February 19, 2016 12:00 PM 1:30 PM
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February 19, 2016 12:00 PM 1:30 PM
Agenda Meeting ground rules, chat window, questions, meeting feedback survey, etc. Online Education Initiative New Updates DE Coordinators Retreat CCC DECO Update Portfolium Presentation Announcements Meeting Evaluation
@ONE Support Jenelle Hampson @ONE Staff DE Coordinators and Managers Meeting and Archive Page http://www.onefortraining.org/coordinators
Meeting Evaluations At the end of this meeting you will have an opportunity to evaluate it Please continue to provide your input and comments regarding the monthly meetings
THE ONLINE COUNSELING NETWORK CCC-OCN Michelle Pilati Interim Chief Professional Development Officer Online Education Initiative mpilati@ccconlineed.org
Overview Common Assessment NEW (and improved) website Proctorio NetTutor Readiness modules New counseling platform New OEI Steering Committee Policies
ccconlineed.org
Automated remote proctoring Works within Canvas Provides various browser lockdown options Documents Student ID authentication (plus additional metadata) Dynamic range of variables and behavior settings that can be tracked as suspicious behaviors or exam abnormalities Computer-based abnormalities Environmental abnormalities Technical abnormalities Compare data across student attempts (e.g., identify possible exam collusion) Flexible settings allow faculty to customize the student experience and security levels
Fact Sheet: https://foundationccc.org/collegebuys/for- Colleges/Our-Partners/Online-Education-Initiative
Online Tutoring Capabilities Tutoring: Students can Meet with a live tutor (up to 24/7, depending on subject) Use Question and Answer Center 24/7 (asynchronous tutoring) Essay or paper review 24/7 via Paper Center Service funded for pilot colleges; Reduced cost for non-pilot colleges WorldWideWhiteboard (technology platform) license for any CCC to use w/local tutors Goal to develop a CCC online tutoring consortium built upon the WWWB platform Platform free to use for any CCC
THE ONLINE COUNSELING NETWORK OCN
OCN WORK GROUP OEI leadership Statewide Counseling Faculty ASCCC appointed Counseling Faculty Student Services Staff Student Services Administrator CCCTech Center
WHY OCN? Development of Student Services in Distance Ed Enhancing CCC distance education programs
OCN GOALS. Establish a structured and systematic approach to online college counseling Provide equitable access to student services for distance education students Provide online counseling services parallel to on campus services Counsel students in CCC online Exchange courses Develop a credentialing training program for online counseling professionals
OCN COMPONENT #1 Network Structure & Approach Partner with participating OEI pilot colleges to establish a uniform approach to online counseling
PILOT COLLEGES Identify at a minimum two counselors to be trained Integrate the platform within college s student portal Connect platform to Canvas and other CMS Re-design or establish an online counseling web page Market online counseling services to online students No cost to pilot colleges
OCN COMPONENT #2 Professional Development and Standards Develop, deliver and standardize professional development training and materials aligned to the National Board of Certified Counselors standards for distance counseling professionals
OCN COMPONENT #3 Educational Technology Platform Partnership with Cranium Café online meeting & collaboration platform
WHY CRANIUM CAFE Designed specifically for Student Services Online career counseling appointments Online academic advising appointments Online drop-in / walk-in counseling sessions Interactive student success workshops for online students Online Mental Health appointments FERPA & ADA Accessibility Compliant ALL on campus counseling services can be provided via this platform Zero cost to participating OEI colleges
ADDITIONAL FEATURES Document collaboration & text editing within the platform Language translator API translate written and spoken in a session Document library which works as a student case file A customizable virtual Lobby to support walk-in counseling OEI gets significant input on product development
CRANIUM CAFÉ TECHNOLOGY Integrates with Canvas Student ID integration Single Sign-On with CAS and Shibboleth Outlook integration with push/pull Google calendar integration with push/pull Web page integration LMS / LTI integration
CRANIUM CAFÉ TECHNOLOGY OEI will cover one-time set-up cost and provide training. The college can use the buy-in option to purchase a license.
Bonnie Peters Chief Student Services Officer (CSSO) Online Education Initiative bpeters@ccconlineed.org Ph: 619 204 7684
Readiness Modules Available at OEI website or: http://apps.3cmediasolutions.org/oei/
Readiness Modules Introduction to Online Learning View download zip Getting Tech Ready Organizing for Online Success Online Study Skills and Managing Time Communication Skills for Online Learning Online Reading Strategies Career Planning Educational Planning Instructional Support Personal Support Financial Planning
Policies, etc Policies and Effective Practices area within PD to be available at http://ccconlineed.org/faculty-resources/ Goal provide resources that you can use as models, if desired Coming soon how colleges are using the OEI Course Design Rubric
Wednesday, June 15 0 Distance Coordinators Retreat 0 Marriott Marquis San Diego Marina Hotel 0 9am - 4pm 0 By invitation only 0 Please contact Cynthia Alexander (calexander@cerritos.edu) for more information
Secret Code Special code (private, not publicized) : https://otc2016.eventbrite.com/access=deworkshop
Retreat Agenda Items 0 OEI Update for Non-Pilot Colleges 0 Canvas for DE Coordinators: DE Coordinators Tripping Points 0 Presentation from Instructure 0 Other ideas???
Register now! Early Bird: $225 (through April 15, 2016) General: $275 (April 16, 2016 - June 8, 2016) On-site: $350 (June 8, 2016 - conference) http://onlineteachingconference.org/
Treasurer s Report Current balance New members welcome!
DEC 101 Now in Canvas Being touched up Still some work to be done
Connecting Learning with Opportunity Presented by Troy Markowitz / VP University Development
Solving These Challenges Requires a Network With Portfolium s Network, University Silos of Excellence are finally connected:
Solving Key Challenges STUDENTS need to prove their skills and stand out to employers Students work hard throughout their educational journey (athletics, cocurriculars, internships, in-class projects, volunteer work, Leadership activities, etc.), but then are reduced to a 2-page resume (just lists major and GPA) at graduation time. Every college resume looks similar.. UNIVERSITIES need to track learning outcomes and ensure that students are career/college-ready Universities and organizations can play a more effective role in linking course content, athletic experiences and assignments directly to the skills that employers are seeking in the workforce. Administrators should be able to easily track both learning outcomes AND job placement outcomes to ensure that curriculum and athletics are in sync and on-track. EMPLOYERS need to modernize entry-level hiring College recruiters have only a limited set of online tools to work with: Only 13% of millennials actively use LinkedIn, and more than 50% of recent graduates are underemployed Student resumes alone say very little about a candidate s true potential 85 years of research indicates that work samples are the best indicator of on-the-job performance and 93% of employers say demonstrated skills are more important than a degree
IT BEGINS AND ENDS WITH STUDENTS The Infamous Resume/LinkedIn Problem I don t have professional work experience to put on LinkedIn. But I do have academic and extracurricular work that show my knowledge and skills. STUDENTS GRADUATE WITH AN AVERAGE MIN OF: <13% OF MILLENNIALS ACTIVELY USE LinkedIn AVERAGE AGE OF A LinkedIn USER IS 46 years old
COLLEGE RESUME PROBLEM Most entry-level resumes look too similar... Engineering Student Business Student Psychology Student
Portfolium connects learning with opportunity Students upload their projects, activities & accomplishments Universities track skills and outcomes Employers search to uncover matches Result: A collection of university networks where students prove to employers that they re career-ready by linking learning outcomes to their activities.
Benefits for Students and Graduates INDIVIDUAL OWNERSHIP & FREE LIFELONG ACCESS By maintaining a record of both formal schooling and athletic experience, student athletes are better able to reflect on their strengths, their journey and their future. They retain unlimited, free access for life. COMMUNICATION, CONNECTIONS, INTERACTION A gathering place for peers, instructors, and others to interact and communicate with each other. These interactions are captured as part of the eportfolio learning record. PORTABILITY & SHARING Students have continual access to their eportfolios, even after leaving the higher education institution. Students have the ability to share their eportfolio with a potential employer, instructor, associate, etc.
A Lifelong Journey Seeking Internships Giving Back Freshmen & Sophomores Following companies, applying to internships, attending career fairs, transferring Seniors Staying connected, donating to schools, projects, departments. Freshmen Continued Sense of Connection to their University Alumni Campus Involvement Seeking Career/Job Search Finding inspiration, getting involved on campus, making connections, completing cocurricular transcripts. Juniors Interviewing, letters of recommendation, attending career fairs Alumni
UC SYSTEM PARTNERSHIP All 9 Undergraduate UC Campuses under 2-year system-wide license John Valva Executive Director Alumni & Constituent Affairs University of California Portfolium now has a UC system-wide agreement to offer modern digital career portfolios to new and young graduates. The reception from our class has been remarkable, and the product and service are top-notch.
CSU Team SYSTEM & Advisors PARTNERSHIP All 23 Universities have partnered with Portfolium under a 3 year system-wide license Lori Redfearn Assistant Vice Chancellor System-Wide Advancement The CA State University System I view Portfolium as the next generation of providing a competitive advantage for individuals in the job market. It's a tool for individuals to demonstrate their skills and talents in a very visual and compelling way. My colleagues and I in academic affairs are excited that Portfolium gets students focused earlier on the end goal by focusing on the skills they need to develop to be competitive in the job market and showcase hands-on applications of learning that are linked to real-world problem solving.
CCC Team SYSTEM & Advisors PARTNERSHIP All 113 Colleges have partnered with Portfolium under a 2 year system-wide license Jory Hadsell Chief Academic Affairs Officer The CA Community College System In addition to providing outcomes data, Portfolium offered the CCC a unique opportunity to align with California s broader ecosystem of eportfolio networks which includes the UC and CSU systems. We see great value in helping our students showcase their talents as they seek both transfer and employment opportunities. Allan Hancock College American River College Antelope Valley College Bakersfield College Barstow College Berkeley City College Butte College Cabrillo College Cañada College Cerritos College Cerro Coso Community College Chabot College Chaffey College Citrus College City College of San Francisco Coastline Community College College of Alameda College of Marin College of San Mateo College of the Canyons College of the Desert College of the Redwoods College of the Sequoias College of the Siskiyous Columbia College Contra Costa College Copper Mountain College Cosumnes River College Crafton Hills College Cuesta College Cuyamaca College Cypress College De Anza College Diablo Valley College Victor Valley College West Hills College Coalinga West Hills College Lemoore West Los Angeles College West Valley College Woodland Community College East Los Angeles College El Camino College El Camino Compton Center Evergreen Valley College Feather River College Folsom Lake College Foothill College Fresno City College Fullerton College Gavilan College Glendale College Golden West College Grossmont College Hartnell College Imperial Valley College Irvine Valley College Lake Tahoe Community College Laney College Las Positas College Lassen College Long Beach City College - Liberal Arts Los Angeles City College Los Angeles Harbor College Los Angeles Mission College Los Angeles Pierce College Los Angeles Southwest College Los Angeles Trade-Tech College Los Angeles Valley College Los Medanos College Mendocino College Merced College Merritt College MiraCosta College Skyline College Solano Community College Southwestern College Taft College Ventura College Mission College Modesto Junior College Monterey Peninsula College Moorpark College Moreno Valley College Mt. San Antonio College Mt. San Jacinto College Napa Valley College Norco College Ohlone College Orange Coast College Oxnard College Palo Verde College Palomar College Pasadena City College Porterville College Reedley College Rio Hondo College Riverside City College Sacramento City College Saddleback College San Bernardino Valley College San Diego City College San Diego Mesa College San Diego Miramar College San Joaquin Delta College San Jose City College Santa Ana College Santa Barbara City College Santa Monica College Santa Rosa Junior College Santiago Canyon College Shasta College Sierra College Yuba College
Benefits for our Partners ADMINISTRATOR PORTAL - Stay connected with students and graduates through an official, branded network - Track academic and career success with actionable data/analytics - Enable alumni/student mentorships - Driver career outcomes via alma-mater recruiting - Create a successful, engaged donor base - Arm students with a free, lifelong tool to enhance their professional development
Thank You troy@portfolium.com
ENGLISH LANGUAGE AND LITERATURE
HOSPITALITY MANAGEMENT
MECHANICAL ENGINEERING
INTERIOR DESIGN
ANIMAL SCIENCE
GRAPHIC DESIGN
COMMUNICATION
Announcements Online Teaching Conference 2016 in San Diego PLEASE Promote on Your Campuses!
Evaluation Survey Help us improve the monthly DE coordinators meeting by filling out a short anonymous online feedback survey at the following URL: http://www.surveygizmo.com/s3/13 78620/California-Community- Colleges-Chancellor-s-Office-DE- Coordinators-Monthly-Meeting- Feedback-Survey
Adopted by the OEI Steering Committee January 15, 2016 Online Education Initiative Policy Regarding the Use of Proprietary Materials in OEI Exchange Courses Policy It is the policy of the Online Education Initiative (OEI) that colleges shall ensure that all applicable federal and state laws and regulations will be followed when instructors use proprietary materials in courses offered through the OEI Exchange. In particular, at a minimum, instructors shall ensure that when using proprietary materials all statutory and regulatory requirements are met regarding the following: 1. Accessibility: All required course components, regardless of where they reside (within the course management system or elsewhere) will be compliant with Section 508 and WCAG 2.0 (AA). This will require regular review of both courses and proprietary materials. 2. Regular Effective Contact/Regular and Substantive Interaction: All colleges with courses to be offered in the Exchange must have a regular and effective contact policy. Furthermore, all courses to be offered in the Exchange must adhere to their locally defined policies. 3. The Family Educational Rights and Privacy Act (FERPA): All online courses offered by colleges through the Exchange are compliant with FERPA. 4. Instructional Materials: All courses offered by colleges through the Exchange are compliant with the requirements of Title 5 59400 regarding required instructional materials. Background While it is the Online Education Initiative s (OEI s) practice to respect faculty autonomy with respect to the use of instructional materials employed in OEI Exchange courses, it is also the OEI s responsibility to ensure that student needs are met and all applicable regulations and laws are adhered to. In order to ensure students receive appropriate guidance upon accessing an online course in the Exchange, the OEI has adopted the OEI Policy Regarding Minimum CMS Use By Exchange Courses. The policy presented here, the proposed effective practices document referenced below, and the OEI Policy Regarding Minimum CMS Use by Exchange Courses are intended to address issues related to ensuring the quality and legality of online instruction that may not be effectively addressed in the OEI Course Design Rubric or that deserve additional emphasis. In some instances, these documents may be duplicative. As it is a goal of the OEI to promote the provision of a high quality online learning experience for all students in the California community colleges that adheres to all regulatory and legal guidelines, the OEI has developed the following policy regarding the use of proprietary materials. In this context, proprietary materials is a reference to elements of an online course that are not the intellectual property of the faculty member. Vendor services, open educational resources, and publisher-provided content are common examples of proprietary materials. While the principle focus of this document is on ensuring that courses are compliant with all relevant regulations and laws, further guidance for faculty may be warranted. An effective practices paper, focused on approaches to integrating proprietary materials into online instruction is planned. It is anticipated that this document will be developed in collaboration with the Academic 1
Adopted by the OEI Steering Committee January 15, 2016 Senate for California Community Colleges and will offer recommendations for local policy development and adoption. There are four critical components to this policy, some relating to elements of the OEI Course Design Rubric and others linked to regulation, laws, and/or accreditation standards. These components include: 1. Accessibility. All required course components must be accessible. a. Per the OEI Course Design Rubric, Course materials are compliant with Section 508 and WCAG 2.0 (AA) and can be effectively used with equal ease by all students. b. Per Title 5 regulations, 55200, instruction provided as distance education 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). 2. Regular Effective Contact/Regular and Substantive Interaction. a. Per Title 5 regulations, 55204, Any portion of a course conducted through distance education includes regular effective contact between instructor and students, through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact, correspondence, voice mail, e-mail, or other activities. b. Per accreditation standards/federal regulations, Distance education is defined, for the purpose of accreditation review as a formal interaction which uses one or more technologies to deliver instruction to students who are separated from the instructor and which supports regular and substantive interaction between the students and instructor, either synchronously or asynchronously. 3. FERPA. Ensuring compliance with the Family Educational Rights and Privacy Act (FERPA) can be complicated in the event that proprietary resources are employed that engage students outside of the course management system and create education records that are maintained by an entity that does not have a contractual relationship with the college. 4. Required Instructional Materials. The requirements of Title 5 59400 and local policies and procedures regarding required instructional materials shall be followed. This applies to electronic materials accessed through the purchase of an access code, per Title 5 59400(c): a. Title 5 59400(c) Where instructional materials are available to a student temporarily through a license or access fee, the student shall be provided options at the time of purchase to maintain full access to the instructional materials for varying periods of time ranging from the length of the class up to at least two years. The terms of the license or access fee shall be provided to the student in a clear and understandable manner prior to purchase. b. Furthermore, Per Title 5 59400(b) students cannot be required to pay for access to electronic materials designed primarily for administrative purposes, class management, course management or supervision. 2
The OEI Course Design Rubric Adopted by the OEI Steering Committee January 15, 2016 References and Resources https://sites.google.com/site/coursedesignrubricoeifinal/ Accreditation Excerpts from ACCJC s Guide to Evaluating Distance Education and Correspondence Education (p. 2 3) http://www.accjc.org/all- commission- publications- policies Definition of Distance Education Distance education is defined, for the purpose of accreditation review as a formal interaction which uses one or more technologies to deliver instruction to students who are separated from the instructor and which supports regular and substantive interaction between the students and instructor, either synchronously or asynchronously. Distance Education often incorporates technologies such as the internet; one-way and two-way transmissions through open broadcast, closed circuit, cable, microwave, broadband lines, fiber optics, satellite, or wireless communications devices; audio conferencing; or video cassettes, DVDs, and CDROMs, in conjunction with any of the other technologies. Definition of Correspondence Education Correspondence education means: (1) Education provided through one or more courses by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor; (2) Interaction between the instructor and the student is limited, is not regular and substantive, and is primarily initiated by the student; (3) Correspondence courses are typically self-paced; and, (4) Correspondence education is not distance education. A Correspondence course is: (1) A course provided by an institution under which the institution provides instructional materials, by mail or electronic transmission, including examinations on the materials, to students who are separated from the instructor. Interaction between the instructor and student is limited, is not regular and substantive, and is primarily initiated by the student. Correspondence courses are typically self-paced; (2) A course which is part correspondence and part residential training, the Secretary considers the course to be a correspondence course; and, (3) Not distance education. 3
Adopted by the OEI Steering Committee January 15, 2016 (ACCJC sites the Federal Register 8/6/2009 as the source of the quoted sections above. Emphasis added.) FERPA The Family Educational Rights and Privacy Act (FERPA) http://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education. FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students." Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies. Parents or eligible students have the right to request that a school correct records which they believe to be inaccurate or misleading. If the school decides not to amend the record, the parent or eligible student then has the right to a formal hearing. After the hearing, if the school still decides not to amend the record, the parent or eligible student has the right to place a statement with the record setting forth his or her view about the contested information. Generally, schools must have written permission from the parent or eligible student in order to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR 99.31): o School officials with legitimate educational interest; o Other schools to which a student is transferring; o Specified officials for audit or evaluation purposes; o Appropriate parties in connection with financial aid to a student; o Organizations conducting certain studies for or on behalf of the school; o Accrediting organizations; o To comply with a judicial order or lawfully issued subpoena; o o Appropriate officials in cases of health and safety emergencies; and State and local authorities, within a juvenile justice system, pursuant to specific State law. Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools 4
Adopted by the OEI Steering Committee January 15, 2016 must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school. FERPA Question and Answer Basics excerpts from: http://familypolicy.ed.gov/faq-page?src=ferpa#t60n214) What records are exempted from FERPA? Exempted from the definition of education records are those records which are kept in the sole possession of the maker of the records and are not accessible or revealed to any other person except a temporary substitute for the maker of the records. Once the contents or information recorded in sole possession records is disclosed to any party other than a temporary substitute for the maker of the records, those records become education records subject to FERPA. Generally sole possession records are of the nature to serve as a memory jogger for the creator of the record. For example, if a school official has taken notes regarding telephone or face to face conversations, such notes could be sole possession records depending on the nature and content of the notes. Are educational agencies and institutions required to notify parents and eligible students of their rights under FERPA? Yes. Educational agencies and institutions must annually notify parents and eligible students of their rights under FERPA. Specifically, schools must notify parents and eligible students of the right: to inspect and review education records and the procedures to do so; to seek amendment of records the parent or eligible student believes are inaccurate and the procedures to so do; to consent to disclosures of education records, except to the extent that FERPA authorizes disclosure without consent; and to file a complaint with FPCO concerning potential violations. Postsecondary institutions are only required to notify eligible students of their rights under FERPA. What is an Education Record? Education records are records that are directly related to a student and that are maintained by an educational agency or institution or a party acting for or on behalf of the agency or institution. These records include but are not limited to grades, transcripts, class lists, student course schedules, health records (at the K-12 level), student financial information (at the postsecondary level), and student discipline files. The information may be recorded in any way, including, but not limited to, handwriting, print, computer media, videotape, audiotape, film, microfilm, microfiche, and e-mail. Is Your Use of Social Media FERPA Compliant (2014) http://er.educause.edu/articles/2014/2/is-your-use-of-social-media-ferpa-compliant FERPA and Social Media (2011) http://www.facultyfocus.com/articles/teaching-with-technology-articles/ferpa-and-socialmedia/ 5
Adopted by the OEI Steering Committee January 15, 2016 Questions of Data Ownership on Campus (2014) http://er.educause.edu/articles/2014/8/questions-of-data-ownership-on-campus Social Media Use in Higher Education: Key Areas to Consider for Educators (2011) http://jolt.merlot.org/vol7no4/rodriguez_1211.htm Title 5 Regulations 55200. Definition and Application. Distance education means instruction in which the instructor and student are separated by distance and interact through the assistance of communication technology. All distance education is subject to the general requirements of this chapter as well as the specific requirements of this article. In addition, instruction provided as distance education 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). 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 distance education includes regular effective contact between instructor and students, through group or individual meetings, orientation and review sessions, supplemental seminar or study sessions, field trips, library workshops, telephone contact, correspondence, voice mail, e-mail, or other activities. Regular effective contact is an academic and professional matter pursuant to sections 53200 et seq. (b) Any portion of a course provided through distance education is conducted consistent with guidelines issued by the Chancellor pursuant to section 409 of the Procedures and Standing Orders of the Board of Governors. 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 distance education 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. 59400. Required Instructional Materials. (a) The governing board of a district may, consistent with the provisions of this subchapter, require students to provide instructional materials required for a credit or noncredit course, provided that such materials are of continuing value to a student outside of the classroom setting, and provided that such materials are not solely or exclusively available from the district. (b) Required instructional materials shall not include materials used or designed primarily for administrative purposes, class management, course management or supervision. (c) Where instructional materials are available to a student temporarily through a license or access fee, the student shall be provided options at the time of purchase to maintain 6
Adopted by the OEI Steering Committee January 15, 2016 full access to the instructional materials for varying periods of time ranging from the length of the class up to at least two years. The terms of the license or access fee shall be provided to the student in a clear and understandable manner prior to purchase. (d) Except as specifically authorized or required in the Education Code, the governing board of a community college district shall not require a student to pay a fee for any instructional materials required for a credit or noncredit course. (e) The Chancellor's Office shall adopt guidelines for districts implementing this subchapter. 7
Adopted by the OEI Steering Committee January 15, 2016 Online Education Initiative Policy Regarding Minimum Course Management System Use By Exchange Courses Policy It is the policy of the Online Education Initiative (OEI) that, at a minimum, the college offering a course in the OEI Exchange shall ensure that instructors (references to elements of the OEI Course Design Rubric are in parentheses): 1. Use the common course management system for user authentication. 2. Provide syllabus and/or other document(s) that provide information pertaining to: a. Contacting the instructor. (B.1) b. Response times. (B.1) c. The instructor s role in the course. (B.1) d. Methods for collecting and returning work. (B.1) e. Guidelines and expectations with respect to interaction. (B.3) 3. Include clear explanations of optional and/or required software, including any additional costs. (D.1) 4. Provide clear information pertaining to course/institutional policies and support. (D.2) Background In order to ensure a quality online experience for all students accessing courses by way of the OEI Exchange, all courses to be offered in the Exchange must be aligned to the OEI Course Design Rubric (https://sites.google.com/site/coursedesignrubricoeifinal/). As the OEI Course Design Rubric does not establish a minimum standard with respect to what course elements will be readily available in the OEI s selected Course Management System (CMS) and some faculty may opt to conduct substantial course activities outside of the CMS, the OEI Steering Committee has determined that a policy is needed regarding minimum CMS use to ensure that students are properly oriented to the online environment absent access to any materials that reside elsewhere. The following elements of the OEI Course Design Rubric inform this policy: B.1 Communication Strategies Characteristics of a course deemed distinguished to exemplary in this category include: Contact information for the instructor is easy to find and includes multiple forms of communication. Expected response time for replies is included. The instructor s role within the course is explained. The instructor s methods for collecting and returning work are clearly explained. 1
Adopted by the OEI Steering Committee January 15, 2016 B.3 Interaction Logistics Characteristics of a course deemed distinguished to exemplary in this category include: Guidelines explaining required levels of participation are provided. Expectations regarding the quality of communications are clearly defined. A rubric or equivalent grading document is included to explain how participation will be evaluated. D.1 Supplemental Software Characteristics of a course deemed distinguished to exemplary in this category include: Clear explanations of optional and/or required software including any additional costs are provided within the course. D.2 Course/Institutional Policies & Support Characteristics of a course deemed distinguished to exemplary in this category include: Institutional policies, materials, and forms relevant for learner success are clearly labeled and easy to find; links (if present) allow easy navigation from the course to the information and back. Course/instructor policies regarding decorum, behavior, and netiquette are easy to find and written clearly to avoid confusion. Links to institutional services such as the library, or writing center, are clearly labeled and easy to find. The elements of the OEI Course Design Rubric referenced above all relate to ensuring that students have a clear understanding of how the course operates and where to seek assistance, if needed. At a minimum, the CMS should be used to provide such information. Furthermore, per D.3, Course materials are compliant with Section 508 and WCAG 2.0 (AA) and can be effectively used with equal ease by all students. These standards must be met by all course materials that students are required to access both within the CMS and those that students are required to access outside of the CMS. 2