2. Introduction to Online Teaching & Learning @One Winter Institute January, 2010

3. Introductions

4. Please share… Name and college Discipline or position Extent of online experience Extent of planned involvement in online Your focus Course Training/support

5. Why do students take online classes 3 reasons

6. What implications does this have for how you teach? Want to take notes? Start a word file on your computer.

7. Distance Education Basics What “rules” govern what we do in the online environment?

8. Overview Definition of Distance Education (DE) Title 5 and DE Separate Approval of DE DE Guidelines

9. Defining Distance Education For reporting purposes? For apportionment? For your schedule? For curriculum? (i.e., when is “separate approval” required?)

10. § 55200: Definition & Application DE means instruction in which the instructor and student are separated by distance and interact through the assistance of communication technology. All DE is subject to the general requirements of this chapter as well as the specific requirements of this article. In addition, instruction provided as DE is subject to the requirements that may be imposed by the Americans with Disabilities Act (42 U.S.C. § 12100 et seq.) and section 508 of the Rehabilitation Act of 1973, as amended (29 U.S.C. § 794d).

11. “Types” of Distance Education What is offered on your campus? How are they alike? How are they different?

12. Title 5 and Distance Education Title 5 Part One Moved and renumbered Clarified 51% Any DE by design > separate review Title 5 Part Two Attempts to “fix” apportionment language DE labs funded as per F2F

13. Funding courses that are DE.. …but less than 50% online. June 10, 2009 Second TBA Hours Follow-Up Memo “..it is necessary to use the Alternative Attendance Accounting Procedure…if the entire course as a whole does not qualify for either the basic Weekly or Daily Census attendance accounting procedures.”

14. § 55202: Course Quality Standards The same standards of course quality shall be applied to any portion of a course conducted through DE as are applied to traditional classroom courses, in regard to the course quality judgment made pursuant to the requirements of section 55002, and in regard to any local course quality determination or review process. Determinations and judgments about the quality of DE under the course quality standards shall be made with the full involvement of faculty…

15. § 55204: Instructor Contact In addition to the requirements of section 55002 and any locally established requirements applicable to all courses, district governing boards shall ensure that: (a) Any portion of a course conducted through DE includes regular effective contact between instructor and students.

16. § 55206: Separate Course Approval If any portion of the instruction in a proposed or existing course or course section is designed to be provided through DE in lieu of face-to-face interaction between instructor and student, the course shall be separately reviewed and approved according to the district's adopted course approval procedures.

17. Separate Approval How this is done and what is involved is a local decision – but there are some common goals. What is your local process?

18. Separate Approval Ensure that course is being taught to the existing course outline of record. Why is this important?

19. Separate Approval – Why? Articulation is based on the course outline of record – if and when courses are not taught to the COR, all articulations are placed in jeopardy. May be the only quality check. Ensure compliance with all regulations. Title 5 Accessibility

20. Separate Approval Must provide “regular and effective contact between instructor and student,” as defined locally. Methods of Instruction and Methods of evaluation may change, but neither content nor objectives/outcomes – we still teach to the existing COR. How may change, but not what.

21. Separate Approval Demonstrate that the course objectives be achieved via DE Employ appropriate methods of instruction – that are possible via DE

22. Separate Approval Are a variety of DE content delivery methods used that link back to the course objectives? Do the methods of evaluation make sense? Are there integrity concerns that need to be addressed?

23. Separate Approval Has consideration been given to compliance with accessibility guidelines? Is class size appropriately addressed? Do online and F2F class sizes differ at your college?

24. Is separate approval needed?  A course is scheduled to be 100% face-to-face. The instructor announces in the course that students will also have to work to do at a distance (either asynchronously or synchronously) with an online component. The course still meets face-to-face at its regularly scheduled time.

25. Is separate approval needed? A course is scheduled to be 100% face-to- face. The instructor has to miss a class or two and has no substitute so, assignments are placed online. Otherwise, the course still meets face-to-face at its regularly scheduled time.

26. 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.

27. DE Guidelines Since regular effective contact was declared an academic and professional matter, this documentation must include demonstration of collegial consultation with the academic senate, for example through its delegation to the local curriculum committee.

28. Accessibility and Distance Education DE offers students “Learning anytime, anywhere.” All DE resources must be designed to afford students with disabilities maximum opportunity to access distance education resources “anytime, anywhere” without the need for outside assistance (i.e. sign language interpreters, aides, etc.).

29. What was your most memorable LEARNING (not teaching) experience?

30. Designing Your Course

31. Basics Tools Structure Content Delivery Assessment

32. Start Here What is THE most important thing to consider as you develop your course structure?

33. Start Here Upon entering your course, the student should know where to go. Orient them to your online classroom.

34. Tools Communication Content Assessment

35. Structure Consider how your course will be organized Chapters? Units? Make it as consistent as possible Each chapter or unit should have similar elements Develop a diagram, a flow-chart of your course structure Does it make sense?

36. Sample courses

37. Developing a New Online Course Things to consider: How will you deliver content? How will you assess student understanding? Do you face any special challenges in taking this course online? Can all that is contained in the course outline of record be accomplished online? Are there any symbols or exercises that are usually done in class that need to be modified for online?

38. Developing a New Online Course How will you deliver content? Lecture Written, audio, video? Notes Perhaps to prompt further consideration of readings PPTs Accessibility issues.. “Canned courses” Be sure to personalize

39. Developing a New Online Course Assessment – how to assess student learning? Note – must be consistent with course outline of record Integrity – be sure to consider mechanisms for ensuring student honesty as you develop your course

40. Virtual Integrity A concern in all courses, but even more so with online Best bet – be proactive – design with ensuring student honesty in mind How do you proactively prevent plagiarism and cheating?

41. Plagiarism What is the 1 st step that you, as a faculty member, can take to prevent plagiarism? Educate your students – be sure that they know what plagiarism is. Do not tolerate it. Design assignments that do not lend themselves to plagiarism.

42. VAIL Virtual Academic Integrity Laboratory http://www.umuc.edu/distance/odell/cip/vail/h ome.html http://www.umuc.edu/distance/odell/cip/vail/h ome.html Provides resources for both students and faculty

43. "The VAIL Tutor" The tutorial consists of four modules that address the following: defining academic integrity, plagiarism, and cheating; tips for avoiding plagiarism; teaching proper documentation practices; and academic integrity policy information Students are assessed on the information learned via an online quiz and students will obtain a certificate of completion for the tutorial.

44. Design Assignments To Minimize Plagiarism “vary assignments each year have multiple assessment tasks relate assessment to individual life circumstances and experiences ask for explanatory information where there is only small scope for variation view draft material set assessment tasks that use material that can not be easily copied” From http://www.iml.uts.edu.au/assessment/plagiarism/design.html

45. Cheating How can you build cheating-prevention into your course? What types of cheating do you need to guard against? Someone else is doing the work. Getting answers from someone else. Referring to notes, WWW, or text when an assignment is closed-book.

46. Someone else is doing the work. How do you know? How can you build in means to detecting this or preventing it? Written assignments – if you ask for some sort of writing sample at the beginning of the course, this can aid you in “knowing” the student.

47. Getting answers from someone else. This is the easiest to protect against – but it will take some time. Quiz/exam questions should be drawn from a bank of questions that is large enough to make it VERY unlikely that any 2 students would get all of the same questions. Students need feedback – withholding answers is NOT a practical option.

48. Using resources when an assignment is closed-book. Proctored exams. Use the clock as your proctor. Consider rethinking how you assess student learning – are there circumstances when it is OK to use resources? Example – perhaps quizzes serve to prompt student to look at their text.

49. Pedagogical Issues Students need timely feedback. Provide interactive exercises whenever possible. Automate feedback whenever you can. Find time-efficient ways to provide your students with learning-promoting guidance.