1 Increasing the Use of Horizon Wimba Analysis conducted by: Sheri Anderson, MIT Graduate Student Tom Dorgan, MIT Graduate Student Submitted to: Dean of Information Technology Systems Division University of North Carolina at Wilmington 24 March 2007
2 Table of Contents Executive Summary 3 Operating System 4 Problem Statement 4 Analysis of the System 5 Results of the Operating System.. 5 Analysis of System, how it should be operating. 5 Gap Analysis 6 Probable Cause of the Problem 6 Possible Solutions 6 Analysis of Solutions.. 7 Instructional Development and Delivery Capabilities. 8 Comparing Solutions... 8 Recommended Solutions. 9 Appendices
3 Executive Summary University officials at the University of North Carolina, Wilmington would like to see an increased use of the live virtual classroom tool Horizon Wimba. Currently, less than 1% of the faculty and staff delivering instruction through online courses are using this tool. University officials within Academic Affairs would like to see an increase in use of Horizon Wimba of 10% per year throughout the next five years. Information Technology Systems Division (ITSD) manages the LMS along with designing, developing, and implementing training for faculty and staff. Data has been gathered from various sources in order to assess what is presently happening within Academic Affairs and what should be happening to reach the goal set forth. The results show that there is a lack of the necessary knowledge and skills needed by instructors, to utilize the various tools that are available within the Learning Management System (LMS) that is used to conduct online courses. The small number of Horizon Wimba users can be attributed to this lack of skills and knowledge among the faculty that currently teach online courses. The team recommends the following solutions: Provide training via e-learning platform for Horizon Wimba instruction. Provide incentives to participate in trainings for Horizon Wimba. Use the Information Technology Systems Division (ITSD) webpage as a delivery tool to inform faculty and staff of innovative educational tools and trainings that are available. A formal training conducted online, utilizing Horizon Wimba, would be the most viable solution for training faculty and staff. This solution would allow for the instructors to take the course from their home or office. This would eliminate the need for environmental resources and allow the instructors to experience a live virtual classroom just as students, which would enhance their training and experience. 3
4 Operating System University of North Carolina, Wilmington is a public comprehensive university, one of sixteen constituent campuses of the University of North Carolina. The university strives to provide a safe, supportive, and technological progressive environment. Academic Affairs is a division within the UNCW system. Academic Affairs is the central division for implementing the mission for the University of North Carolina at Wilmington. They are also responsible for recruiting and retaining faculty scholars, as well as overseeing all academic programs including all online courses. Academic Affairs collaborates with other divisions to support technology based instruction and promote innovation and discovery including both face to face and online instruction. (See Appendix A for organizational chart) A division within Academic Affairs that assist with supporting technology based instruction and promoting innovation and discovery is Instructional Technology Systems Division (ITSD). The offices within ITSD that directly collaborate with Academic Affairs in the area of online instruction and emerging technology are Client Services and E-Learning. Client Services is responsible for the planning and delivery of technology and services to the campus community. These services include Help Desk/ User Support for initial problem reporting and resolution, desktop software training and support, personal computer maintenance and support, management of the student computing labs, and instructional and research support. E-Learning provides instructional support and assistance to faculty and graduate students using current and emerging technologies to enhance and/or expand course content and delivery. Both Client Services and E-learning are responsible for design, development and delivery of training for faculty and staff. However, Academic Affairs is responsible for the allocating funds in the budget for faculty and staff training as well as establishing policies and procedures for implementing academic program and initiatives. Problem The University of North Carolina at Wilmington is committed to improving the quality of learning for the students. Academic Affairs oversees all academic programs including all online courses. The promotion of online courses being offered at UNCW has been emphasized and growing at an exponential rate. Currently, there are 91 online courses being offered at UNCW. New technological tools such as Horizon Wimba, a live, audio and video conferencing tool, have been added to the existing LMS to enrich student experiences in an online learning environment. Academic Affairs aims to improve student learning experiences in online courses and asked the Information Technology Systems Division (ITSD) to increase the use of Horizon Wimba in online courses. However, survey data shows that as of spring 2007, out of 91 courses being offered using LMS, less than 1% utilize the live classroom function, Horizon Wimba. ITSD would like to increase this number by 10% each year until 50% of the online courses being offered are using Horizon Wimba by year of ITSD will use an end of semester survey to identify the number of courses that utilized Horizon Wimba and to assess student perception of online learning experiences. Currently faculty and staff who provide instruction online have the option of participating in formal training for WebCT course management system. When faculty and staff attend WebCT trainings through ITSD, they are 4
5 informed of the Horizon Wimba, but they receive no training on these tools. There are no other training methods currently offered through ITSD for Horizon Wimba usage. Analysis of the System: How the System is Operating Now Data Collection Methods Data was collected using a variety of methods. First, interviews were conducted with the staff of Client Services and E-Learning to assess what is presently happening within the system and what they felt were the causes of current problem Course listings were also analyzed to assess the number of courses currently being taught online. Through the analysis of these documents, a list of instructors currently teaching online courses was created. Surveys were then conducted among the faculty who currently teach online courses to assess the number of online courses that currently utilize Horizon Wimba. This survey was also conducted to assess why faculty were not using Horizon Wimba, if they were interested in using Horizon Wimba, and whether or not they felt prepared to use the tool. Remedy logs, from the Technical Assistance Center (TAC), were also analyzed to measure the amount of technical support that the current Horizon Wimba users requested over the past year. Results of Operating System Analysis Academic Affair s objectives are to promote an optimal learning experience for students and provide support for faculty and staff for technology based instruction and learning. Every faculty and staff member is provided a WebCT course shell for every class that they are teaching. This allows the faculty and staff to have the option to develop a fully online or blended course. Trainings are offered by ITSD to increase the knowledge and skills of faculty and staff for the current WebCT, the LMS system and tools that are available. Faculty and staff who provide instruction online have the option of participating in formal training for WebCT course management system. When faculty and staff opt to attend WebCT trainings through ITSD, they are informed of the Horizon Wimba, but they receive no training on these tools. However, faculty members who have been teaching online courses for several years do not attend these formal WebCT training unless they are informed of major platform changes. This is evident from the faculty surveys which show that-53% of the faculty and staff who teach online are not aware of the Horizon Wimba tools. If they are aware they do not know how to use the tool because of lack of training. Currently if an instructor is interested in learning how to use Horizon Wimba, they are directed to the Horizon Wimba website for demonstration and tutorials. There are several fixed constraints in the system. The human resources for design, development, and delivery of training as well as support of infrastructure are limited. There is one full time employee within the system who designs, develops, and implements all training regarding emerging technology and the LMS system. There is also one full time employee who provides server maintenance and management for the LMS system. In addition, there has been limited budget for design, development and delivery of training programs. Analysis of the System: How the System should be Operating Data Collection Methods 5
6 Interviews were conducted with ITSD staff, in order to identify ideal conditions in regards to the use of Horizon Wimba in online and blended courses. Instructors currently teaching online courses were surveyed to assess how and under what condition they would have used Wimba tools In order to provide a technologically progressive environment, faculty and staff should have been informed of the new tools once they were incorporated in their WebCT course Management tools. In addition, faculty should have been convinced that the new tools were adopted to improve student and faculty performance in online learning. A survey should have been conducted to identify faculties knowledge and skills regarding the new tools. Academic Affairs should have posted newly adopted emerging technology on their Web site. Once they have adopted the technology, training should have been designed and developed to assist the faculty and staff. There should have been training available for faculty and staff who are interested in using the various tools that are available to them within the LMS. When a faculty or staff member expresses interest in using Horizon Wimba, they should have been informed of the training schedule that the University offers. In order to increase participation among the faculty and staff, Academic Affairs should have allocated a portion of their budget for mini grants. These mini-grants should have been awarded to faculty who will use Horizon Wimba on a regular basis within their online course. Faculty and staff who receive these mini-grants would have to attend mandatory trainings. Also, a portion of the budget should have been allocated to purchase equipment that should have been used as incentives to entice faculty and staff to attend trainings. Incentives could have constituted of software and hardware that would help support technology based instruction and promotes innovation. The number of employees within ITSD that are directly serving the faculty in regards to new technologies would remain the same. Academic Affair's budget should have changed slightly to offer mini grants to faculty and also the purchase of equipment for faculty and staff incentives. Gap Analysis Probable Cause of the Problem As Appendix C shows while faculty should have been informed of the new tools, there is no system in place to inform the faculty of the new technologies. So, it is very likely that the lack of knowledge of tools and techniques is the cause of the problem, which can be supported by the fact that only 1% of faculty are using Horizon Wimba. Survey results from the faculty revealed that a lack of training is the main reason that they are not utilizing Horizon Wimba. 86% of those surveyed stated that they would be interested in using Horizon Wimba. 43% stated they would like to receive Horizon Wimba training while 7% stated that they do not feel comfortable using Horizon Wimba. Over half of the faculty and staff interested in using Horizon Wimba do not have the necessary skills and knowledge to truly utilize the tool. Currently there is no system in place to entice faculty and staff to utilize Horizon Wimba. As the data indicates over half of the faculty and staff are interested in using these tools. Yet there are no incentives in place to help promote the use of such tools. By offering the right incentives to faculty and staff Academic Affaires should begin to see the increase usage of Horizon Wimba that the University is asking for. Possible Solutions 6
7 A system of communication should be put in places so the faculty can access new information through ITSD webpage, an , or a newsletter. A job aid is another possible solution. By creating a job aid specifically about Horizon Wimba, faculty will have resources they can reference for minor technical hurdles. The job aids could be available on the ITSD web page. Multiple job aids could be created for beginners, intermediated, and advanced users. Training within the LMS to teach faculty and staff about Horizon Wimba is another solution. Many people learn best by doing, by creating a staff development within the LMS utilizing Horizon Wimba, faculty and staff will obtain a first hand look at what Horizon Wimba can add to their own course. This also gives the faulty the chance to attend a staff development from the comfort of their office or home. Training faculty and staff using traditional face to face staff development will not only assist instructors with instruction in Wimba but will allow for on hand technical support. Incentives such as software, flash drives, ipod nanos, etc, should be made available for faculty and staff to attend trainings regarding Horizon Wimba. Also, mini-grants could be used as an incentive for instructors who are willing to utilized Horizon Wimba on a full time basis. A self-instructional tutorial could be created and linked to the support webpage by ITSD which includes other tutorials for the LMS. This would allow instructors the freedom to take the course at their convenience Each department could elect a member to attend training on Horizon Wimba. This person would also be trained to coach the rest of the department on Horizon Wimba s use and functions. The Dean of each school or chair of each department would facilitate this. This would allow for one-on-one training to meet the needs of each instructor. Not only would the instructors have the ability to have a person within their department coaching them, they would have access to a person to assist them if they had immediate questions regarding the functions of Horizon Wimba. All instruction would be designed, developed, and implemented by staff from the E-learning division. Analysis of the Solutions There needs to be a system to disseminate information to the faculties. This could be done numerous ways. The Academic Departments could elect a person to contact ITSD for updates regarding emerging technologies. This person would then disseminate this information at their monthly departmental meetings. ITSD could a newsletter to the faculty regarding updates and training information. With changing faculty, this may not be a viable option since some people may be overlooked. Another way to disseminate information to the faculty would be to use the ITSD Webpage. The ITSD webpage includes faculty support for the LMS. A new menu item could be created to inform faculty of the new technology that is available for use. A job aid could assist the faculty with Horizon Wimba but since many of the faculty have not been exposed to Horizon Wimba then a job aid would best be suited for faculty that have the training or pre-requisite skills. A job aid would be suitable for faculty that have already received the training and just need a refresher on the tools or procedures for navigating through Horizon Wimba. If the online instructors are aware that there are instructions available for them anytime, they may be more inclined to use Horizon Wimba. Since many faculties lack the skills to use Horizon Wimba, trainings on new technologies need to be developed. Formal training within the LMS is a viable solution for training faculty to use Horizon Wimba. 7
8 This solution would allow instructors to take the course from their home or office. This would eliminate the need of reserving a room and making sure there is enough equipment for the instructors to use. Also, this format would allow the instructors to use Horizon Wimba as if they were actually performing the task in a live class. The instructor would require access to a course shell which would have to be designed and developed. This course shell would be able to be reused for multiple sessions. Face-to-face training is another solution. In order to facilitate this type of training, a room with the appropriate equipment and headsets would have to be reserved for the faculty, the availability of the room and equipment maybe an issue. The face-to-face training would provide on hand support personnel for the faculty if they encounter any technical difficulties. This method of training would not allow for a real world experience since the faculty who are taking the training would all be in the same room together. The advantages to a face-to-face staff development would be that the instructor would be available for solving any technical difficulties. A disadvantage would be that the instructors would not receive the full effect of Horizon Wimba as they would if they were trying this from their office or home. Mini-grants and incentives would be additional with either the e-training or the face to face training. A number of grants will be available for faculty who will attend online training for Horizon Wimba. Eligible faculty must attend all trainings and must utilize Horizon Wimba for a substantial portion (50%) of the material presented online. Coaching is also an option for the training. Each department could send one representative for training. This faculty member would then be required to meet with their department to provide one-on-one coaching. The same constraints apply to training the "trainers" as mention previously. There is also the issue of scheduling time to meet with their department to disseminate the information. This could be a potential problem in that there is neither accountability nor a guarantee that these trainers will follow through. Instructional Development and Delivery Capabilities Currently, designing and delivering instructional trainings is readily accessible. Academic Affairs employs two people in the E-Learning department that work together to facilitate this type of instruction. The e-learning Coordinator currently designs, develops, and implements all staff trainings regarding the LMS online platform. Assistance is provided by Faculty Instructional Support, this person sets up the courses in the LMS that the e- Learning Coordinator needs. Both of these people decide when and where trainings will be conducted. Time would need to be a consideration since the training is only in the design stage. Special efforts will be made by ITSD to accommodate faculty. Trainings will be scheduled several days of the week and morning, early-afternoon, late-afternoon, and evening. Another consideration would be the amount of faculty and staff that can be properly trained with environmental constraints being taken into account. ITSD is responsible for securing any training space that may be needed. There are two computer labs set up for training purposes. Since they are concerned with the amount of faculty and staff using Horizon Wimba per semester, by limiting the number of trainees ITSD can monitor how the server will react, they will want to examine how many instructors are using Horizon Wimba as a method of delivery. This would need to be decided by Client Services as to the number of instructors they would want to train which will directly affect the increase in the amount of technical support. Client Services will also need to take into account their budget and make sure the appropriate funding is in place for the necessary training. Comparing Solutions (Table Appendix D) 8
9 Communication could be conducted through , newsletter, webpage, or face-to-face. The most viable measure is through their webpage. This method could be updated weekly and viewed by faculty and staff at their convenience. Because a job aid would require the faculty and staff to have pre-requisite skills this would not be the most viable solution to instruct faculty in the procedures for Horizon Wimba use. Faculties that teach online courses are not receiving the new knowledge and skills they need, for a progressive course, in an efficient manner. ITSD needs to create current trainings that focus on the power tools available within the LMS such as Horizon Wimba. This training could be conducted through the LMS. Time of course will be a negative, but the environmental considerations, organizational change, space/equipment requirements, cost, and benefit/loss organization will all be neutral. The benefit/loss individual is definitely a positive. By conducting the training within the LMS for Horizon Wimba, instructors will have a first hand look at all of the available functions Horizon Wimba has to offer. Instructors will also be able to check and update their computers to meet the technical requirements of Horizon Wimba. The downside to this format is that there would not be personnel readily available to assist the instructors with any technical difficulties that they may encounter. Face-to-Face training also has a positive for the benefit/loss to the individual. By having a face-to-face training any question can be immediately answered. The advantage over this compared to the training through the LMS is any technical issues can be addressed and resolved right away. Unfortunately the face-to-face training has many negatives. Scheduling a time when the environmental resources are available along with the availability of the instructors and trainers may be difficult. Also, there is the consideration of enough resources such as headsets with microphones to accommodate face-to-face training. The Self-Instructional Training is more or less neutral. Time is a negative but that is the case with any training. Although there are no environmental considerations, organizational changes, space/equipment requirements, there is a loss with the benefits/loss for the individual. Motivation is a very big consideration with Self-Instructional Trainings. Introducing new technology can be very challenging, if a person can not follow along with the Self-Instructional Training they may opt out of using Horizon Wimba altogether. Coaching is by far the most positive of all of our solutions. Although Coaching may look the best on paper the same constraints apply to time as mention previously, but these department members have to receive training whether it is face-to-face or online. At this point Client Services would trust that these members would find time to meet with their department to disseminate the information. This could be a potential problem in that there is neither accountability nor a guarantee that these trainers will follow through. Recommended Solution To reach the stated increase of 10% each year until 50% of the online courses being offered are using Horizon Wimba by year of 2012, faculty need to be trained to utilize the new technologies. A formal training using the LMS would be the most viable solution for training faculty to use Horizon Wimba. This solution would allow for the instructors to take the course from their home or office. This would eliminate the need for having to reserve a room and making sure there is enough equipment available such as headsets with microphones for the instructors. Also, this format would allow the instructors to use Horizon Wimba as if they were actually performing the task in a live class. The training will take place in the LMS. The course will be designed in the same fashion as a typical online class. It will be an instructor led course, the students will have the chance to participate in a real time online 9
10 discussion going over the benefits of Horizon Wimba. The students will get a first hand look at Wimba, while the instructor goes over all of the functions associated with Wimba. Although the faculty and staff would be students, they would have access to Horizon Wimba as though they were presenters. This would enable them to learn the following: Multi-way audio - Personal instruction and conversation with real-time voice, instructors and students can communicate as if they were in a face-to-face class. Live Classroom offers a telephone dial-in feature that allows users to participate when traveling, and even acts as a back-up if network problems occur. Public & private text chat - The chat messaging allows students to communicate textually. Flexible content area - Show content such as PowerPoint, Word, Excel, HTML, WebPages, images, movie clips, PDF, Flash, CMS pages, and others. Electronic whiteboard and polls, quizzes, and surveys Interactive whiteboard exercises. Application sharing - Application sharing allows you to work on any application, and have everyone logged-in follow along. Control can also be passed to the students. Archive presentations Since Horizon Wimba is designed for a multitude of technology levels the students should be comfortable using this new function. By allowing the students to see the advantages of having a live component of their online course through their training they should be more motivated to try it out in their own classes. Also because of the archiving function within Wimba students will be able to access this training as a job aid. If at anytime a function is forgotten all a student will have to do is log in and listen to the desired section. The team also recommends that ITSD creates a menu item or "news" section on their webpage in order to disseminate information about innovative tools that the University has purchased or are "trying out" so that the faculty and staff will be able to give their input from an more informative point of view. 10
11 Appendix A 11
12 Appendix B Are you currently teaching a 100% on line class using the WebCT/Blackboard platform in either Campus Edition or Vista? If yes are you using Horizon Wimba (a fully featured live virtual classroom that supports audio, application sharing, and content display)? 50% 40% If you answered no to question # 2 please provide a reason. 36% didn't know it was available 7 % doesn't feel comfortable Would you be interested in using Horizon Wimba? 86% would be interested in using Wimba Do you think you will need training using Horizon Wimba? 43% stated they would be interested in training 12
13 Appendix C Gap Analysis Chart What is happening What should be happening Gaps Information from ITSD about innovative technology is not reaching the faculty There should be an open line of communication between ITSD and the faculty Lack of communication 1% of the faculty using e- learning are using Horizon Wimba There should be an increase each year by 10% of the faculty using Horizon Wimba There is no promotion about new technologies There is no training for Horizon Wimba There should be training at least once a semester for Horizon Wimba There is no training for Horizon Wimba offered 13
14 Appendix D Comparing the Solutions Possible Solutions Time Environmental Organizational Space Cost Considerations Change Equipment Requirements Benefit Loss Indiv. Benefit Loss Organizatio n Communication /- 0-0 Job Aide E-Learning training Face-to Face training Self- Instructional Training Coaching = positive influence - = negative influence 0 = neutral 14
Needs Assessment: Blackboard Help Course 24/7 MIT 530 UNC Wilmington Sheri Anderson Tom Dorgan Lacey Somech Bethanne Winzeler April 3, 2008 Table of Contents Executive Summary.3 Introduction..4 Needs Assessment
Virtual Classroom (VCR) Indian Institute of Technology Indore 1 Contents What is a Virtual Classroom (VCR)? Objective of the VCR Accessories of VCR Features of the VCR Why VCR? Typical Class Activities
3.4.9 The institution provides appropriate academic support services. (Academic support services) Off-Site Committee Comments While it appears that the institution offers appropriate academic support services
Missouri Baptist University Center for Distance Learning Policies and Procedures Manual MBU Center for Distance Learning Vision, Mission and Goals Through technologically-enhanced teaching-learning opportunities,
About Niritech Based in Kingston Jamaica, Niritech is a service based company offering Software Development and E-learning services to its diversified client base. Niritech is a bold and innovative company
RICHARD STOCKTON COLLEGE OF NJ Business Continuity Planning Emergency Response Preparedness Continuity of Class Meetings and Instructional Delivery This document has been created to assist faculty in making
Faculty Handbook for Alternative Delivery Classes 2011-2012 Learning Technologies Department Table of Contents Overview for All Alternate Delivery Classes... 1 Delivery Methods... 1 Enhancement and Tools...
ENGAGING STUDENTS IN ONLINE CLASSES WITH WIMBA: A PRELIMINARY STUDY Camille F. Rogers Georgia Southern University email@example.com ABSTRACT This paper discusses the issue of keeping students
99 International Journal of Learning, Teaching and Educational Research Vol. 14, No. 2, pp. 99-110, December 2015 Explorations in Online Learning using Adobe Connect Deirdre Englehart University of Central
Tulane University School of Continuing Studies: Case Study in Online Quality Improvement Kay L. McLennan TULANE UNIVERSITY BACKGROUND Online asynchronous courses constitute a significant portion of Tulane
AC 2008-604: PERFORMANCE ANALYSIS OF SOFTWARE BASED VIDEO LECTURE CAPTURE AND DELIVERY SYSTEM Alfred Ducharme, University of Central Florida Ali Mehrabian, University of Central Florida Diala Gammoh, University
Adding the e to Learning E-Learning Professional Development Program Expected Outcome This program is designed for people who wish to improve their competency to design and deliver courses via the Internet.
ACADEMIC CONTINUATION PLAN Updated 10/02/2015 Table of Contents Introduction... 2 Elements of the Plan... 2 Instruction... 3 Table 1: Possible Alternative Methods for Course Delivery (Internet Available)...
Training MATTERS A PUBLICATION OF THE NC DSS FAMILY SUPPORT AND CHILD WELFARE SERVICES STATEWIDE TRAINING PARTNERSHIP Volume 9, Number 2 February 2008 Special Issue: Online Learning Training Matters is
Memorandum of Understanding For Development of Regent s Online Degree Courses East Tennessee State University Department: RODP Internet-Based :Course Name and Number: Faculty Member: I. This memorandum
MIT 530 Evaluation and Change in Instructional Development Change Management Plan Project Topic: Watson School of Education Examining Diversity within the Watson School of Education Curriculum Tina Welborn
Northwestern State University Electronic and Continuing Education Departmental Guidelines April 2015 Contents Contents... 2 Introduction... 3 The goals of the Office of Electronic and Continuing Education...
Quality Matters Online Course Development and Guidelines Instructor: First Semester Course will be offered: Course: Credit/Non- Credit: College/School/Department: Degree/Program/Certificate: Development
Bb Collaborate Online Rooms Faculty Support Guide D2L Services West Chester University of Pennsylvania www.wcupa.edu/d2l 610-436-3350, option 2 Anderson Hall firstname.lastname@example.org D2L v10.5 BB Collaborate 12.6.4
General Procedures for Developing an Online Course General Procedures for Developing an Online Course Questions to Ask before you Begin Analysis 1. What is your learner audience? Is the course for beginners
Technology Center Analysis of the College of Coastal Georgia Louise Fechter Georgia Southern University FRIT 7738: Field Experience for Instructional Technology Spring 2013 Running Head: TECHNOLOGY CENTER
Introducing Web Conferencing Tools A Towards Maturity paper providing information and support for those new to web conferencing tools June 09 Introduction... 2 What is web conferencing?... 2 Benefits of
INSTRUCTIONAL TECHNOLOGY Department of Computer Science and Information Technology Program Contact Information Yefim Kats, Ph.D., Department Chair and Graduate Program Coordinator Program Offerings Master
Technical Paper EPAK best practices for Infor application implementations and upgrades How to greatly increase the probability of success and realize the benefit of your investment Executive summary. Infor
UNIVERSITY OF WASHINGTON Faculty Survey on Instructional Technology 2001: Business School Frequencies About You Survey Mode: 2. Rank: Online 30 33.3 Paper 60 66.7 1) Full Professor 19 21.3 2) Associate
Constructing a Three Credit Hour Information Literacy Course: A Blueprint for Success Anne Pemberton and Rachel Radom Background With 11,911 students, the University of North Carolina Wilmington (UNCW)
King Fahd University of Petroleum and Minerals DEANSHIP OF ACADEMIC DEVELOPMENT KFUPM ONLINE COURSES: LAST REVISED: March 2003 TABLE OF CONTENTS Page 1. INTRODUCTION 1 2. ESSENTIAL FEATURES FOR AN EFFECTIVE
Welcome to this Knowledge Link overview. This document will familiarize you with the basic features of Penn s Knowledge Link learning management system that can be used to deliver training to Penn faculty,
DEANSHIP OF ACADEMIC DEVELOPMENT e-learning Center GUIDELINES FOR REVISED: MAY 2011 TABLE OF CONTENTS Page 1. INTRODUCTION 01 1.1 Overview 01 1.2 Definition of Online Courses 01 2. APPLYING FOR THE GRANT
Enhancing the online class: Effective use of synchronous interactive online instruction Dr. Enid Acosta-Tello National University Abstract The delivery of instruction through an online platform has become
Setting up for Adobe Connect meetings When preparing to lead a live lecture or meeting, you probably ensure that your meeting room and materials are ready before your participants arrive. You run through
REACH Distance Learning Program Center Handbook Introduction Distance learning is an educational delivery method where students work on their own and communicate with faculty and other students through
Table of Contents Begin Here: Getting Started with WebEx... 1 Scheduling a Meeting from the WebEx Website... 4 Scheduling a Meeting from Outlook 2010... 5 Selecting Audio Conference Settings... 6 Joining
Northwestern State University Electronic and Continuing Education Departmental Guidelines June 2016 Contents Contents... 2 Introduction... 3 The Goals of the Office of Electronic and Continuing Education...
Synchronous Distance Education: Using Web-Conferencing In An MBA Accounting Course Dee Ann Ellingson, University of North Dakota, USA Matthew Notbohm, University of North Dakota, USA ABSTRACT Online distance
Blackboard IM for Virtual Office Hours and Collaborative Group Work Blackboard IM is an instant collaboration solution designed to promote learning through group work and academic and administrative help.
University of North Texas 2004-2005 Learning Enhancement Grant Application 1. Project Title Development of Engineering Ethics as a web-based course and the conversion of Professional Presentations to a
Boosting student retention and engagement rates with video at Odessa College About Odessa College A medium-sized community college in West Texas Made a substantial academic shift towards offering a majority
ONLINE FACULTY HANDBOOK Online Faculty Support Guide The Online Faculty Handbook was created to inform faculty on college procedures for developing, managing, and requesting online courses whether they
Online Classes For Adults & Teens in Groups & Individuals Do you want to learn French with confidence? Whether for professional or personal reasons, our online French classes, with a real teacher, is the
USING WIKIS, PODCASTS, AND VIDEO FILES TO ENHANCE THE LEARNING EXPERIENCE Steven Tello, University of Massachusetts Lowell, 978-934-4020, Steven_Tello@uml.edu David Lewis, University of Massachusetts Lowell,
Technology Use in an Online MBA Program Mengyu Zhai, Shijuan Liu, Curt Bonk, Seung-hee Lee, Xiaojing Liu, Richard Magjuka Indiana University 1 About the Online MBA Program Founded in 1999 Program length:
Blackboard Learning System: Student Instructional Guide This manual was prepared to assist students in the understanding, orientation, and usage of the Blackboard Learning System online course management
elearning in Postsecondary Education: Questions for Professors who use elearning Section 1 Demographics A. What is the name of the postsecondary institution where you work? B. Sex (select one) Male Female
Web Conferencing Product Comparison There are a variety of web conferencing solutions designed for use with different types of meetings: from less formal on-the-fly get-togethers to carefully structured
Hamilton Campus Information Technology Strategic Project Plan July 2007 Revised: June 2009 C:\Users\lipnicje\Documents\Documents\MUH IT SP\MUHITSP_final.doc 12/19/12 Page: 1 Table of Contents Executive
Introduction: Blended learning is defined as to combine Face-to-Face instruction with computer-mediated instruction Graham 2006. Mixing technology and content does not necessarily yield effective learning.
4/21/10 CIS GOALS CIS Mission Provide high quality, responsive computing and information services to the Texas A&M University Galveston community. CIS Vision To provide a computing environment that exceeds
Spring 2010 Students Perceptions and Opinions of Online Courses: A Qualitative Inquiry A Report by South Texas College s Office of Research & Analytical Services South Texas College Spring 2010 Inquiries
[Type text] REDESIGNING ALGEBRA COURSES: FROM IMPLEMENTATION TO RESULTS Laura J. Iossi Broward College Department of Mathematics, Broward College, 3501 S.W. Davie Rd. Davie, Fl 33314. email@example.com
Teaching Online with Collaborate A Moderator s Guide What is Collaborate? Collaborate is a web conferencing platform which enables its users to communicate and collaborate in a synchronous online environment.
Abstract Improving Distance Education Through Student Online Orientation Classes Scott Mensch Indiana University of Pennsylvania When offering an online class the academic institution s major concern should
Online Student Orientation A Virtual Walk to Class Online Student Orientation Script Slide Slide Title Script 1 Online Student Orientation Welcome to Aurora University! This virtual walk to class is designed
Learning Management System Self-Efficacy of online and hybrid learners: Using LMSES Scale Florence Martin University of North Carolina, Willimgton Jeremy I. Tutty Boise State University firstname.lastname@example.org
Bishop State Community College Distance Education Policy Purpose of Distance Education The goal of distance education at Bishop State Community College (BSCC or the College) is to provide students with
Abstract Integrating Instructional Technology into the Classroom: Laptops and LearningSpace in Business Administration Cynthia L. Krey Assistant Director - Instructional Technology The McGlynn Computer
A LARGE- SCALE IMPLEMENTATION OF SYNCHRONOUS TECHNOLOGY FOR TEACHING AND LEARNING IN THE SCHOOL OF SCIENCE AND TECHNOLOGY Requirements of Large- Scale Synchronous On- Line System Technology at the School
offers a range of web conferencing solutions designed for use with different types of meetings: from less formal on-the-fly get-togethers to carefully structured company-wide conferences or training sessions.
INFORMATION TECHNOLOGY AT PRINCETON IN THE 21 ST CENTURY: A STRATEGIC DIRECTION FINDINGS Princeton must consolidate and strengthen its engagement with information technology. This is the principal message
Northeastern State University Online Educator Certificate Purpose Beginning in October 1999, the Northeastern State University Distance Learning Advisory Committee (now the Center for Teaching and Learning
California University Online Distance elearning Simplified Student Handbook CONTENTS I. Introduction Welcome Mission Statement II. Open Distance elearning Program Overview Open Distance elearning Defined
Rubric for Online Course Design Standards The College Strategic Plan Identifies Goal A as we provide quality instruction in face-to-face, ITV, online and tele delivery methods to our students. As the online
CONTINUING AND DISTANCE STUDIES FACULTY OF ARTS AND SCIENCE www.queensu.ca/artsci_online Support and Process for Developing Online and Blended Courses A. Introduction to Continuing and Distance Studies......
What does Video Conferencing mean In Education today? Hint It s Not Simply Distance Learning Erin Minich Dir. ED Collab Services Erin.Minich@avispl.com The Education Enterprise Local & Global Partnerships
CEHS Technology Committee Strategic Plan 2015-17 February 27, 2015 Reece Petersen Special Education and Communication Disorders Cody Hollist Child Youth and Family Studies Paul Erickson Office of Information
University Massachusetts Lowell College of Health Sciences Healthcare Database Design/Development 32.633-041 Syllabus 32.633 Database Design 1 UNIVERSITY OF MASSACHUSETTS LOWELL College of Health Sciences
FACULTY AND STUDENT ASSESSMENT OF TECHNOLOGY: VIDEO-CONFERENCING Institutional Research Fall 2008 INTRODUCTION Fall 2008 marked the second semester of the video conferencing of courses between the University
Distance Education Program Master Plan Distance Education Committee 2013 This document serves as a guide for supporting initiatives that have been identified and developed through our Technology Master
Online Course Development in Technical Teacher Education Programs Arnold K. Murdock University of North Carolina Wilmington To date, little has been done to benchmark the level of online course development
Online Learning at Duke: A Planning Guide I. Planning an online program at Duke (for deans, chairs, program directors) II. Teaching an online class at Duke (Faculty, TAs, etc. level) III. Adding online
2015-2016 School Handbook Any place, Any time, Any pace Website: edcentre.ca Email: email@example.com Telephone: 1-888-299-5680 La Ronge: 425-5680 Fax: 1-306-425-5682 Mail: edcentre.ca Bag 6500 La Ronge,
1 21st Annual Conference on Distance Teaching and Learning click here -> Questions to Ask Before Choosing a Webconferencing Platform Richard A. Berg Instructional Design/Distance Education Specialist Instructional
DE Survey Questions 1. What are the implications of online/hybrid instruction for your discipline? 2. If the college offered online or hybrid degrees would your discipline offer a class or component of
Blackboar d Collaborat e V er s ion 12 Blackboard Collaborate Level 1: Overview North Dakota University System Advanced Learning Technologies Copyright Blackboard Collaborate 09012011All Rights Reserved.
FAQ s For University of Hartford Online (UH Online) Initiative What is the UH Online Initiative? In connection with the strategic planning process, the University identified goals to building on its success
Blackboard Collaborate Classroom in Desire2Learn Presenters Copyright 2014 Information Technology Services Kennesaw State University This document may be downloaded, printed, or copied, for educational
Quick Glance: } Skype for Business/Lync is a text, voice, and video conference application. } Skype for Business is available for Windows computers. } Lync is available for Mac, ios, and Android devices.
University of North Texas 2004-2005 Learning Enhancement Grant Application 1. Project Title Online Masters Program in Applied Anthropology 2. Project coordinator Christina Wasson Doug Henry Larry Naylor
Online Learning Policies & La Roche College 2012 Table of Contents INTRODUCTION... 1 DEFINITIONS... 1 I. COURSE DEVELOPMENT... 2 A. Course Material Development... 2 B. Online Course Approval... 2 C. Online
CSU Stanislaus Office of Information Technology Blackboard Collaborate Introduction & Handbook What is Collaborate? Blackboard Collaborate is the university s online meeting and conferencing service. Users
Faculty Handbook for Online Instruction Effective Fall 2011 Updated 1/2013 Preface The Handbook for Online Instruction has been created to provide faculty of online courses new and experienced, full-time