1. Hot Topics: Online Education
Distance Education, ACCJC, and Accreditation
Conan McKay, ASCCC At Large Representative
Lorraine Slattery-Farrell, ASCCC At Large Representative
La Tonya Parker, Online Education Committee Member
Stephanie Curry, Online Education Committee Member

2. What are some of the Hot Topics in Distance Education?
Accessibility
Regular and Effective Contact
Accreditation
Student Services
Others?

3. Accessibility
Provide all distance education students maximum opportunity to access distance education resources "anytime, anywhere" without the need for outside assistance.
Criteria is organized around the following four principles, which lay the foundation necessary for anyone to access and use Web content. Anyone who wants to use the Web must have content that is:
1.  Perceivable: Information and user interface components must be presentable to users in ways they have the ability to comprehend (it can't be invisible to all of their senses), e.g.:
◦ Provide text alternatives for non-text content.
◦ Provide captions and alternatives for audio and video content.
◦ Make content adaptable; and make it available to assistive technologies.
◦ Use sufficient contrast to make things easy to see and hear.

4. Accessibility (Continued)
Anyone who wants to use the Web must have content that is:
2.  Operable: User interface components and navigation cannot require interaction that a user is unable to perform, e.g.:
◦ Make all functionality keyboard accessible.
◦ Give users enough time to read and use content.
◦ Do not use content that may cause seizures.
◦ Help users navigate and find content.

5. Accessibility (continued)
3. Understandable: Information and the operation of user interface cannot be beyond the users’ comprehension, e.g.:
◦ Make text readable and understandable.
◦ Make content appear and operate in predictable ways.
◦ Help users avoid and correct mistakes
4. Robust: Content must be robust enough that it can be interpreted reliably by a wide variety of user agents, including assistive technologies

6. Accessibility (continued)
Make sure to place the link to the DSPS HANDBOOK in your syllabus and on the first block of your CANVAS course shell.

7. Areas Faculty Can Design to Ensure Alignment to Locally Decided DE Policies
Syllabus
Visible Application of Regular & Effective Contact Policies in Weekly Design
Accessibility
Student Services

8. Designing the DE Syllabus
Provide several methods of contact (campus , phone, Skype, etc.) and indicate your expected response time. *Instructors MUST USE CAMPUS !
Explain the instructor’s role in the course and discuss how regular and effective contact will be demonstrated?
Define online attendance in terms of academic engagement rather than logging in. Link to the campus Attendance & Participation Policy.
Many Part Time Faculty will have their College address forwarded to their personal address.
Often my response time is quicker that what I give on my syllabus. It allows me to little extra breathing room especially on the weekends
Mendocino College Online Attendance Policy states must complete an assignment to count as present. Signing in and accepting the syllabus does not count for attendance.
If your college does not have a policy for response time, your Distance Education Committee should look at developing one.

9. Demonstrating Regular and Effective Contact
What is your DE definition of Regular and Effective Contact? Does your college have a definition of Regular and Effective Contact?
Can a visitor to a course see in Canvas that interaction is regular and effective as defined BY THE CAMPUS (and printed in the catalog and schedule of classes)?
Some examples of acceptable methods of regular and effective contact. Archivable personalized feedback via CMS or district
Frequent interaction in discussion boards within the CMS. (Any discussion of grades must remain private)
Archivable and ADA compliant Chat/IM
ADA compliant Synchronous Sessions / Closed captioned video conferencing
It is important for each campus to define what Regular and Effective means and have it as a DE policy when your campus is being visited by ACCJC. This is becoming a item of interest for ACCJC.

10. Regular and Effective Instructor Initiated Contact with Students
Essential if any portion of a course is conducted online.
ACCJC requires its inclusion in a Board policy.
Local Curriculum Committees may work with DE Committees and/or Senates to develop policy and guidelines.
Faculty review process ensures the guidelines are followed.

11. Regular and Effective Contact
Student-Student Examples:
• Messaging via the CMS
Discussion boards
Chat/IM
Synchronous/Asynchronous Document Editing
Synchronous/Real-time group communication tools
Collaborative projects: group blogs, wikis, webpage, other eTools
For Regular and Effective Contact there are really four areas that need to be addressed. They will all be addressed in the next few slides. 1) Instructor to Student Contact 2) Student to LMS 3) Student to Student 4) Student to content.

12. Regular And Effective Contact
Student-Content Examples:
• Synchronous/Asynchronous ADA compliant Modules/Lessons within the CMS
Synchronous ADA compliant Lectures (recorded/streaming/chat)
Transcribed audio files
Closed Captioned Podcasts/webinars/screencasts
Closed Captioned Videoconferencing/CCCConfer
Discussion Boards within the CMS
ADA Compliant 3rd party auxiliary platforms (You must be prepared to allow the accreditation team member in your 3rd party platform if requested)
Student-Interface (CANVAS) Examples:
• Technology devices
• Internet browsers
• Software applications
• Modules/Lessons within the CMS
• Discussion boards within the CMS
Other CMS Activities

13. Student Resources
It will be extremely effective to have the following links and/or files to all DE course shells:
Academic Honesty
Distance Education Student Page
DSPS Handbook
Student Services A-Z
WELCOME LETTER
SYLLABUS

14. Thank you! Conan McKay (cmckay@mendocino.edu )
Lorraine Slattery-Farrell
Stephanie Curry
LaTonya Parker