Executive Director Innovative Learning Institute

Transcription

1 Rochester Institute of Technology 1 We are so pleased to meet with you to fill you in on our progress and discuss possible collaborative opportunities. We value your time and your input. Presented by: Neil Hair Executive Director Innovative Learning Institute

2 Rochester Institute of Technology 2 Mission of the Innovative Learning Institute (ILI) The ILI is committed to the University s mission to provide a broad range of career-oriented educational programs with the goal of producing innovative, creative graduates who are wellprepared for their chosen careers in a global society. We support this mission by leveraging new technologies and innovative pedagogies to enhance curricular flexibility and strengthen RIT s brand presence globally. The ILI coordinates the development, adoption, and promotion of effective teaching and learning in higher education at RIT.

3 Rochester Institute of Technology 3 About the ILI Through its two entities the Teaching & Learning Services (TLS) and RIT Online the ILI anticipates, assesses and responds to current trends in higher education by: supporting faculty experimentation across disciplines exploring flexible learning options leveraging new technologies and pedagogies to strengthen RIT s global presence to ultimately provide exceptional learning experiences for our students

4 Rochester Institute of Technology 4 About the ILI Units Through TLS, the ILI encourages innovative teaching and learning projects in all RIT Colleges, including technologyenhanced and online course formats. TLS supports faculty in designing courses, applying appropriate academic technologies, developing media, and using classroom technology resources. Through RIT Online, the ILI provides students with a robust, engaging, success-oriented experience; a growing portfolio of demand-based online products; and exceptional social and academic support. RIT Online s system of modular courses, stackable credentials and accelerated options allows students to efficiently and affordably pursue an RIT degree, certificate or a new competency.

5 Rochester Institute of Technology 5 Finance (Lea) Execu&ve Director, ILI (Neil) Exec. Admin (Dawn S.) Director, RIT Online (Thérèse) Data Analyst (Raychel) Social Media Community Specialist (Dan) SoNware Engineer (Open) Instructional Design ID Program Coordinator (Jeremiah) Instruc&onal Design Researcher/Consultant (Michael) Instruc&onal Design Researcher/Consultant (Rebecca J.) Assistant Director ILI TLS Opera&ons (Ian) Classroom Technology Instructional Tech./Production Manager Classroom Technology (Aaron) Manager Instruct Tech Prod (Joe) Opera&ons Systems Engineer (MaR) Learning Environment Engineer and Designer (ScoR) Recruitment and Reten&on Specialist (Open) Instruc&onal Design Researcher/Consultant (Marty) Instruc&onal Technologist (Marybeth) Mul&media Developer (Chris) AT Systems Manager AT Systems (Ken) Opera&ons/Support Supervisor (Sherry) AT Support Specialist (David Z.) Student Experience Online Learning Support Specialist (Jackie)

6 Rochester Institute of Technology 6 Teaching and Learning Services (TLS), a unit of the Innovative Learning Institute (ILI) at RIT, furthers faculty teaching effectiveness and student learning. Instructional Technology TLS Support Desk Classroom Technology Instructional Design mycourses LMS Media Production

7 Rochester Institute of Technology 7 About Teaching & Learning Services (TLS) TLS partners with RIT faculty to improve and expand their students learning experience with on-campus, online, and blended courses. TLS supports faculty in designing courses, applying appropriate academic technologies, developing media, and using classroom technology resources. Partner with us to: discover, design, develop, deliver, diagnose, disseminate & deliberate to create exceptional student experiences.

8 Rochester Institute of Technology 8 7 D s 07 Deliberate based on results, continually looking for ways to improve student outcomes and satisfaction. Following the 7 D s Draw on literature, conferences, the new ways of enabling your students to achieve course objectives. 01 Discover 06 Disseminate Share what you have done with colleagues so they your creativity and experience. Envision your class: how you will work with your students and how they will work with each other to learn. Design 02 Diagnose 05 Assess what worked and what didn t: what helped students learn and where you need to course-correct. 04 Deliver Engage your students using various delivery methods and activities in the learning process. Create the components of your course: lectures, media, assignments, and assessments for students to gain knowledge and practice skills. Develop 03

9 Rochester Institute of Technology 9 Bloom s Taxonomy

10 Rochester Institute of Technology 10 TLS Services Breakdown Course Design Course design consultations Course design learning events Course planning tools Online course design Flipped classroom ideas Course Development Course development support Online course materials support Course media captioning Video recording & editing Multimedia development mycourses consultations Academic technology consultation mycourses & academic technology learning events Facilities TLS Media Studio Faculty Computer Lab Course Delivery Teaching & Learning Support Desk Classroom technology training Classroom technology delivery Equipment loans Classroom event support Online course exam proctoring Other Faculty Services Teaching & learning research & development projects Grant-funded project support Faculty Learning Communities Classroom Observation Classroom technology usage resources Learning space design consultation Policies Instructional Design Classroom Technology Studio and Lab Support Academic Technology Media Production

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12 Rochester Institute of Technology 12 TLS Updates Revised PLIG process flipped and learning analytics Completed LMS review faculty satisfaction high Completed first 8 of RIT Online accelerated courses using the new design and development process Launched new TLS website student support website soon to follow Created 3 new innovative learning spaces Steelcase, T.I.L.E and TLT Studio

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15 Rochester Institute of Technology 15 RIT Online provides marketing support; offers incentives to help refresh existing content; and provides customized research analyzing market demand for online courses. Marketing Support for Online Courses & Programs Custom Research & Demand Reporting for Online Opportunities Online Student Tracking Reporting and Support

16 Rochester Institute of Technology 16 About RIT Online RIT Online will build and maintain a demand based portfolio of online products by identifying sustainable market opportunities in the online space and aligning them with college programs. RIT Online will provide marketing for online courses & programs. RIT Online will provide tracking & reporting of online performance including regular outcome assessments of growth, retention and attrition in order to measure and improve online learning at RIT. RIT Online will provide a superior co-curricular online student experience through the Virtual Campus and other support tools.

17 Rochester Institute of Technology 17 RIT Online Services Breakdown Custom Demand Reporting Preliminary Consultations New Online Course Opportunity Reporting New Online Program Opportunity Reporting Existing Online Course Demand Reporting Existing Online Program Reporting Online Competitive Landscape Analysis New Online Course/Program Proposal Support Demand Assessment Assistance Vetting Process Assistance Financial Incentive Assistance Proposal Review Process Assistance Online Performance Reporting Online Student Enrollments by Program Online Student Enrollments by Course Online Course Offerings Online Outcome Assessments Design & Marketing Support RIT Online Website Highlight Features Target Audience Identification Online Course Messaging Online Program Messaging Try Before You Buy Course Modules PR Strategy Planning and Execution Online Promotional Campaigns (Print & Web) Design of Digital Marketing Collateral Virtual Campus Highlight Features Social Media Planning and Marketing Virtual Campus Support Non-Degree Seeking Student Support Assistance with Online Orientation (TLS) Assistance with Online Resources (TLS) Virtual Campus Online Program Custom Feeds Virtual Campus Custom Messaging Virtual Campus Message Board Feedback

18 Rochester Institute of Technology 18 Custom Demand Reporting RIT Online is a member of the Continuing and Online Education (COE) Forum, a program of the Education Advisory Board. As a COE Forum member, we can request demand reports exploring the viability of online course & program concepts. Burning Glass, a COE partner, uses an artificial intelligence engine to mine over 80 million unique online job postings for intelligence on titles, skills, educational requirements, etc.. We use this data to gauge the size of occupational markets, align curriculum, define career paths, expand geographies and tap new student segments.

19 Rochester Institute of Technology 19 nal and ployer emand Demand for Marketing and Digital Marketing Jobs are Projected to Expand in the Next Eight Years An analysis of job postings records that traditional marketing job postings include requirements for digital marketing skills, which is consistent with contact observations that traditional marketers require higher data proficiency. However, students with digital marketing skills may find specialized digital marketing jobs such as a digital marketing manager, specialist, and strategist or a digital advertising account executive, digital media planner, or social media specialist. 1 Traditional marketing and advertising jobs expect a 14 percent growth rate in the next eight years, (same as average). 2 However, analytics marketing jobs such as market research analysts expect a 41 percent growth rate in the next eight years, which is much faster than average. 3 (Chart 10 in Appendix II lists further occupations for digital marketing jobs). Number of Postings for Digital Marketing Jobs by Occupation Between February 2012 and February 2013 Marketing Managers Market Research Analysts Public Relations Specialists General And Operations Managers Web Developers Search Marketing Strategists Industrial Production Managers ,235 1,024 3, of 32 n= 10,180 job postings with 370 unspecified Chart 9: Number of Postings for Digital Marketing Jobs by Desired Skill Between February 2012 and February 2013 Top industries that desire digital marketing skills include advertising, retail, pharmaceutical, financial, and broadcasting. Advertising agencies and retail companies such as Dick s Sporting Social Media 5,551 Goods and American Eagle employ digital marketing students from University of Pittsburg. Marketing 2,625 Urban Online Outfitters Marketing posted 14 jobs for directors of marketing and 11 jobs for marketing managers. 1,832 Online Web retail Analytics companies seek a high number 1,740 of digital markets: Amazon.com posted 26 jobs for marketing Market managers, Strategy seven jobs for user experience 1,735 designers, and five jobs for heads of social media Electronic advertising. Commerce 1,725 Marketing Management 1,578 Content Bayer Corporation, Management a pharmaceutical company, 1,472 seeks digital marketing skills in job postings for sales representatives, Marketing digital mangers, 1,354and marketing managers. JP Morgan Chase, a 18 of The Advisory Board Company 2012 The Advisory Board Company 6,000 6,000 5,000 5,000 4,000 4,000 3,000 3,000 2,000 1,000 2, ,000 8 of 32 8 of 32 Changes in Jobs Postings Requiring Digital Marketing Skills Changes in Jobs Between Postings January Requiring 2010 and December Digital Marketing 2012 Skills Between January 2010 and December ,989 4,643 4,989 3,320 3,365 4,643 1,962 3,320 3,365 1,009 1,962 1,009 1/2010-6/2010 7/ /2010 1/2011-6/2011 7/ /2011 1/2012-6/2012 7/ / /2010-7/2010-1/2011-7/2011-1/2012-7/ Program administrators 6/ /2010 face continuous 6/2011 changes in their 12/2011 program industries 6/2012 and 12/2012 update curricula annually to ensure graduates possess skills that meet employer demand and industry practices. Program administrators face continuous changes in their program industries and update curricula annually to ensure graduates possess skills that meet employer demand and Methods to Align Program Curricula with Employer Demand and Industry Practices industry practices. The curriculum at University of Pittsburg includes client projects Methods Form to partnerships Align Program with Curricula nearby companies. with Employer Students form Demand relationships and Industry with potential Practices with industry employers, employers identify top talent through review of the professionals The projects, curriculum and program at University administrators of Pittsburg identify includes skills sets client that projects Form partnerships with employers nearby desire companies. through Students employer form feedback relationships projects. with potential with industry employers, employers identify top talent through review of the Program administrators at University of Pittsburg ask employers in professionals Ask employers to projects, and program administrators identify skills sets that the surrounding area to modify syllabi to reflect current skill review syllabi employers requirements desire for through job openings. employer feedback on projects. Program administrators at University of Pittsburg ask employers in Ask employers to The program director at University of Minnesota requests the surrounding area to modify syllabi to reflect current skill review syllabi professionals from their partner, the Sustainable Design Institute, to Form an advisory requirements serve on their for advisory job openings. board. Contacts observe advisory boards board consist of industry leaders and faculty, but often remain inactive The program director at University of Minnesota requests unless program directors actively solicit input and participation. professionals from their partner, the Sustainable Design Institute, to Form an advisory serve Program on their administrators advisory board. at Duquesne Contacts University observe advisory analyzed postings boards board consist for jobs of requiring industry web leaders design and and faculty, development but often skills remain career inactive search Analyze job unless tools program such as Monster, directors higheredjobs.com, actively solicit input and websites and participation. of program postings area organizations, such as interactive design. Burning Glass Program Labor/Insight administrators TM, analyzed at in Duquesne this report, University compiles similar analyzed information postings for across jobs requiring job posting websites. design and development skills in career search Analyze job tools such as Monster, higheredjobs.com, and websites of program Project management programs partner with the Project Management Join postings professional area Institute organizations, (PMI), which such researches as interactive industry design. trends, Burning projections Glass for memberships Labor/Insight project management TM, analyzed jobs, and in this desired report, skill compiles sets. similar information across job posting websites. The director of the project management program at UT-Dallas hosts Connect with Project two on-campus management events programs per year partner for alumni with to the return Project to campus, Management share Join professional alumni Institute experiences, (PMI), and which suggest researches areas for industry modification trends, to the projections program for memberships project curriculum. management jobs, and desired skill sets. The The director project of management the project program management director program at Western at UT-Dallas Carolina hosts Connect Survey with students two University on-campus surveys events students per year on usefulness for alumni of to curricula return to and campus, share alumni experiences, effectiveness and of instructors suggest areas and for pedagogy. modification to the program curriculum. The project management program director at Western Carolina Survey students University surveys students on usefulness Education of curricula Advisory and Board 2445 M Street NW Washington, DC effectiveness of instructors and pedagogy. Telephone: Facsimile: Education Advisory Board 2445 M Street NW Washington, DC Telephone: Facsimile:

20 Rochester Institute of Technology 20 New Online Course/Program Proposal Support RIT Online Credential Review Draft Once an online opportunity is identified through demand research, it is then aligned with college programs (draft of process below). College Identified Opportunity or Other (EMCS, RIT Online...) Key Process No No New Credential Opportunity 1. Identify Market Demand Review Demand Report with Provost 2. Identify RIT Campus Programs Provost Approved? Yes 3. Discuss Credential w/ Dean Dean Approved? Comment Docume Demand Report List of Potential Credential Programs Credential Agreement (Provost, Dean, Dept.) Yes 4. Action Plan Development 5. Write and Sign Documentation 6. Program Planning/Review NYSED Approval Process Credential Approved RIT Process within Academic Affairs Program Action Plan

21 Rochester Institute of Technology 21 Design & Marketing Support RIT Online is the outward facing unit that will be responsible for the marketing of the online courses and programs at RIT. RIT Online marketing tools and services to promote online courses and programs include: RIT Online Website, Virtual Campus, PR Campaign Strategy, Social Media Marketing, Try Before You Buy Course Modules, Brand Messaging, Design of Digital Promotional Materials RIT Online will work cooperatively with the Office of Part-time & Graduate Enrollment Services to ensure an integrated approach.

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24 Rochester Institute of Technology 24 KEVIN SURACE If you don t disrupt your own business today, you ll probably be out of business tomorrow. Change Agent Snapshot: Kevin Surace I believe at the heart of our economic future lies creativity and disruptive innovation. So inspiring, encouraging, and rewarding creativity is a huge part of being a change agent in the world today. Career highlights: Surace, who has been awarded 23 U.S. patents, was named Inc. magazine s Entrepreneur of the Year in The following year, CNBC named him one of 15 Leading Innovators for the Next Decade, and the World Economic Forum named him a Tech Pioneer. Current position: CEO of Appvance ( a provider of web app validation software and services. Appvance s technology drives scalability and performance in business and consumer websites and apps. Career path: Surace served as chairman, CEO and president of Serious Energy (formerly Serious Materials) from 2002 to The company received widespread acclaim for developing innovative, energy-efficient building materials and software and completed some 70,000 projects including the Empire State Building. Before joining Serious Materials, Surace held executive and technical positions with Perfect Commerce, General Magic, Air Communications, National Semiconductor, and Seiko-Epson. RIT Degree: BSET Electrical Engineering Technology (1985) plus a concentration in music. What led you to choose RIT? As a kid, I was really interested in electronics. I started my career in consumer electronics and saw the opportunity in business applications. I wanted a deep understanding about the technology to be effective in marketing and sales roles. What attracted to me to RIT is that the RIT course offered practical, hands-on experience and placed less emphasis on the theoretical aspects of electronics. I was interested in designing things, so this was a perfect fit. Tell us about your experience at RIT It was an incredibly rigorous program I think the attrition rate in my program was 50% because the courses were so demanding. We were all surprised by how hard it was. But I think the way the courses were designed challenged us to think through problems and approach them from different angles a skill I was able to apply later to develop solutions at a broad scale. I was also lucky enough to be able to combine the EET degree with a concentration in music this was a perfect balance for me. In fact, many of the creative thinking skills that I learned with my music professor have continued to be useful in my professional life. Tell us about your experience at RIT: It was an incredibly rigorous program. But I think the way the courses were designed challenged us to think through problems and approach them from different angles a skill I was able to apply later to develop solutions at a broad scale. How did RIT prepare you for early changes in you professional career? As a newly minted RIT graduate, I already had five years sales experience in electronics plus co-op at IBM. That, coupled with my technical training at RIT was a great combination in Silicon Valley in the late 80s. It s certainly true that RIT gave me core skills and knowledge that I could instantly apply to solving problems, and I think this skill, above all, has helped me to advance and to be an active and vocal contributor at National Semi, General Magic and Serious Energy. In terms of attributes that helped advance me from sales engineer to CEO, I think the most valuable skills I learned at RIT were team-building and interpersonal skills developed through team study. You often hear that it s important to build teams of independent thinkers and I agree with that. But I think it s equally true that a good leader will help lead team members to great ideas by inspiring confidence and risk-taking. A good team can build on those ideas and solve big problems. I ve seen this over and over again. What are the key ingredients to enable change? I believe that creativity inspiring and encouraging people and teams to be creative and think out of the box is a huge part of being a change agent. But when you think about it, creativity is really about taking risks. In other words, change agents have to be risk-takers. The problem I ve seen in companies that struggle with the creative process is that people are afraid to take risks. For many of us, that s outside our comfort zone and that stagnates innovation. Having the audacity to stand up, say what you think, and suffer the potential shame and ridicule: that s hard. In this age of fast-changing complexity, a great risk-taker is not necessarily braver; he or she is just better informed about the consequences of his or her choices. So what I focus on is making risk a natural part of the corporate culture embracing risk. You can t tell people to take risks, of course. But you can make it okay to pursue an idea and fail. You can make it safe to fail by fostering a corporate culture that embraces risk, and by making it clear that everyone is encouraged to take risks that it s actually expected of them. You also have to make it clear that the organization embraces failure, because from failure comes success. The best thing you can do as a CEO it to tell people that taking smart risks will not only ensure you have a job but will move you up the corporation. Tell us more about creativity. How do you inspire and harness it? RIT encouraged me to be an experiential person and not just a theoretical person, and this has served me well throughout my career. I look for people who are willing to use experiential and theoretical techniques to take smart short cuts. Why? Because acting on a creative hunch that s informed by theory can lead to disruptive innovation. Sometimes it s better to combine a few chemicals in the lab than to spend several days calculating

25 Rochester Institute of Technology 25 User Experience Design & Development - New Messaging OPPORTUNITY At RIT, we have the expertise to help you upgrade your career. We understand the tragedy of being stuck, and we re here to point you in the right direction. We believe in a design-centric approach while creating the framework to help you create, critique, and pitch your ideas. Front-end design is the first point-of-contact with the end user. It s critical that the interface makes sense why do a button? We help define the problem, use current principles, customize, and defend the solutions. You will develop a critical eye while learning the importance of design and aesthetics. Visual design is the cornerstone of our program, and you will learn how to reflect the brand and provide a clear message. From designers to programmers, directors to CEOs, there are many within the organization who touch the user experience. This course will provide a huge boost in acceleration of understanding, creating a fast track to better UX capabilities. BIG PICTURE The user experience design and development advanced certificate is based on a concept that UX and UI design is NOT platform-agnostic. In fact, we believe that each platform has its own design principles and guidelines that need to be followed. We introduce a whole new set of skills, giving you a new process and vocabulary while focusing on a mobile-first strategy. The course content fosters research, critical thinking, problem solving, and creativity across a full spectrum of media. Your enhanced critical eye will lead you to new places and create new designs. You will develop the skills to achieve job mobility in the fields of digital design from the user experience to computer application, web and mobile design and development, marketing, and advertising. FACULTY According to Adam, moving to mobile is key. Stop resizing your desktop for mobile. It is about having a mobile-first strategy. WHY CHOOSE RIT ONLINE At RIT, we create experience directors. We help you define a vision, bring it to life, critique it, rework it, and pitch it. We examine all sides, and if it s round, we reach the center. Our alumni work at Google, Apple, RGA, Crispin Porter + Bogusky, IDEO, Tesla, Ogilvy & Mather, IBM, Kleiner Perkins, Yahoo!, and startup design incubators.

26 Rochester Institute of Technology 26 Virtual Campus Support A Virtual Campus experience comparable to the on-campus experience which includes multiple levels of social interaction and feedback mechanisms for adult online learners. The Virtual Campus features include: Dynamic Student Profile, Resources, RSS Feeds from Program, Virtual Concierge, Student Network Map, Technical Support, Student Search, RIT Online Channel, Message Board, Idea Factory, Program Messaging, Hot Courses and much more Virtual Campus (beta) launches in October & goes live in January.

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28 Rochester Institute of Technology 28 RIT Online Updates The Best Schools ranked RIT Online the #1 online college in New York State. Their selection of schools was based on: academic excellence, faculty strength, online teaching methods, reputation, awards & number of online degree programs offered. RIT Online ranked 11th out of the 30 Best Online Colleges for 2014 by The Best Schools. RIT ranked as one of the nation s best online colleges for 2014 by U.S. News and World Report.

29 Rochester Institute of Technology 29 RIT Online by the Numbers 20% growth in graduate online course enrollments since fall last year 35% growth in graduate online course enrollments since fall % growth in online course enrollments (graduate and undergraduate) since Fall 2012 Identified & supported 2 new online programs Identified & supported 21 new online courses Researched & produced 12 custom demand reports

30 Rochester Institute of Technology 30 RIT Online Updates Created process for the identification of online students Created prospective online student workflow (non-degree seeking student gap) Built infrastructure for online 8-week class scheduling Won 5 awards for the RIT Online website including a gold Addy Award Worked on RIT awareness & online marketing campaign with Match CMO Developed social media & PR strategies

31 Rochester Institute of Technology 31 The ILI coordinates the development, adoption, and promotion of effective teaching and learning in higher education at RIT. Learn more at rit.edu/ili The ILI Poll Video Newsletter Grants & Awards Teaching Elements Flipped Classroom Teaching Strategies Online Innovation Faculty Commons

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34 Rochester Institute of Technology 34 Thank you for your time. For More Information Please Contact: Neil Hair Executive Director ILI Ian Webber Assistant Director TLS Thérèse Hannigan Interim Director RIT Online Download the ILI Presentation: