contact is central to DE effective practice, among other things!
I’ll cover this in about five minutes. The text on the slides is for the archive basically. A five minute overview…..

39 Correspondence (Feds)
Correspondence course: (1) A course provided by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor. Interaction between the instructor and student is limited, is not regular and substantive, and is primarily initiated by the student. Correspondence courses are typically self-paced. (2) If a course is part correspondence and part residential training, the Secretary considers the course to be a correspondence course. (3) A correspondence course is not distance education. 34 C.F.R. § Difference between Correspondence and DE: One is lacking REC, the other requires it. Interaction is one of the determining factors for students receiving financial aid and for apportionment determination.

40 Distance Education California Regulations
Title 5 section Definition Distance education means instruction in which the instructor and student are separated by distance and interact through the assistance of communication technology.

41 More Title 5: 55204. Instructor Contact.
In addition to the requirements of section and any locally established requirements applicable to all courses, district governing boards shall ensure that: (a) Any portion of a course conducted through distance education includes regular effective contact between instructor and students, through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact, correspondence, voice mail, , or other activities.

42 Language used in state and federal settings:
US Dept. of Ed: “regular and substantive interaction between the students and faculty,” Title 5: “Regular and Effective Contact” Used to be “Regular and In-Person Contact” ACCJC looks for “regular and substantive”

43 Upshot? All DE must have contact between the instructor and the student. (implied initiated by the instructor) It has to be regular, effective, substantive, and engaged Contact has to happen in fully and partially online courses.

44 Regular and substantive interaction between student and teacher according to ACCJC:
Is central in determining whether a course is distance education rather than correspondence education. Is needed in every course that is fully online and in the online elements of courses otherwise on-site. Must be demonstrable and documented. Is vital to a college’s relationship with the U.S. Department of Education for student financial aid eligibility. Is key to quality education and the student outcomes required by the ACCJC Accreditation Standards. This is what it boils down to: Regular and substantive interaction between student and teacher. It has to be required in the course and initiated by the instructor. The college documents, including course syllabi, and tracking reports in the Learning Management System should demonstrate the interaction. Without this commitment by all online instructors, a college’s ability to offer student financial aid can be placed at risk. And for most of our colleges, financial aid for students is a vital source of funding.

45 Who cares? It’s really about effective practices!

46 Regular Effective Contact Policy
Include a logo.

47 It started with the Curriculum Committee
Through the course approval process, the curriculum committee asked how faculty planned to develop and maintain regular effective contact in online and hybrid courses.

48 REC I have to do ………… WHAT?
MSJC Faculty REC I have to do ………… WHAT? Faculty had a difficult time answering this question, and proceeded in many different directions without continuity. Because we didn’t use a checklist of instructional methods on the course outline of record OR the addendum, they had to describe both verbally in the committee meeting and on the addendum form, what they were going to do to satisfy REC. The question was brought to our Educational Technology Committee, which served as the body to develop a policy that allowed for flexibility and directs faculty to move forward with guidelines that created an interactive environment for faculty and students. Once the policy was developed by ETC it was taken to the Academic Senate and asked for college wide support and adoption. This gave the curriculum committee a solid and articulated process that allowed both faculty and the committee to initiate REC from the same perspective; and provided a measurable approach and assessment. As it turned out, it also gave instructional administrators a position to come from when discussing expectations with teachers who may be “missing in action” in their courses.

49 Development of the MSJC REC Policy
Initiated Interaction Frequency Establishing Expectations and Type of Contact Threaded discussion forums, blogs, wikis (within Blackboard) MSJC Weekly announcements (Blackboard) Timely feedback Suggestions for additional activities CCC Confer Twitter (student voluntary ) Polleverywhere Facebook (student voluntary) VoiceThread Google Docs Faculty Development Stay current with emerging technology Edudemic MSJC Academy Online Teaching Conference Online Faculty Mentorship The Faculty Project The MSJC REC Policy states all DE courses (hybrid and fully online) will include regular effective contact by: Imitated interaction – Instructors will regularly initiate interaction with students to determine that they are accessing and comprehending course materials that they are participating regularly in the activities in the course. Opportunities that relate to the content of the course should include those in which students interact with instructors, instructors to interact with students, and students to interact with each other. Providing students with an open-ended question forum, although required, does not constitute the entirely of effective instructor initiated interaction. In addition to open-ended question forums, utilizing CMS blogs, journals, MSJC , and collaboration chat tools are appropriate to engage instructor and student interaction. Furthermore, implementing web 2.0 tools into course activities (ie. VoiceThread, Twitter, Facebook, etc.) are also appropriate tools to create interaction but are outside the college approved course management system and a disclaimer regarding privacy has to go with those methods. Some web 2.0 tools can be brought into the CMS and some can be linked from the CMS. Instructor prepared content (written, recorded, broadcast, etc.) combined with other course materials, creates the ‘virtual equivalent’ of the face-to-face class and must be included in the course. Frequency – DE courses are considered the ‘virtual equivalent’ to face-to-face courses. Therefore, the frequency of the contact will be at least the same as would be established in a regular, face-to-face course. At the very least, the number of instructor contact hours per week that would be available for face-to-face students, will also be available, in asynchronous and/or synchronous mode, with students in the DE format. A class that meets three hours a week would requirea at least the expectation that instructors would spend three hours participating in interaction within their courses, answering questions, commenting on discussion posts, sending , creating announcements, monitoring blog and wiki activity. Faculty office hours are not included as fulfilling the regular effective contact requirement and are a separate requirement. Given the nature of asynchronous instructional methodologies, contact shall be distributed in a manner that will ensure that regular contact is maintained over the course of a week and should occur as often as is appropriate for the course. Establishing expectations and managing unexpected instructor absence – An instructor and/or department established policy describing the frequency and timeliness of instructor initiated contact and instructor feedback, will be posted in the syllabus and/or other course documents that are made available for students when the course officially opens each semester. If the instructor must be out of contact briefly for an unexpected reason (such as illness or a family emergency that take the instructor offline), notification to students will be made in the announcement area of the course that includes when the students can expect regular effective contact to resume. If the offline time results in a lengthy absence (i.e. more than three or four days) a substitute instructor should be sought who can assist students while the instructor is unavailable. Type of Contact – REC will exist in all MSJC DE course, instructors will, at a minimum, use resources to initiate contact with students with ….. Suggested Tools …..(be careful about using outside tools as the students have to buy in due to privacy issues using outside resources. Faculty Development ……. Must be supported by administration and several resources be made available on a continued bases Administrative Champion …. It is extremely helpful to have an administrator that will champion a college wide policy for REC and support this policy.

50 Regular & Effective Contact
Melissa Colón, Distance Education Coordinator Regular & Effective Contact Instructor to Student & Student to Student

51 Distance Education Plan

52 Curriculum Committee

53 Title III Contractual Agreement for Online Course Developers
Items to be reviewed before instructor offers class: Standard online components present Effective communication tools for regular student/faculty contact

54 Training Cohort & Instructional Technology Workshops
Communication Tools Demonstrated both Synchronous and Asynchronous Communication tools

55 Peer Review & Mentor Program
Principle 1: Good practice encourages contact between students and faculty. Principle 2: Good practice develops reciprocity and cooperation among students.

56 Regular Effective Contact at College of the Canyons
Distance Learning Addendum “Title 5 (55376) states that … Describe how you will maintain regular effective contact with the students, including what will make this interaction effective.” Attendance: Board Policy States local definition of DE, describes Academic Engagement in Distance Education Courses, and calls out “regular and substantive interaction” as indicated by ACCJC.

57 Integration We want to integrate our guidelines on regular and effective contact (regular and substantive interaction) in a mainstreamed way.

58 Putting this into practice
Big share at department and division meetings Administrator retreats Professional development workshops Delivered in collaboration with Curriculum Committee Co-chair. This is important! Online Student Success Program Talk, rinse, repeat

59 Required Training for Online Teaching
Regular effective contact is EVERYWHERE in our online teaching and learning training requirements: Introduction to Online Teaching and Learning course 6-hour LMS training 1-hour Section 508/Accessibility training Topic is discussed at ALL one-on-one sessions

60 What works? Can’t say we haven’t tried! We get the message out all the time, everywhere. This topic now comes up in meetings all over campus, so there is general community awareness. Drop-in sessions for faculty to come in and see if their courses “pass muster.”

61 Challenges We can’t be in all places at all times.
We can’t reach all adjunct faculty with the information. We count on help from our division deans and department chairs, and they have indeed been helpful. To change, you have to want to change. You have to care.

62 CCC Online Education Initiative (CVC Online Course Exchange) Update
Joe Moreau, Interim Executive Director Steering Committee has been being formed and the initial meeting is April 4th Town Hall Meeting is April 9th Executive Director position has been released Other positions will be released very soon

63 CVC Course Exchange Potential Courses
15,318 individual courses identified in Associate Degrees for Transfer (ADTs) in Academic Year 1,257,012 students were enrolled in these courses 3,037 courses are already DE courses Looking at the fill rate More than 60 days before the start of the course 45 to 60 days before the start of the course 30 to 45 days before the start of the course Less than 30 days before the start of the course

64 CVC Course Exchange Reading and Composition Oral Communication I
College Writing General Psychology Composition and Critical Thinking American Government Elements of Public Speaking Statistics Introduction to Sociology General Biology for Non-Majors Microeconomics

65 State Authorization Update
U.S. Department of Education is discussing re-issuing regulations on State Authorization Russ Poulin’ s Blog post was sent today

66 One comment to Russ’s Blog
What I don't think many folks appreciate (and Chron sort of missed in its story) is this proposal would be a huge change from the way things work today.  From a quick read, it appears as though the proposal would require all states to authorize distance ed (with no exemptions for accreditation, etc.). Basically, this would be a mandate to either obtain specific state approval or participate in reciprocity as a condition for continuing to offer distance education with federal aid. Note that this is quite different from the last rule, which only mandated that you need to meet state requirements, if any, and thus it appears to impose a huge new burden on states and institutions. Think at least double. If the Department's thought is to force reciprocity, this is a bit of a ham-handed way to do it-- the States that don't adopt and implement it in a timely fashion (and their institutions) will face enormous new burdens, and the stakes will be very high--loss of T4.   (And of course we don't know when the rule would be effective.) Incentives for implementing reciprocity, which everyone agrees is a good idea, can doubtless be achieved in a less obtrusive manner.  Just bringing back the old rule would probably suffice, mis-guided as it may be. Greg Ferenbach, Cooley LLP

67 SARA Structure States must join SARA first
Institutions can join if state joins 1-2,500 FTES is $2,000/year 2,501-10,000 FTES is $4,000/year 10,001 and above is $6,000/year

68 Update: California Community College Distance Education Coordinators’ Organization
Organization is official as a California nonprofit California Community College Distance Education Coordinators Organization (CCCDECO) - First official meeting: Friday, Feb. 28 from 12:00 to 1:00pm on CCCConfer. We will break up key tasks into small working groups. - DE Coordinator Retreat will be on Thursday, June 19. More info coming very soon. - CCCDECO will be working closely with the OEI steering committee. It's first meeting is April 4.

69 Contact
Update: California Community College Distance Education Coordinators’ Organization Contact

70 3CMeNow Presentation Phil Cerda, Palomar College

71 Upcoming Chancellor’s Office Surveys
Annual DE Survey of Colleges Student Satisfaction Survey Faculty Satisfaction Survey

72 Announcements

73 Evaluation Survey Help us improve the monthly DE coordinators meeting by filling out a short anonymous online feedback survey at the following URL:

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