A SYSTEMATIC APPROACH TO CONVERTING AN ENTIRE DEGREE PROGRAM TO FULLY ONLINE. 1 UNF Drive Jacksonville, FL
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1 A SYSTEMATIC APPROACH TO CONVERTING AN ENTIRE DEGREE PROGRAM TO FULLY ONLINE 1 UNF Drive Jacksonville, FL
2 PRESENTERS Kevin Hulen Assistant Director of DL Course Development JusMn Lerman Coordinator of Distance Learning Training Rick L'Ecuyer Coordinator of InstrucMonal Design Julie Fuller Coordinator of InstrucMonal Design
3 RECENT ONLINE RANKINGS UNF is ranked #3 among hundreds of accredited online nursing schools in the country by Affordable Colleges Online, for excepmonal curriculum, cost, resources, and accessibility. UNF is ranked #55 among the top colleges and universimes in the country for Best Online Bachelor s Programs, which includes data from more than 1,200 distance- educamon degree programs namonwide. For more informamon: h_p://
4 FULLY ONLINE PROGRAMS At UNF we have 9 programs offered online For more informamon:
5 SYSTEMATIC APPROACH
6
7 PRIMARY STAKEHOLDERS
8 MOTIVATION
9 EDUCATION
10 CIRT EVENTS to provide customized training for faculty Examples of past events: ì Dialogue on Distance Learning ì Qualtrics ReporMng Tools ì Blackboard Grade Center ì Gedng Acquainted with Desktop 3D PrinMng ì Build your Faculty Profile ì Acquiring and Using CIRT's DL Course Template On demand workshops: ì Blackboard Grade Center ì Remote Proctor NOW ì Blackboard Collaborate
11 TOL4100 is a fully online self- paced LMS training course. LEARNING MODULES BLACKBOARD 101 CONTENT COMMUNICATION PORTFOLIO Faculty create a Por+olio in Blackboard to demonstrate their mastery of the tools in Blackboard. COLLABORATION ASSESSMENT GRADE CENTER Prerequisite: none
12 TOL5100 is a fully online structured training course for adjuncts or part- Mme faculty. This course prepares instructors to teach an exismng online course. ParMcipants learn about the important pedagogical, logisfcal, and technological issues involved in delivering effecmve online courses. ì Six- week asynchronous course with live instructor ì ~ 25 hours of work ì Admi_ed based on Department Chair s nominamon ì CompensaMon provided upon successful complemon Prerequisite: TOL4100
13 EDUCATION
14 2015 Spring Cohort Prerequisite: TOL4100
15 TOL6100: LEARNING OBJECTIVES Write learning objecmves that describe measurable outcomes Develop assessments that measure the effecmveness of student learning Develop acmvimes that momvate students and promote learning Select or create instrucmonal media that support course objecmves and learning outcomes Demonstrate best pracmces for accessibility Construct a comprehensive course communicamon and facilitamon plan
16 TOL6100: COURSE SCHEDULE
17 TOL7100 is a self- paced online seminar course to assist faculty with their development of a high- quality distance learning course. Course organized into three phases: Phase I: Gedng Started Track- A (independent track) Track- B (guided track) Phase II: Course Development Phase III: Course Review Prerequisite: TOL6100
18 COURSE TEMPLATE
19 COURSE TEMPLATE: DESIGN
20 COURSE TEMPLATE: MIDTERM SURVEY Contain between 10 and 15 quesmons related to course design, navigamon, materials, assignments, instrucmonal presence, and grading/feedback. 1. Collect/Analyze Survey Data 2. Acquire feedback from Instructors 3. Modify course as needed
21 COURSE REVIEW Quality Ma_ers (QM) is a faculty- centered, peer review process that is designed to cermfy the quality of online and blended courses. Quality Ma_ers - - AND - - We are currently exploring opmons to develop a UNF- centric course review process customized for our online degree programs.
22 SOLO is a self- paced student online learning course designed to prepare students for some of the challenges associated with online learning. Areas of Focus ì EffecMve learning strategies for online students ì Basic overview of the Blackboard Learn System For more informamon: h_p://
23 SUPPORT
24 ROLE OF THE INSTRUCTIONAL DESIGNER (ID)
25 COURSE DEVELOPMENT Course development is: ì ì ì ì ì Flexible SystemaMc Broken down into phases Based on efforts of Instructor, InstrucMonal Designer (ID), and Assistant Director (AD) Reported and tracked regularly
26 Contact Instructor Schedule inimal & subsequent meemng Request development course Prepare Course Template Copy course template into dev course Tweak template where needed CustomizaFon ImporMng exismng content from Bb Media requests (banners, videos, etc.)
27 Content Development Syllabus Learning outcomes Agenda (read, view, watch, do) CollaboraFon Instructor gathers and sends content ID populates course, seeks input and clarificamon
28 Prepare for Delivery Consistency: format, files, grade center, accessibility Finalize syllabus & schedule Submit for review & update if necessary Finalize Development AD archives course IniMate compensamon process (if applicable) Course is considered complete
29 COURSE REVIEW
30 COURSE DELIVERY Course ModificaMons Course Copy Course Refresh
31 COURSE REFRESH Documents Syllabus Schedule PresentaMons, PDFs, transcripts Course Files Organize files & folders Relink documents where necessary Update media Template Update UDL and best pracmces Update tests, surveys, due dates
32 ASSIGNMENT MAPS: 8- WEEK PROGRAMS
33 ASSIGNMENT MAPS
34 GAPS ì CommunicaFon ì Need to establish communicamng between the primary stakeholders. ì Learning Management System (LMS) ì Need to maintain conmnuous communicamon with the InformaMon Technology (IT) groups. ì Distance UNF ì Campus- wide effort:
35 QUESTIONS? How long does it take to convert a enmre degree program to fully online? ì months How long does it take to train all program faculty? ì months Do you have a course refresh process for updamng program courses across semesters? ì Sort of Moving towards program- centric processes.
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