The Virtual University
For Selected Faculty
February 22, 2008
Satellite Student Union
Fernandeno Room
9:30 a.m. to 1:30 p.m.
Today’s Agenda
9:30 to 10:15
Harry Hellenbrand
10:15 to 10:30
Break
10:30 to 10:50
10:50 to 11:10
11:10 to 11:30
Monica Hussein: Use of “Smart” Classrooms
Leslie Gillman: Support for “Smart” Classrooms
Sandra Chong: Course Redesign
11:30 to 12:30
Lunch and Discussion
12:30 to 12:50
12:50 to 1:10
David Levin and Susan Cullen:
Instructional and Universal Design for Learning
Tyler Blake: Fully Online Programs
1:10 to 1:30
Provost’s Wrap-up/Questions and Answers
The Context for the
Virtual University
Harry Hellenbrand
Provost and Vice President for Academic Affairs
1.
2.
3.
4.
5.
Intermediation
Budget implications
The way we think we were
The way we are
Strategies and costs
=90K
200 X 3/30 X
10K=200K
1.
2.
3.
4.
5.
Intermediation
Budget implications
The way we think we were
The way we are
Strategies and costs
2
SMART CLASSROOMS
CLICKERS ET AL
500K
259K
WIRED NETS AND LABS 2-3M
LMSs, CONTRIIB, ATI,
300K
TURN
1.
2.
3.
4.
5.
Intermediation
Budget implications
The way we think we were
The way we are
Strategies and costs
ESCAPE
TO?
•ALWAYS MEDIATED
•MORE DISAGGREGATED
•HOW ARE WE BEING REWIRED
1.
2.
3.
4.
5.
Intermediation
Budget implications
The way we think we were
The way we are
Strategies and costs
FROM DIAOGUE TO CODEX TO…………
FROM DIAOGUE TO CODEX TO…………
SEARCH =SEARCHED =$; IMPLICATIONS
1.
2.
3.
4.
5.
Intermediation
Budget implications
The way we were
The way we are
Strategies and costs
HYBRID OR CYBORG?
WE CANNOT AFFORD TWO WORLDS
BUT WE CANNOT ABANDON EITHER
REGIONALLY RELEVANT,
NATIONALLY KNOWN
•ASSESSMENT
•RESEARCH
•LCU
•ONGOING PROGS
•STUDENT SUCCESS
•COMMUNITY
•SELF-SUPPORT
•TECHNOLOGY
OBJECTIVES
TECHNOLOGY AS
MEANS
SUPPORT
N
$s per web, tr, infra, and IT people
cannot exceed dollars in staff/fte,
fac/ftee,
now. X.1 to
CSUNetc
U
x.2+syndrome of filling “vacuum”
with tech is an issue, too.
•DISINVEST TO
ACKNOWLEDGE
PORTABILITY
•STICK TO CORE
MISSION AND FEE
ABOVE THAT
•CAPITALIZE ON
COMMERCIAL
SERVICES
100M
•LEARNING STYLES, TEACHING STYLES
•INFORMATION COMPETENCE
•LT>L, COST CONTAINED
•SCALING VS ENHANCING
•HYBRID HERE,DISTANCE THERE
•OUTSOURCE, INSOURCE
Break
Use of Smart Classrooms
Monica (Her) Hussein
Department of Finance, Real Estate, and Insurance
College of Business and Economics
My Audience

Undergraduate (juniors / seniors / graduating
seniors) Business / Finance majors

Common characteristics
- not “that” strong in math
- works (10 to 30 hours a week)
- multilingual / multicultural
Courses

FIN 303 – (Introductory) Financial Management;
one of the upper division core courses for ALL
Business majors

FIN 430 – International Financial Management;
an upper division Finance elective course

FIN 435 – Problems in Corp. Financial Policy; a
upper division core course for Finance majors
Common Learning Objective

Students be able to apply the
skills/knowledge/abilities acquired from the
course to real world problem solving.

Examples of real world problem solving:
- refinancing home mortgages
- hedging US dollar against British pound
- investing in GOOG?
Stumbling Blocks





Math
Statistics
Writing
Reading
Different learning styles, etc.
Stepping Blocks
Smart Classrooms:
Motivate students right from the get go
- bring the real world issues into the
classrooms
- link the textbook knowledge to the real
world issues
- employ real world data in classroom
learning
Wall Street Rallies on Buffett News
Tuesday February 12, 4:48 pm ET
“NEW YORK (AP) -- Wall Street finished mostly
higher Tuesday after billionaire investor Warren
Buffett offered to help out troubled bond
insurers, easing some of the market's concerns
about further deterioration in the credit markets.
The Dow Jones industrials rose more than 130
points.
In an interview on CNBC, Buffett said his Berkshire
Hathaway Inc. holding company has offered a
second level of insurance on up to $800 billion in
municipal bonds.”
US Announces Plan to Delay
Foreclosures
Tuesday February 12, 5:01 pm ET
“WASHINGTON (AP) -- Homeowners threatened
with foreclosure would in some instances get a
30-day reprieve under an initiative the Bush
administration announced Tuesday.
The new program will be available to the holders of
all types of mortgages from prime to subprime
and represents a widening of an initiative
announced by President Bush in December.”
Bridge into







Risk and Return Tradeoffs
Investment Decisions
Financing Decisions
Efficient Market Hypotheses
And …
And …
And …
How did I get here

Joined CSUN in fall 1999

Designed and managed my class website
from fall 2000 to fall 2002

Migrated to WebCT in spring 2003
Costs and Effects

Traditional Lecturing:
fall 1999 to spring
2000
- conflicts between
listening and notetaking
- ran lots of copies
(class syllabus, term
project requirements,
grading rubrics, etc.)

Managing my own
website: fall 2000 to
fall 2002
- lecture notes were
accessible online
- significantly reduced
copies of class
materials
- more autonomy
(higher responsibility)
Costs and Effects

Managing my own
website: fall 2000 to
fall 2002
- time consuming:
learning by trials and
errors
- limited innovations:
blinking DVD player

Migrated to WebCT
since spring 2003
- invested fall 2002 &
winter break to play
- started simple: class
syllabus, and
PowerPoint slides
- added two new
modules end of spring
Pros and Cons



Motivate students
right from the get go
Link the textbook
knowledge to the real
world
Mitigate teaching
fatigue



More prep time
(navigating the
forever-changing web
pages)
Loss of control on
class discussions
Students play a larger
role in their own
learning (higher
responsibility)
Does the RTP process acknowledge my
efforts?

It is up to the faculty

It would be helpful in directing faculty given
the limited resources (not about budget cuts)

It is desirable since my investment helps
enhance my teaching effectiveness and my
students’ learning – our mission
Next Steps

WebCT Online Quizzes
- Build the platform for engaged class
discussions

WebCT Group Work Support
- provide a cyberspace for team work

Support for “Smart” Classroom
Support for “Smart” Classrooms
Leslie Gillman
Academic Resources and Planning
Elements of Classroom Technology
at CSUN





Standard Configuration
Statistics
Large Lecture Halls
New Prototype
Classroom Technology Ad Hoc Working
Group
Standard “Smart” Rooms

How smart is smart?







Video projector with closed captioning
DVD/VCR Combo
UVN Connection
Internet connection
Some CPU’s (most use laptops)
Sound system/receiver/speakers
Large audio/visual box on wall
Statistics





189 “Open” Lecture Rooms (2007/08)
149 (78%) “Smart” Rooms
Other locked rooms and labs
Plans for 2008—18 additional open lecture
rooms
All lecture rooms in new buildings will be “smart”



Chaparral Hall (Fall 2009)
Performing Arts Center
Cost to convert a standard room is about
$12,000 [6K Equip; 6K Installation]
Large Lecture Rooms





Podiums
Control systems
Microphones
Document cameras
Increased use of “Clickers”
New Prototype





“Footprint”—wallmounted control center
is smaller
Includes CPU
Controller
Holds Laptop
February 2008 two
rooms
Classroom Technology Ad Hoc Working
Group

Convened starting in December 2007 to discuss:
 Standardization











CPU
Document Cameras
Podiums/Instructor Desks/Sight Lines
Signage/instructions
Power
Screen images
Hubs, USB ports, Jacks
Databases
IR Keyboards and Pointers
Clickers
Smart Boards
Classroom Technology Ad Hoc Working
Group

Support for technology (CPUs, endusers, etc.) in classrooms
See:
http://www.csun.edu/it/services/media/mediservequimain.html


Membership: reps from AcR, Facilities
Planning, Faculty, IT, Library, TSAG
Will present recommendations to ACAT and
ATC
Course Redesign in Elementary Education
Sandra Chong
Department of Elementary Education
Michael D Eisner College of Education
Multiple Pathways to
Course Redesign

EED 575: HHS/Arts methodology


EED 579: ST Seminar


ONE faculty
TWO Full-time faculty (majority taught by pt
faculty)
EED 577: ELD/LA Arts methodology

THREE full-time faculty & TWO K-12 teachers
Reasons for Redesign

Course drift



High # of sections offered each semester
High % of pt faculty teaching the course
Questionable SLOs

ID problem:


Theory to application
Applications to ELs in K-5 classrooms
The Redesign Team

100% COURSE FACULTY BUY-IN

Faculty Reservations:


TIME
RTP


PHILOSOPHY


Deeply rooted belief in face-to-face pedagogy
FEAR


Publish or Perish
The unknown

Technological knowledge/skills

Time commitment

Virtual pedagogy
The Redesign Team Established:

50% ft course faculty, 2 Elem Teachers + 3 Add’l faculty
Redesign
Goals & Procedures

Goals:

Develop on-demand, transportable & reusable
learning objects, to be shared across all sections



7 lecture modules on SLA theories
5 hands-on ELD demonstration lessons videos in PK-12
classrooms
Procedures:

Weekly 3-hour meetings to design & develop
learning objects

IMPASSE



REALITY
hit the ROAD
NO agreement on SLA theories
NO agreement on the 5 levels of ELD Instructions
SOLUTION: Detour

Communion (1 hour weekly)



Build relationships
Build trust
Professional Development (2 hours weekly):

Hit the BOOKS again


Reread theories on SLA
Renegotiate pedagogical approaches to ELD instructions
Accomplishments
to date

Learning objects developed using
accessible technology/software



5 lectures on SLA theories
3 sample ELD lesson plans & lesson
demonstrations in K-5 classrooms
More learning objects developed

3 add’l ft faculty joined to offer their expertise

LA lectures/lesson demonstrations

Phonics, phonemic awareness, writing, literature circle
Successes & Benefits

Faculty

Use variations of HYBRID
model



small learning community
established




20-30% replacement
Supplemental material
best practices in face-to-face
vs. virtual pedagogy
Peer tutorials on hardware &
software
Increased K about technology
Increased confidence to use
technology in teaching

Students

Increased learning outcome





Access to ON-DEMAND &
REUSABLE learning objects
Increased K about
technology
Increased confidence to use
technology in their FUTURE
K-12 teaching
Increased reflective practices
TIME saved in driving &
parking
Challenges

Faculty

Technology,
technology, technology!







Student

Lack of:



know how
appropriate software
adequate technology
training
VIRTUAL pedagogy
VIRTUAL classroom
management
Lack of TIME
Lack of recognition on
RTP
WebCT: slow, often
down
Technology,
technology,
technology!
 Lack of

access to adequate
hard/software
know how

adequate training



VIRTUAL classroom
culture
WebCT: slow, often
down
A Wish List

Schedule of Classes:



Include Hybrid Course Identifiers
On-going conversations about
TECHNOLOGY in teaching with broader
audience--entire dept faculty
Long-term support for the COURSE
REDESIGN TEAM
Lunch: Questions and Discussion
Instructional and Universal Design
for Learning
David Levin
Sue Cullen
Academic Technology
Academic Resources
and Planning
Virtual University:
The confusing world of technologies
Learning
Outcomes
Finding your
way through
the maze of
technology.
Assistance navigating the maze:
Faculty:
 Learning Objects –Teaching Styles
 Curriculum Goals
 Program Goals
Students:
 Accessible Technology Initiative and Universal Design




Auditory Perception
Visual Perception
Motor Abilities
Memory Skills
Tool matching and delivery



based on teaching styles and teaching environment
desired learning outcomes
student need
Lesson Builder
Learning Activities
 Use the
ActivityBuilder to add
interactive learning
activities to your
lesson.
 Activities include
customizable image
maps, matching,
sorting and ordering
activities, crosswords and flashcards.
PowerPoint file conversion
Google Document Sharing
Partnering with Faculty to Create the
Virtual University

Selection of Tools





Technology Support



Large Lecture
Small Class Size
Totally On-line
Hybrid
Online
Classroom
Content Creation



Learning Modals
Templates
Documents
Creating Courses for the Virtual
University

Course = Structured set of learning activities
designed to assist students in the
achievement of defined learning outcomes
and the assessment thereof.




Learning outcomes
Learning activities
Assessment
Structure
Designing Learning Activities for the
Virtual University


Lectures on-line
 Video – live and streamed
 Web-based conferencing
 Podcasting
 Online tutorials
Discussions/Interactions on-line
 Threaded discussions
 Chat
 Blogs
 Work Groups
Assessment in the Virtual University




Online quizzes and tests
Term papers
Peer assessment
ePortfolios
Challenges and Opportunities

Challenge: WORKLOAD
If faculty time for VU course > faculty time for RU course, then
LT>L.


Accessibility
Opportunity: Instructional Design+Teamwork






Course redesign as projects
Define goals
Identify learning outcomes
Faculty teams
Support from instructional designers, librarians, and
technologists
Universal Design (ATI)
Potential Benefits





Impact on large number of students
Support for multiple instructors across
multiple teaching modes
Repository of tested learning objects
Ability to adequately assess courses and
learning outcomes
Accommodating Multiple learning styles
Training and Documentation: Partnering
across campus




Workshops
Online Tutorials
One-on-One Training
Searchable Knowledge Base
Check the IT website for a comprehensive schedule of workshops and
tutorials
ATI: Accessibility Focus for Instructional
Materials




Web pages and digital content
Textbooks (in an accessible format)
Learning Management Systems (WebCT)
Instructional Materials





Documents
PDF files
PowerPoint
Graphics
Multimedia (audio - video)
ATI
Available Resources

Web page Templates (with accessible coding)


Web page creation applications


Syllabi
Contribute
Tools, Best Practices, Training

HiSoftware AccVerify (Windows)

Web Accessibility Toolbar (Internet Explorer – Windows)

Web Developer Extension (Firefox - Mac / Windows)

LecShare
Structural View of a Web Page
Accessible 2-Column Format
ATI Campus Coordination


Executive Sponsor
Spero Bowman
(818) 677-3223
ATI and Online Support Coordinator
Sue Cullen
(818) 677-2152
Academic Affairs ATI
College ATI Coordinators

Arts, Media, & Communication


Professor Joe Bautista x2348
Business & Economics

Kelly Smith x3838

Health & Human Development


Humanities


Professor Norman Herr x2505

Library

Engineering & Computer Science


Stephanie Nguyen x2476
Education


Professor Elio Spinello x7052
Armando Tellez x3919


Ken Stuart x7422
Science & Mathematics

Extended Learning

Eric Willis x4549
Darius Zahedi x2392
Social & Behavioral Sciences

Robert O’Keefe x3747
Divisional ATI Coordinator

Administration and Finance


Information Technology


Ben Quillian x5517
Student Affairs


Susan Snyder x5168
Paul Schantz x2391
University Advancement

Joseph O’Connor x7917
IT and ATI Support





Director of Academic Technology, David Levin
(818) 667-7130
ATI and Online Support Coordinator, Sue Cullen
(818) 677-2152
Office of Online Instruction
(818) 677-6558
Office of University Web Communications
(818) 677-7917
Information Technology, User Support Services
(818) 677-1400
Fully On-Line Courses and Distance
Programs
Tyler Blake
Distance Learning
The Tseng College of Extended Learning
Why Consider Distance Learning?
•
•
•
•
•
•
•
Reach a wider/larger pool of students
Access more part time faculty
Provide flexibility for tenure track faculty
Unburden physical facilities
Address student logistical needs & learning styles
Generate resources for departments/Colleges
Improve instruction
Improve Instruction…?
No, that was not a misprint!
More in a moment…
Around Cyber Space in
1200 Seconds…
• Focus on fully distance degree programs
(primarily self support at CSUN)
• Offer context to prior presentations:
– Harry: technologies = effective means to an end
– Monica: importing outside links into curriculum
– Sandra: teams as the key unit for design
Fully On-Line Courses vs.
Distance Learning Programs
• Fully On-Line Courses
(i.e. NO campus presence) are done through
standard campus support and generate FTEs
• Fully Distance Learning Programs are done
through self-support in partnership with the
Tseng College and generate funding resources
Resources? I’m Listening…
e.g.
– Program recruitment and marketing
– Alumni networks
– Paid faculty teaching & development
– Student assistants
– Office support personnel
– Instructional media/materials/web sites
– Research opportunities for faculty?
Pros of Distance Learning Programs
• “Forces” a detailed level of design and
planning up front (improves residential
courses)
• Produces more reusable content
• Provides improved access for students
Pros of Distance Learning Programs
• More flexible faculty assignments
• Taps new student pools
• Addresses increasing student demand
-Student input matters, but don’t take it too literally
Why we can’t just ask students
what they want…
Pros of Distance Learning Programs
• Combined with the Cohort Model, produces strong
learning communities and collaboration skills
• Mines potentially powerful assessment metrics
• Offers “real time” tracking of student progress
• Competition is increasing- implications for “staying in
the game”??
Oh, Yes- It can Improve Instruction!
•
•
•
•
•
Courses designed as an integrated Program
Gets participation from more students
Self-paced and synchronized learning
Better use of faculty focus (“value added”)
Facilitates alternative learning styles
What is our Design Philosophy?
Short Version: Don’t do dumb stuff like this…
• Or this:
Some More Specific Design Philosophies…
Pedagogy drives everything; technology adapts to user needs,
(Human Factors Psychology 101)
Expressed beliefs are protected by the First Amendment;
evidence is needed for design
User-generated content is crucial contemporary pedagogy
Programs are partnerships among diversified players
-instructional design is multidisciplinary in nature
-multidisciplinary efforts fail without clear roles
The Most Important
Design Philosophy
A Learner-Centered, Systems Approach:
– Programs serve a market demand (vs. a need)
– Faculty are primarily subject matter experts
– Program delivery is driven by the design of the
user experience and performance
– Self support that is synergistic with State mission
– Employs innovative systems with standard tools
Why Innovative Systems with Standard Tools?
• Consider:
– Support costs of customized systems can easily
(and quickly) exceed the cost of purchase /license
– LMS systems are one answer to coherent user
interfaces, not “the answer”
• Integration of instructional systems is a continuum; each level introduces new cost
benefit ratios
• Lack of alternatives puts the mission at risk
• Trade offs between flexibility and structure
The “next big thing” is never a good choice for large,
Slow Moving
systems (no sense denying it!)
What Activities Need Support?
e.g.
•
•
•
•
•
•
•
Lectures
Discussions
Presentations
Small Group Work
Testing
Field reporting
Video (interactive)
Blogs
Wikis
Conferencing
Desk top sharing
Guest Lecturers
Social Networking
Simulations
What Are the User Needs?
e.g.
•
•
•
•
•
•
•
Alternative learning styles
Faculty (course design and administration)
Special Needs and Accommodations
Transparent User Interfaces
Simplicity and Power (adjustable)
Reliability and Stability
Flexibility and Structure (adjustable)
Ultra Brief Demo…
Informal Small Group Tool
108
Student-Generated Presentations
Current CSUN Distance
Learning Programs
– CDS Master’s Program (Speech-Language)
– Engineering Management Master’s Program
– Educational Leadership & Policy Studies
Master’s Program
– Instructional Design Graduate Credit Certificate
– Knowledge Management Master’s Program
– (Public Policy Master’s Program 2009)
110
Cons to Distance Programs
• High “up-front” workload/investment
• Incomplete planning = disaster!
• Requires significant faculty training
Cons to Distance Programs
• Must avoid seduction by technology
• It’s a Challenge to keep some students engaged
• Faculty may need training in new teaching styles
• Students bring “bad habits” from the web
Cons to Distance Programs
• Mandates instructional design support
– Not really a con, unless you don’t do it!
• Partners must have a common vision:
“distance learning” and “on-line courses” are
general terms that are no more descriptive of
student experience than the term “seminar”
The End…
(the Beginning?...Intermission?)
Questions, comments or protests…
Wrap-Up:
The Sage on the Stage