Technology Center Analysis. of the College of Coastal Georgia. Louise Fechter. Georgia Southern University

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 ANALYSIS FOR THE CCGA 2 Table of Contents Executive Summary... 4 Methods for Collecting Data... 5 Context and Goals for elearning Center... 5 Staff and Duties... 7 Classroom Management... 8 Technology Center Evaluation... 8 Campus Technology Helpdesk and elearning Helpdesk... 8 Technology Equipment and other peripherals... 9 Campus Network (internet connectivity)... 10 Maintenance... 10 Professional Development... 10 Faculty Resources... 10 Training... 10 Faculty Needs... 12 Student Needs... 12 Faculty Technology Beliefs... 12 Effects on Instruction... 12 Collaborative Technologies... 13 Classroom Management... 13 Reliability... 13 Current Job Responsibilities... 13 Assistance... 14 Growth... 14 Job Responsibilities Preferences... 15 Restructuring the Job... 15 Words of Wisdom... 16

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 3 Quarterly Report... 16 References... 20 Appendix A: Interviews and Observations... 21 Appendix B: Quarterly Report Interview Q&A... 25 Appendix C: Spring 2013 Launch Faculty Development Series Eval. Results... 27

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 4 Technology Center Analysis of the College of Coastal Georgia Executive Summary The College for Coastal Georgia (CCGA) campus elearning center is just getting off the ground. According to the CCGA website (2012), the college was established in 1961 and opened in 1964. The College of Coastal Georgia is located on Georgia s coast between Savannah and Jacksonville, FL. In fact, the CCGA website (2012) also states the CCGA just became a four-year college in 2008. The current student enrollment is a little over 3,200 students. The current strategic goals for the college aim at transforming the college by expanding its academic endeavors and infrastructure to accommodate over 6,000 students by 2020. Online learning is one of those initiatives to help the college achieve their goal of increasing student enrollment. The Director of elearning, Kevin Mobbs, joined to the CCGA campus about two years ago to get their elearning center up and running (personal communication, March 21-22, 2013). His initial focus has been on getting the policies and procedures in place for the elearning center. As the Desire2Learn Administrator, the Director for elearning coordinated the recent migration from GAView to Desire2Learn. The Director of elearning also acts as the primary Instructional Designer and Trainer for elearning on the campus. Although the Director of elearning supports the Desire2Learn learning management system (LMS) software, he has not been pushing it very hard on campus yet. He wants to get the policies and procedures in place before making a stronger push on campus

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 5 for faculty to develop and teach more online learning courses. His goal is to garner more support for this initiative by getting more buy-in from the faculty and administration. Of course, there are always early adopters and right now that is the population that the Director of elearning and his staff are working with on campus. Right now, their group supports instructors who use components of the LMS software and other technologies used in both their face-to-face (F2F) and online learning environments. Eventually, the primary focus will be redirected to support instructors who design, develop, and improve online courses. Methods for Collecting Data I collected data through observations and interviews with the Director of elearning who provided the survey results of the Spring 2013 Launch of Faculty Development Series (Appendix C). I spent my observation day in the elearning center and classrooms where technology is presented. I was introduced to the two elearning Center student assistants as well. I was also given a tour of the college campus and the new Correll Center building. The Director of elearning and his student assistants moved into this building a couple of months ago after the grand opening. Context and Goals for the elearning Center The elearning Center is part of the Center for Teaching and Learning, which recently moved into the new Correll Center building. According to John Cornell of CCGA Media (2013), the Correll Center is a 31,885-square-foot-complex with state-of-the-art technology. It contains the teacher education degree programs, the Center for Service- Learning and Community Engagement, the Center for Teaching and Learning, and the Writing Center. John Cornell (2013) also stated that the Correll Center was dedicated

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 6 on January 25, 2013. The Correll Center building is a centrally located building on the CCGA campus and is easily accessible to both faculty and students. All Correll Center classrooms are furnished with new equipment to include a master computer at the front of each classroom and a Team board. A Team board is an interactive whiteboard that can be used with PC technologies. However, these Team boards are not interactive with an Apple ipad computer. We tried to access the Team boards when I prepared the classroom for the Staff Development Workshop on the Desire2Learn Assignment Grader and Binder tools. The Center for Teaching and Learning, which houses the elearning Center office, is located on the first floor of the Academic Tutoring and Instruction Center, a.k.a. The Attic.

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 7 Staff and Duties The staff positions for the elearning Center are displayed on the Organization Chart. The Center for Teaching and Learning provides access to technology tools, training, and support for all faculty members at the College of Coastal Georgia. The focus is on learning. Their purpose is to support faculty in achieving instructional outcomes as well as their own professional development goals. According The Director of elearning (CCGA Education Technology web page, 2013), the mission is achieved through a multi-faceted, non-linear approach and includes services such as: Course Development and Course Improvement Consultation and Support Problem Solving Consultation Professional Development Workshops Skills and Tools Based Trainings

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 8 Online Tutorials "Just-in-Time" Support New Faculty Information Classroom Management The classrooms and most of the technology equipment are maintained by the regular Technology Services staff. In my observations, I noted that the classrooms in this building are furnished with a master computer for teaching and a Team board. The building is set up with a wireless network, so students can bring their own devices into the classroom. These classrooms are used for regular classes and faculty development workshops. Classroom sizes are intentionally kept small. Smaller classrooms allow the instructors to provide more personalized attention to the students, which is one of the goals for the College of Coastal Georgia. Technology Center Evaluation In order to evaluate the elearning Technology Center fairly, I collected several forms of data. This included interviews with the Director of elearning and his two student assistants, observations of the elearning Center and the Center for Educational Technology activities, and a review of the survey results for the Spring 2013 Faculty Development Workshop Series offered to faculty in the Centers. Campus Technology Helpdesk and elearning Helpdesk Based on my interviews and observations, it appears that Technology Services provides support for most technology needs and has its own Helpdesk for faculty and students. However, for elearning needs, faculty and students are directed to the elearning Center. I had the opportunity to observe the Director of elearning, and his two student

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 9 assistants as they worked with faculty and students to resolve computer-related issues. Most of the questions were about how to use specific tools in the Desire2Learn LMS. If a faculty member or student has a problem that they need help with, they can submit a request for help via an email to the Director of elearning or they can call the elearning Helpdesk directly. If the student assistants cannot resolve the problems quickly, they will consult with the Director of elearning to resolve the issue. Requests for help are usually resolved on a first come first serve basis. However, if there is situation where an online course is down and the students cannot access the course content the issue will be escalated for immediate attention. I observed the Director of elearning as he reviewed help requests and prioritized these requests. The Director of elearning acts as the Desire2Learn Administrator on campus. Additionally, the Director of elearning receives requests from faculty members via email. He reviews these requests handling the network administration requests himself while assigning the other requests to his student assistants (personal communication, March 21-22, 2013). Technology Equipment and other peripherals Based on my observations, the technology equipment and other classroom peripherals like computers and Team boards appear to be in excellent shape. The equipment was purchased right before the grand opening of the Correll building in January of 2013. The equipment and peripherals are supported by the main Technology Services center on campus according to the Director of elearning (personal communication, March 21-22, 2013).

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 10 Campus Network (Internet connectivity) The faculty and students indicated that they felt the campus network was indeed stable. However, the faculty and students also mentioned to me during the Staff Development training that they had experienced intermittent issues with the Internet, but overall they still felt that it was a reliable network. Maintenance D2L Maintenance is scheduled twice monthly by the University Systems of Georgia (USG), unless deemed necessary before that time. According to the Director of elearning, it is the responsibility of the Director of elearning to make sure that D2L is performing at a favorable level at CCGA (personal communication, March 21-22, 2013). If CCGA experiences problems that he cannot resolve, then he will place a ticket into the USG Helpdesk for support. Professional Development Faculty Resources The technologies approved for the campus and online classrooms include: Team Boards (interactive whiteboard that can be used to present content in the Windows PC environment) Desire2Learn Learning Management System (LMS) software Respondus Wimba COAST (student registration system) Microsoft Office Suite Training Recently, the Center for Teaching and Learning (CTL) offered the Spring 2013 Launch Faculty Development Series. Usually, the College of Coastal Georgia offers professional

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 11 development opportunities for faculty a week before the term begins. According to the Director of elearning, this year the CTL decided to change the format to more of a miniconference like environment to give faculty the opportunity to choose the sessions that they would like to attend (personal communication, March 21-22, 2013). The previous faculty workshops were set up more like standard workshop sessions for a K-12 environment where faculty were expected to attend all the same sessions that everyone else attends. The new workshop format used peer instruction. Faculty members were also strongly encouraged to attend these workshop sessions for professional development reasons. The format change of the faculty workshop evaluations was designed to elicit focused feedback from faculty members about the workshop sessions. The Evaluation Results were shared with the faculty and students. The Director of elearning claimed that the return on evaluation forms was about 50 out of the 85 that attended, which is about a 62% response rate (personal communication, April 4, 2013). The survey was sent to faculty members by email after the workshop series concluded. The N/A column simply means the faculty may not have attended that session. If you look at the percentages for the workshop sessions of the Spring 2013 Launch Faculty Development Series Evaluation Results (Appendix C), you will notice that the Strongly Agree, Agree, and Neutral percentages account for most of the responses. The Director of elearning, Kevin Mobb s D2L Tips and Tricks workshop session was well received with 64.1% responding favorably, so faculty felt like they learned something new in these workshops or felt that the content was relevant to them in some way. While the percentages for Bleil s workshop session on Academic Advising with a little a showed a 30.6%

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 12 responded favorably, this workshop session is one that is vital for the faculty. Since most faculty advise students, the content is very relevant for faculty. The primary purpose for sharing the evaluation results in a more public way is to break down the fear of sharing this type of information and to be more transparent so that everyone can learn from the feedback. The Director of elearning claims that ideally this approach will minimize the discomfort of sharing evaluation results and start a new trend on campus (personal communication, April 4, 2013). Faculty Needs Based on the survey results of the Spring 2013 Launch Faculty Development Series and discussions with the elearning Center staff at CCGA, it appears that faculty members are most interested in learning Desire2Learn (D2L). Many of the faculty members use D2L to develop fully online courses, house content, or utilize specific tools like the Quiz tool in their Face-to-Face courses or hybrid courses. Student Needs According to the student Helpdesk analysts, it appears that many of the calls they have responded to recently are about Desire2Learn or one of the Microsoft Applications like Powerpoint. I also observed the Helpdesk analysts as they responded to calls regarding Desire2Learn, Powerpoint, instructed faculty, and students on the use of these software applications. Faculty Technology Beliefs Effects on Instruction

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 13 According to the Director of elearning, most of the technologies used at CCGA improve instruction. A number of faculty members are already adopting the online technology as a more direct means of supporting their teaching. Student use of technology is also enhancing the learning. (personal communication, March 21-22, 2013) Collaborative Technologies One of the collaborative technologies used often in conjunction with the Desire2Learn is Wimba Collaborative. Wimba is used in the online learning courses to communicate with students synchronously. More specifically, it is used for course discussions, minilectures, and classroom hours. Classroom Management In the Face-to-Face classrooms, the Team interactive boards and in class computers and projectors support the instructor s lessons to the students. Desire2Learn is the primary technology used to inventory course material, quizzes, Dropbox assignments, and communication tools. Reliability According to the elearning Director, the faculty members believe that technologies like Desire2Learn allow them to build in content that can be used in the Face-to-Face classroom and in the online learning classroom. Other technologies found to be reliable include the COAST (student registration) system and the Microsoft Office Suite.. Current Job Responsibilities for the elearning Director

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 14 The Director of elearning is responsible for ALL Desire2Learn (D2L) administration on campus. Some of these responsibilities include setting up user accounts and creating courses for faculty members. The Director of elearning is the primary Instructional Designer on campus as well. He meets with the faculty on a one-on-one basis to discuss course design, development, and improvement of their courses. Finally, he conducts all the technology workshops for Desire2Learn and related software applications used in building online content. The technology workshops that the Director of elearning teaches are skills-based learning workshops. Assistance According to the Director of elearning, he is "presently assisted by two students who work a total of 40 hours together" (personal communication, March 21-22,2013). In the past few years, the elearning Center has not had a budget of its own. However, this upcoming year the elearning Center will be provided with an operational budget. I was interviewing The Director of elearning when he received the good news. He also stated that the elearning Center "partners and collaborates with other units on campus" (personal communication, March 21-22, 2013). Growth When asked about the potential growth of the elearning Center, the Director of elearning said, "the elearning Center is a local priority and a priority of USG." (personal communication, March 21-22, 2013). The major planning and strategic documents for the College of Coastal Georgia have included elearning elements as priority too. The Director of elearning believes, "that

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 15 the support of these plans will need an increased role in the College operations and planning of the future" (personal communication, March 21-22, 2013). Job Responsibilities Preferences The Director of elearning stated that he enjoyed "envisioning and growing elearning and the implementation of educational technology." (personal communication, March 21-22, 2013). Specifically, he enjoyed creating systems by which others may be more successful and productive. He also very much enjoyed collaborating with faculty to create interesting ideas for teaching and solving unique instructional problems. The Director of elearning also said that while he enjoys working with the more granular tasks of supporting direct technology implementation and D2L administration, he prefers to work at a higher level with users than with such specific daily issues (personal communication, March 21-22, 2013). He would prefer to have someone under his supervision assigned to handle the administration and maintenance of technology issues. Restructuring the job I asked the Director of elearning if he had the opportunity to restructure his position and job responsibilities what would that job look like. The Director of elearning said, "that in a visionary situation, he would have the elearning Center become a separate academic unit like a school or college. This unit would hire and supervise its own roster of faculty and offer courses separately although collaboratively with other academic units. These courses would be designed, offered, and reviewed by the elearning Center. There

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 16 would also be a separate Dean for this unit." (personal communication, March 21-22, 2013) Words of Wisdom In wrapping up our interview, I asked the Director of elearning what words of wisdom did he have to coordinate an elearning Center successfully. The Director of elearning s response was "Do your best to truly collaborate with as many colleagues on campus gaining their understanding and support of elearning. While at the same time, understand it will not be possible to garner support from everyone. In the face of opposition, focus on quality of instruction and support for both demand and appreciation of elearning by the end user (customer) to either convince or disarm dissenters" (personal communication, March 21-22, 2013). Part B: Monthly / Quarterly Report When I discussed the quarterly update of the elearning Center with the Director of elearning at the Coastal College of Georgia (CCGA), he indicated there had not been a lot of progress to date. My understanding is that his goal and the College s goal are to move into the online learning arena slowly. Ideally, The Director of elearning would rather get the policies and procedures governing the faculty teaching online in place with the administration before moving forward. With that said, one of the first questions that I asked him was what type of progress he had made in getting the policies and procedures for the elearning Center in place during this quarter. The Director of elearning s response (personal communication, April, 4, 2013) was the policies and procedures have been submitted and are currently

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 17 in the hands of the Vice-President for Academic Affairs (VPAA) and the Deans. I expect some revisions of the policies and procedures before adoption. (personal communication, March 21-22, 2013). It appears that the operational budget for the next school year has been approved. While a significant portion of the etuition funds will go to fund non-elearning projects, 50% of those funds have been dedicated for elearning efforts. The elearning Center is currently working with the Admissions office to develop a more proactive interaction with prospective students to get them comfortable in using Desire2Learn by giving them access to a Welcome area and tutorials on the CCGA website. There have not been any additional technology purchases made during this quarter of the year. According to the Director of elearning, next year the plan includes the purchase of a lockdown browser like Respondus Lockdown Browser and some smaller items for workshops like headsets and webcams to create audio-visual presentations for online learning content (personal communication, April 4, 2013). While there have not been any additional software upgrades to Desire2Learn (D2L), all Georgia Colleges and Universities that are under the University of System of Georgia s umbrella will move to the next version of D2L v. 10.2 by the end of 2013. A date has not been scheduled at this time; however, the upgrade will take place before the end of the FA14 term. The Director of elearning s job title changed at the beginning of the SP13 term to Director for elearning (personal communication, April 4, 2013). However, this did not affect his job responsibilities. The purpose for the change in job title was to add more

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 18 oversight for those teaching online classes. As far as the growth of the elearning Center, the ecore program continues to grow in its student enrollments. The staff monitoring this program has not changed either. Additionally, there has not been any new growth in online programs during this quarter. However, the PSYC program is expected to be the next program to come online during this academic year. The number of online courses will increase this summer and fall. The Business program plan to add four more online courses. The Psychology program is also planning to add two more online courses. The only new resources or tools offered to faculty students during this quarter of year are the tools that I offered in the Desire2Learn Assignment Grader and Binder Tools Staff Development Workshop recently. The CCGA elearning Center does not have a Helpdesk Ticketing system in place. However, this is a priority and one will soon be developed and implemented. The faculty and students appear to value the elearning support offered by the elearning center. A formal satisfaction survey of their Helpdesk support has not been conducted to date. The CCGA elearning Center has not offered any additional workshops since the spring 2013 series was offered. However, The Director of elearning (personal communication, April 4, 2013) states that several that have been planned include: D2L Grades (Advanced); 4/9, 5:30-7 pm (ONLINE) (register) Section 508 and Copyright; 4/19, 2-3:30 pm (register)

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 19 D2L Content- Creating Rich, Interactive, and Accessible Content (Advanced); 4/23, 5:30-7 pm (register) D2L Power User- Learn New Ways and Tools to Customize Your D2L course (Intermediate/Advanced); 5/1, 5:30-7 pm (register) The Director of elearning has met with approximately 10 faculty members to consult with them on the design, development, and review of their online courses during this quarter (personal communication, April 4, 2013). While the growth of the elearning Center may be slow and intentional, I think the Director of elearning is approaching this endeavor in the right way. He is taking the time to get the buy-in from faculty and the administration. I think it is important to take the time to think through the process and garner the support of all parties participating in this endeavor. There will be a much better chance of building a successful elearning Center, which will serve the administration, faculty, and students well in the future.

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 20 References Cornell, J. (2013). House Speaker Ralston Returning to Campus for Correll Dedication. College of Coastal Georgia Website. Retrieved from: http://www.ccga.edu/news/news_page.asp?id=1140 College of Coastal Georgia s About the College Web Page (2012). Brunswick, GA. Retrieved from: http://www.ccga.edu/about/index.asp. College of Coastal Georgia s Educational Technology Web Page (2012). Brunswick, GA. Retrieved from: http://www.ccga.edu/et/

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 21 Appendix A Interviews and Observations Conducted 3/21-3/22/13 elearning Technology Center Category Questions Answers Maintenance How frequently is maintenance performed on the main Campus Server and Desire2Learn Server? Server maintenance is completed outside of elearning for the local campus servers but are maintained daily with more indepth maintenance as needed. The D2L server is maintained by USG twice each month or as Campus Technology Helpdesk and elearning Helpdesk Technology Equipment and other peripherals Campus Network (internet connectivity) Job Responsibilities Are the faculty and student questions answered in a timely manner? Do the technology equipment and peripherals work properly? Do the faculty and students feel that the internet is stable and reliable? needed. Technology Services provides support for most technology needs and has an established Helpdesk. The elearning Center does not have a Helpdesk ticketing system set up specifically for elearning needs at this time. However, faculty and students with elearning needs are directed to the elearning Center for support. Yes, but as with all things that use technologies things can and do wrong. Yes. However, the faculty and students did indicate to me in the F2F workshop that they have intermittent issues from time to time but usually the network is reliable. Category Questions Answers Growth Do you think your job responsibilities at CCGA will continue to grow in the future? Yes, elearning is a local priority and a priority of the USG. All major planning documents such as the strategic plan and Complete College Georgia have strong elearning elements. Support of these plans will need an increased role in College operations and planning.

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 22 Assistance Job responsibilities enjoyed Responsibilities not so enjoyed Restructured job? Words of Wisdom What sort of assistance do you receive in doing your job? What are the parts of the job that you really enjoy? What parts of the job would you rather have someone else do? If you could restructure your position and responsibilities, how would you do it? What words of wisdom do you have for successfully coordinating the elearning center? Presently, I am assisted by 40hrs. per week of Student Assistants. While there has been no budget for elearning in the past, one has been established for the coming fiscal year. elearning also collaborates with other units on campus. Envisioning and growing elearning and implementing new educational technology. Specifically, I enjoy creating systems by which others may be more successful and productive. I also very much enjoy collaborating with faculty to create interesting ideas for teaching and solving unique instructional problems. While I do enjoy the more granular tasks of supporting direct technology implementation (i.e. D2L administration), I prefer to work at a higher level with users than with such specific daily issues. Therefore, administration and maintenance of specific software and services I would prefer to have someone (under my supervision) complete. In a visionary situation, I would have the elearning become a separate academic unit (such as a school or college). This unit would hire and supervise its own roster of faculty and offer courses separately (although in collaboration) from other academic units. These courses would be designed, offered, and reviewed by elearning. There would be a separate Dean for this unit. Gulp! Do your best to collaborate with as many colleagues on campus gaining their understanding and support of

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 23 Professional Development elearning. While at the same time, understand it will not be possible to garner support from everyone. In the face of opposition, focus on quality of instruction and support for both faculty and students and allow demand and appreciation of elearning by the end user (customer) to either convince or disarm dissenters. Category Questions Answers Faculty Resources What technologies are available in the classroom? F2F and Online? Team Boards can be used to present content in the Windows PC environment. Desire2Learn Respondus Wimba COAST (student registration) Microsoft Office Suite Training Faculty Needs Students Needs What professional development opportunities are available to faculty and students? Which technologies are the faculty members interested in using? Which technologies are the students interested in Spring 2013 Launch Faculty Development Series-Evaluation Results. The Desire2Learn Workshops are part of this learning series. The Academic Tutoring and Instruction Center, a.k.a. the ATTIC Workshops Online Tutorials D2L Help Videos D2L Instructor Guides D2L Quick Start Guides Creating Accessible Content Creating and Uploading Accessible Content Using Course Builder Add/Remove Students to Classlist Copy Content from One Course to Another Desire2Learn Desire2Learn Microsoft Office Applications

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 24 using? Faculty Technology Beliefs Category Questions Answers Effects on Instruction Do you think the technologies CCGA is currently using enhances the instruction? If yes, how does it enhance the instruction? Yes. Most of our technologies affect instruction via improved efficiency. Although, a number of faculty are adopting technology as more direct support of teaching. Student use of technology is also enhancing the Collaborative technologies Classroom Management Are you currently using collaborative technologies? If yes, which ones and how are they used? How do the technologies on campus help faculty manage the classroom F2F and online? learning. Wimba is used in the online learning courses to communicate with students synchronously. It is used for class discussions, minilectures, and classroom hours. F2F Technologies: Interactive boards and in classroom computers/projectors support the instructor's lessons as well as are used directly by students. Reliability Do the faculty believe that these technologies are useful and reliable? If yes, which technologies are most useful? Online Technologies: Desire2Learn used as an inventory of course material, quizzes and assignment Dropbox, and communication. Yes. Desire2Learn allows faculty to build in content that can be used in the F2F and online environments. COAST student registration system Microsoft Office Suite

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 25 Appendix B Quarterly Report Interview Questions Conducted 4/4/13 1. What type of progress have you made in getting the policies and procedures for the elearning Center in place this quarter? Is it anything that you can share? PP are in the hands of the VPAA and the Deans. Some revisions expected of the PP before adoption. 2. What progress have you made on getting an operational budget in place? Actually, that has worked out fairly well. While a significant portion of the etuition funds go to fund non-elearning, elearning Ctr. will receive around 50% of the funds next year. 3. Do you have any new collaborative opportunities worthy of mentioning this quarter? elearning Ctr. is working with admissions to develop a more proactive interaction with prospective students by getting them in D2L for a welcome, tutorials, etc. 4. Have you made any technology purchases this quarter? If yes, what are the implications of these purchases? How will this equipment be used? Nothing this year. Next year, one of the major purchases will be a Lockdown browser and smaller items to support faculty and have as workshop supplies- like headphones, webcams etc. 5. Have you made any upgrades to software applications like D2L? D2L will be going to version 10 next year. For this year, no new upgrades. 6. Have any of your job responsibilities changed during the last quarter? If yes, what are those changes? The Director of elearning s title and duties changed the beginning of this year as the Director of elearning. This mostly adds oversight to online classes to The Director of elearning s duties. 7. Have you had any new growth in the elearning Center during the last quarter? ecore continues to grow in enrollments. elearning remains unchanged in staff.

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 26 8. Are there any new programs that kicked off during the past quarter? If yes, how many? What are the names of those programs? Not really. The PSYC program will most likely transition to the online learning program at the beginning of the academic year. 9. Has there been an increase in the number of online courses this quarter? How many new online courses have you put online? If yes, is there any certain discipline that seems to be increasing the number of online courses? Yes, for this summer and fall. Business (about 4) is creating the most new courses as well as Psychology (about 2). 10. Have you introduced any new resources or tools to the faculty and students during the last quarter? For example, the Desire2Learn Assignment Grader and Binder tools. Any new video or written tutorials, etc.? D2L Assignment Grader and Binder are new. 11. Have you added any new technology hardware or software added this quarter? Nothing new 12. How many tickets has the elearning Helpdesk taken over the past quarter? How would you categorize the tickets? What is the turn-around time for the elearning Helpdesk tickets? Are faculty and students generally pleased with the support they are receiving? The elearning Center does not presently have a ticket system but that will be a priority soon. Faculty and students generally say they value elearning Center support but they have not made a formal survey to check for satisfaction. 13. Have you offered any other Professional Development Workshops to faculty during this quarter? Several are planned or offered- D2L Grades (Advanced); 4/9, 5:30-7 pm (ONLINE) (register) Section 508 and Copyright; 4/19, 2-3:30 pm (register) D2L Content- Creating Rich, Interactive, and Accessible Content (Advanced); 4/23, 5:30-7 pm (register) D2L Power User- Learn New Ways and Tools to Customize Your D2L course (Intermediate/Advanced); 5/1, 5:30-7 pm (register) 14. Have you offered any student workshops this quarter? none 15. How many faculty have you consulted with on the design, development, and review of their online courses during this quarter? Answer: Approximately 10.

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 27 Appendix C Spring 2013 Launch Faculty Development Series-Evaluation Results Collected 3/22/13 Survey Results https://www.surveymonkey.com/sr.aspx?sm=uxkyykr6pbzl3_2fso6k... PAGE: SPRING 2013 FACULTY DEVELOPMENT 1. What is your school? Response Percent Response Count Arts and Sciences 48.0% 24 Business and Public Affairs 18.0% 9 Education and Teacher Preparation 8.0% 4 Nursing and Health Sciences 26.0% 13 2. Overall, I found the 2013 Spring Faculty Development Series to be of value. answered question 50 skipped question 0 Response Response Percent Count Strongly Disagree 12.0% 6 Disagree 2.0% 1 Neutral 6.0% 3 Agree 48.0% 24 Strongly Agree 32.0% 16 answered question 50 skipped question 0 50

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 28 3. I will apply concepts/skills learned in this session in my work/teaching. N/A Strongly Disagree Disagree Neutral Agree Strongly Agree Rating Count Academic Advising with a little a (Bleil) 44.2% (19) 4.7% (2) 4.7% (2) 7.0% (3) 32.6% (14) 7.0% (3) 43 D2L Tips and Tricks (Mobbs) 33.3% (15) 0.0% (0) 2.2% (1) 2.2% (1) 26.7% (12) 35.6% (16) 45 D2L Grades (Mobbs) 56.1% (23) 0.0% (0) 0.0% (0) 0.0% (0) 17.1% (7) 26.8% (11) 41 Successes and Challenges of Providing Reasonable Accommodations to Students with Disabilities (Zak) 52.4% (22) 4.8% (2) 0.0% (0) 7.1% 26.2% 9.5% (3) (11) (4) 42 Teaching and Learning is Social (Bluhm) 28.6% (12) 0.0% (0) 2.4% (1) 42 16.7% 21.4% 31.0% (7) (9) (13) answered question 50 skipped question 0 4. The session was presented in a well-organized and understandable manner. N/A Strongly Disagree Disagree Neutral Agree Strongly Agree Rating Count Academic Advising with 41.9% a little a (Bleil) (18) D2L Tips and Tricks 34.1% (Mobbs) (15) 0.0% (0) 4.7% (2) 7.0% 30.2% 16.3% (3) (13) (7) 43 0.0% (0) 4.5% (2) 0.0% 34.1% 27.3% (0) (15) (12) 44 answered question 50 skipped question 0

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 29 4. The session was presented in a well-organized and understandable manner. D2L Grades (Mobbs) 56.1% (23) 0.0% (0) 0.0% (0) 2.4% (1) 12.2% (5) 29.3% (12) 41 Successes and Challenges of Providing Reasonable Accommodations to Students with Disabilities (Zak) 52.4% (22) 2.4% (1) 2.4% (1) 4.8% (2) 26.2% (11) 11.9% (5) 42 Teaching and Learning is Social (Bluhm) 27.9% (12) 2.3% (1) 4.7% (2) 4.7% (2) 27.9% (12) 32.6% (14) 43 answered question 50 skipped question 0 5. I would recommend this session to others. N/A Strongly Disagree Disagree Neutral Agree Strongly Agree Rating Count Academic Advising with a little a (Bleil) 41.9% (18) 2.3% (1) 9.3% (4) 9.3% (4) 25.6% (11) 11.6% (5) 43 D2L Tips and Tricks (Mobbs) 34.1% (15) 0.0% (0) 2.3% (1) 4.5% (2) 25.0% (11) 34.1% (15) 44 D2L Grades (Mobbs) 54.8% (23) 0.0% (0) 0.0% (0) 2.4% (1) 11.9% (5) 31.0% (13) 42 Successes and Challenges of Providing Reasonable Accommodations to Students with Disabilities (Zak) 52.4% (22) 4.8% (2) 2.4% (1) 11.9% (5) 19.0% (8) 9.5% (4) 42 answered question 50 skipped question 0

Running Head: TECHNOLOGY CENTER ANALYSIS FOR THE CCGA 30 5. I would recommend this session to others. Teaching and Learning is Social (Bluhm) 27.9% (12) 7.0% 23.3% 37.2% 2.3% (1) 2.3% (1) 43 (3) (10) (16) answered question 50 skipped question 0 6. Please assist us in planning other faculty development opportunities with comments and suggestions regarding topics, formats, length, or other issues. Response Count answered question 23 skipped question 27