2. Overview Distance Education – “State of the State” OEI Overview Distance Education and Accreditation OEI Course Design Rubric Basics

3. Distance Education – Hot Topics 2014 Spring Plenary – “Hot Topics in DE – Quality Trumps Hype” 2015 Spring Plenary – “Hot Topics in DE – Avoiding the Landmines” Accessibility Accreditation Attendance (LDA)

4. ASCCC’s “Avoiding…” Keeping DE Curriculum up-to-date – Separate course approval (Title 5) – Substantive change reports (accreditation) – Regular and effective contact (Title 5 AND accreditation) Making student and learning support services available to online students Understanding the right of assignment for DE classes

5. ASCCC’s “Avoiding…” Selecting and using Course Management Systems Working with your Union on DE issues Evaluating DE faculty

6. Ensuring Online Course Quality Do you have any mechanisms in place for ensuring the quality of your online course offerings? At a minimum what “check” MUST you have in place?

7. Why separate approval? What is the goal of the separate approval process?

8. Why separate approval? Articulation? Compliance? – Accessibility? – Regular effective contact? – Accreditation standards Quality?

9. Update and Overview, January 2016

10. A Little Background

11. Where We Are Now 2010-2013 Turning away students

12. What do we hope to accomplish in a nutshell? Ensure that more students are able to complete their educational goals by increasing both access to and success in high-quality online courses and programs.

13. General Components of the OEI OEI Technology resources that maximize economies of scale System wide resources for online students System wide resources for developing high- quality online courses

14. Completion by…. Improve success and retention in online courses for the CCC’s – Prepared students – Prepared faculty – Quality course design and content resources Providing resources to colleges to allow for the addition of quality online courses Providing students with opportunities to take classes when and where they need them

15. Pilot Colleges

16. Resource Updates Tutoring: – Extended to all pilot colleges as of fall 2015 (no cost) ALL online courses at pilot colleges in spring 2016 only – No cost platform to connect local tutors to students online for all colleges – Low cost 24/7 online tutoring for all students available for all colleges – Link Systems via the Foundation for the CCCs Embedded Basic Skills Support Resources – In planning and pilot stages – Shared resources and strategies

17. Resource Updates Academic Integrity: – Proctoring Online solution now available to pilot colleges – “Proctorio” Systemwide network of proctoring sites

18. Proctorio Our Mission. Proctorio's mission is to increase access to high quality education, world wide. Proctorio gives value to online degrees, decreases the cost of education, and facilitates learning. With Proctorio, institutions and employers can gain confidence in online programs. Our Story. While developing software for online schools we noticed an ever-present trend. Students were acing the midterms only to stumble on the final exams. This happened when the finals were remotely proctored, which ensured that the students did not receive help from their notes or their friends. While being effective, the proctoring services were human powered and could not provide a scalable solution. We realized that students must be encouraged to study on their formative exams to meet learning objectives. The missing piece was a scalable, automated remote proctoring system. Enter Proctorio.

19. Resource Updates Academic Integrity: – Plagiarism detection Efforts underway to make a tool available to pilot colleges Negotiated rate for all colleges

20. Resource Updates Online Student Readiness: – Extended to all pilot colleges as of fall 2015 – No cost online student readiness modules now available to all colleges – Currently piloting readiness modules combined with Smarter Measure Assessment

21. Resource Updates Contract signed with Cranium Café https://www.craniumcafe.com/ “Real-Time Student Services Software”

22. Cranium Cafe

23. Resource Updates Professional Development & Course Design Support – Online Course Design Standards (piloted and revised) – Online Course Review (over 100 courses reviewed) – Reviewer Training: Peer Online Course Review (POCR) Initially trained 30 faculty from 29 colleges Training revised spring 2015 to consist of 1 day “Applying the Rubric” workshop + 2 weeks online. “Applying” open to all – Professional Development Summit – Access to Instructional Designers – Access to Accessibility support – Weekly Canvas support calls for faculty

24. Resource Updates 4- week Introduction to Teaching with Canvas – Free to faculty at OEI pilot colleges and colleges that have committed to Canvas – Self-paced version available – “Train-the-trainer” events held – Creative Commons version available – Facilitated sections available

25. Technology Resources Common Course Management System – Allows for statewide online community – Allows for statewide support – Enables the deployment of integrated student and faculty resources – Provides no-cost access to an up-to-date, easy to access, fully-functional CMS

26. Why Canvas? Overwhelming support from students Nearly unanimous decision Ease of use and robust functionality Partnership and customization opportunities History of strong completion and success rate improvements Site visits and reference checks (including students & faculty) were overwhelmingly supportive

27. Do all colleges have to move to Canvas? NO! But we hope colleges will want to, because… – Ease of use and upgrades will be managed at the system level – Cost will be significantly reduced for the system (and eliminated for colleges) – Resources will be integrated for both faculty and students – Opportunities for collaboration for both faculty and students – Partnership with Canvas will allow for customization for the CCC’s BUT – OEI is committed to developing resources that will be available to those who stay in their own CMS.

28. CCC Canvas Adoptions (IPA Signed by college & Canvas)

29. CCC Canvas Adoptions IPA signed by college and Canvas: 31 IPA submitted to Canvas: ≥ 10 Form submitted by college: 5 Total as of 1/8/15: 46

30. There are three levels of opportunity for participation in the OEI.

31. What’s the Exchange? A mechanism for students at one college to register for online classes at another participating college. It IS NOT the 114 th CCC!!!! – Students cannot register outside home college registration system. – Agreement between colleges, not a separate collection of courses. Improve completion rates across the state. Access to resources for both colleges and students.

32. Implications of the Exchange… Access to the hard to get courses needed to graduate or transfer. Exchange courses seamlessly articulate between colleges (C-ID, ADT courses). Streamlined application and registration processes. Financial aid combined across colleges in the Exchange. Common learning environment (CCMS / Canvas). Course status and final grade shared back to home college automatically (credit toward degree or transfer goal).

33. Distance Education and Accreditation

34. Definition of DE (ACCJC) …a formal interaction which uses one or more technologies to deliver instruction to students who are separated from the instructor and which supports regular and substantive interaction between the students and instructor, either synchronously or asynchronously. DE often incorporates technologies such as the internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; audio conferencing; or video cassettes, DVDs, and CDROMs, in conjunction with any of the other technologies.

35. Definition of Correspondence Education (ACCJC) (1) Education provided through one or more courses 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; (2) Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student; (3) Correspondence courses are typically self-paced; and, (4) Correspondence education is not distance education.

36. Correspondence is NOT DE How, locally, do you ensure/demonstrate that your DE is DE? How do you document T5’s regular effective contact/regular and substantive interaction?

37. DE Guidelines.. districts and/or colleges will need to define “effective contact” including how often, and in what manner instructor- student interaction is achieved... important to document regular effective contact and how it is achieved.

38. Federal: Higher Education Opportunities Act (2010):..defines DE as education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor, synchronously and asynchronously.

39. OEI Course Design Rubric A.Course Design B.Interaction and Collaboration C.Assessment D.Learner Support

40. A. Course Design Course Design addresses elements of instructional design. Course Design includes such elements as: – structure of the course, – learning objectives, – organization of content, and – instructional strategies. What does it take to be “Distinguished to Exemplary”?

41. A. Course Design Objectives are made available in a variety of areas in the course (within the syllabus and each individual learning unit or module). Content is made available or “chunked” in manageable segments (i.e., presented in distinct learning units or modules). It is clear how the instructional strategies will enable students to reach course objectives. Learners have the opportunity to give anonymous feedback to the instructor regarding course design and course content both during course delivery and after course completion

42. B. Interaction and Collaboration Interaction and Collaboration can take many forms. These criteria place emphasis on the type and amount of interaction and collaboration within an online environment. “Interaction” denotes communication between and among learners and instructors, synchronously or asynchronously. “Collaboration” is a subset of interaction and refers specifically to those activities in which groups are working interdependently toward a shared result. This differs from group activities that can be completed by students working independently of one another and then combining the results, much as one would when assembling a jigsaw puzzle with parts of the puzzle worked out separately then assembled together. A learning community is defined here as the sense of belonging to a group, rather than each student perceiving himself/herself studying independently.

43. B. Interaction and Collaboration Communication Strategies Development of Learning Community Interaction Logistics

44. B.1 Communication Strategies Contact information for the instructor is easy to find and includes multiple forms of communication. Expected response time for replies is included. The instructor’s role within the course is explained. There are plentiful opportunities for interaction, as appropriate. Communication strategies promote critical thinking or other higher order thinking aligned with learning objectives. Communication activities benefit from timely interactions and facilitate “rapid response” communication (i.e., students gain practice discussing course content extemporaneously without looking up basic, declarative information).

45. B.2 Development of Learning Community Instructors have a plan for initiating contact prior to or at the beginning of class and at regular intervals during the course. Communication activities are designed to help build a sense of community among learners. Student-to-student interactions are required as part of the course. Students are encouraged to initiate communication with the instructor. Collaboration activities (if included) reinforce course content and learning outcomes, while building workplace- useful skills such as teamwork, cooperation, negotiation, and consensus-building.

46. B.3 Interaction Logistics Guidelines explaining required levels of participation are provided. Expectations regarding the quality of communications are clearly defined. A rubric or equivalent grading document is included to explain how participation will be evaluated. The instructor plans to participate actively in communication activities, including providing feedback to students. The instructor plans to use communication tools effectively to provide course updates, reminders, special announcements, etc.

47. Basic Principles Clear and complete communication – about expectations and how the course works. Purposeful activities and interaction. Promoting connection – to course content, to other students.

48. C. Assessment Tied to outcomes Match the ability of the online platforms Multiple Measures of Assessment Use samples and rubrics

49. D. Learner Support Supplemental Software and Resources Course and institutional policies and support Technical Accessibility Accommodations

50. For more information Michelle Pilati Interim Chief Professional Development Officer mpilati@ccconlineed.org OEI Course Design Rubric http://ccconlineed.org/documents/category/6- professional-development-workgroup http://ccconlineed.org/documents/category/6- professional-development-workgroup http://CCCOnlineEd.org Additional Info and Blog http://CCCTechEdge.orghttp://CCCTechEdge.org