Overview
•
•
•
•
Distance Education – “State of the State”
OEI Overview
Distance Education and Accreditation
OEI Course Design Rubric Basics
Distance Education – Hot Topics
• 2014 Spring Plenary – “Hot Topics in DE –
Quality Trumps Hype”
• 2015 Spring Plenary – “Hot Topics in DE –
Avoiding the Landmines”
• Accessibility
• Accreditation
• Attendance (LDA)
ASCCC’s “Avoiding…”
• Keeping DE Curriculum up-to-date
– Separate course approval (Title 5)
– Substantive change reports (accreditation)
– Regular and effective contact (Title 5 AND
accreditation)
• Making student and learning support services
available to online students
• Understanding the right of assignment for DE
classes
ASCCC’s “Avoiding…”
• Selecting and using Course
Management Systems
• Working with your Union on DE
issues
• Evaluating DE faculty
Ensuring Online Course Quality
• Do you have any mechanisms in place for
ensuring the quality of your online course
offerings?
• At a minimum what “check” MUST you have in
place?
Why separate approval?
What is the goal of the separate
approval process?
Why separate approval?
• Articulation?
• Compliance?
–Accessibility?
–Regular effective contact?
–Accreditation standards
• Quality?
Update and Overview, January 2016
A Little Background
Where We Are Now
What do we hope to
accomplish in a nutshell?
Ensure that more
students are able to
complete their
educational goals by
increasing both access
to and success in
high-quality online
courses and
programs.
General Components of the OEI
System wide resources
for online students
Technology resources
that maximize
economies of scale
System wide resources
for developing highquality online courses
OEI
Completion by….
• Improve success and retention in online courses for the
CCC’s
– Prepared students
– Prepared faculty
– Quality course design and content resources
• Providing resources to colleges to allow for the
addition of quality online courses
• Providing students with opportunities to take classes
when and where they need them
Pilot Colleges
Phase 1 (Full Launch)
Phase 2 (Readiness/Tutoring)
Butte
Antelope Valley
Barstow
Coastline
Cabrillo
Columbia
Foothill
College of the Canyons
Imperial Valley
Shasta
Hartnell
Mt. San Antonio
Fresno City
Mira Costa
Ohlone
Lake Tahoe
Monterey Peninsula
Pierce
Mt. San Jacinto
Rio Hondo
Saddleback
Ventura
West Los Angeles
Victor Valley
Resource Updates
• Tutoring:
– Extended to all pilot colleges as of fall 2015 (no cost)
• ALL online courses at pilot colleges in spring 2016 only
– No cost platform to connect local tutors to students
online for all colleges
– Low cost 24/7 online tutoring for all students available
for all colleges
– Link Systems via the Foundation for the CCCs
• Embedded Basic Skills Support Resources
– In planning and pilot stages
– Shared resources and strategies
Resource Updates
• Academic Integrity:
–Proctoring
• Online solution now available to pilot
colleges – “Proctorio”
• Systemwide network of proctoring
sites
Proctorio
• Our Mission.
• Proctorio's mission is to increase access to high quality education, world
wide.
• Proctorio gives value to online degrees, decreases the cost of education,
and facilitates learning. With Proctorio, institutions and employers can
gain confidence in online programs.
• Our Story.
• While developing software for online schools we noticed an ever-present
trend. Students were acing the midterms only to stumble on the final
exams. This happened when the finals were remotely proctored, which
ensured that the students did not receive help from their notes or their
friends. While being effective, the proctoring services were human
powered and could not provide a scalable solution. We realized that
students must be encouraged to study on their formative exams to meet
learning objectives. The missing piece was a scalable, automated remote
proctoring system. Enter Proctorio.
Resource Updates
• Academic Integrity:
–Plagiarism detection
• Efforts underway to make a tool
available to pilot colleges
• Negotiated rate for all colleges
Resource Updates
• Online Student Readiness:
– Extended to all pilot colleges as
of fall 2015
– No cost online student
readiness modules now
available to all colleges
– Currently piloting readiness
modules combined with
Smarter Measure Assessment
Resource Updates
• Contract signed with Cranium Café
• https://www.craniumcafe.com/
• “Real-Time Student Services Software”
Cranium Cafe
Resource Updates
• Professional Development & Course Design Support
– Online Course Design Standards (piloted and revised)
– Online Course Review (over 100 courses reviewed)
– Reviewer Training: Peer Online Course Review (POCR)
• Initially trained 30 faculty from 29 colleges
• Training revised spring 2015 to consist of 1 day “Applying the
Rubric” workshop + 2 weeks online.
• “Applying” open to all
–
–
–
–
Professional Development Summit
Access to Instructional Designers
Access to Accessibility support
Weekly Canvas support calls for faculty
Resource Updates
• 4-week Introduction to Teaching with Canvas
– Free to faculty at OEI pilot colleges and colleges
that have committed to Canvas
– Self-paced version available
– “Train-the-trainer” events held
– Creative Commons version available
– Facilitated sections available
Technology Resources
• Common Course Management System
– Allows for statewide online community
– Allows for statewide support
– Enables the deployment of integrated student and faculty
resources
– Provides no-cost access to an up-to-date, easy to access,
fully-functional CMS
Why Canvas?
•
Overwhelming support from students
•
Nearly unanimous decision
•
Ease of use and robust functionality
•
Partnership and customization
opportunities
• History of strong completion and success rate improvements
• Site visits and reference checks (including students & faculty) were overwhelmingly
supportive
Do all colleges have to move to
Canvas?
• NO!
• But we hope colleges will want to, because…
– Ease of use and upgrades will be managed at the system level
– Cost will be significantly reduced for the system (and eliminated
for colleges)
– Resources will be integrated for both faculty and students
– Opportunities for collaboration for both faculty and students
– Partnership with Canvas will allow for customization for the
CCC’s
• BUT – OEI is committed to developing resources that will be
available to those who stay in their own CMS.
CCC Canvas Adoptions
(IPA Signed by college & Canvas)
New Adoptions New Adoptions (16) Pilot Colleges (9)
Allan Hancock
Cabrillo
Cerritos
Canyons
College of the Desert Coastline
Copper Mountain
Columbia
Feather River
Foothill
LA Mission
Imperial Valley
LA Trade Tech
LA Pierce
WV Mission
Lake Tahoe
Modesto
Shasta
North Orange Adult
Palo Verde
Santa Rosa
Sequoias
West Hills Coalinga
West Hills Lemore
West Valley
Existing Adoptions
(6)
Pasadena City
Redwoods
Sierra
Solano
Woodland
Yuba
CCC Canvas Adoptions
•
•
•
•
IPA signed by college and Canvas: 31
IPA submitted to Canvas: ≥ 10
Form submitted by college: 5
Total as of 1/8/15: 46
There are three levels of opportunity
for participation in the OEI.
What’s the Exchange?
• A mechanism for students at one college to register
for online classes at another participating college.
• It IS NOT the 114th CCC!!!!
– Students cannot register outside home college
registration system.
– Agreement between colleges, not a separate
collection of courses.
• Improve completion rates across the state.
• Access to resources for both colleges and students.
Implications of the Exchange…
• Access to the hard to get courses needed to graduate or
transfer.
• Exchange courses seamlessly articulate between colleges
(C-ID, ADT courses).
• Streamlined application and registration processes.
• Financial aid combined across colleges in the Exchange.
• Common learning environment (CCMS / Canvas).
• Course status and final grade shared back to home
college automatically (credit toward degree or transfer
goal).
Distance Education and
Accreditation
Definition of DE (ACCJC)
• …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.
• DE 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 (ACCJC)
• (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.
Correspondence is NOT DE
• How, locally, do you ensure/demonstrate that
your DE is DE?
• How do you document T5’s regular effective
contact/regular and substantive interaction?
DE Guidelines
• .. districts and/or colleges will need to
define “effective contact” including how
often, and in what manner instructorstudent interaction is achieved.
• .. important to document regular effective
contact and how it is achieved.
Federal: Higher Education Opportunities Act
(2010):
• ..defines DE as education that uses one
or more technologies to deliver
instruction to students who are
separated from the instructor and to
support regular and substantive
interaction between the students and
the instructor, synchronously and
asynchronously.
OEI Course Design Rubric
A.
B.
C.
D.
Course Design
Interaction and Collaboration
Assessment
Learner Support
A. Course Design
• Course Design addresses elements of
instructional design.
• Course Design includes such elements as:
– structure of the course,
– learning objectives,
– organization of content, and
– instructional strategies.
• What does it take to be “Distinguished to
Exemplary”?
A. Course Design
• Objectives are made available in a variety of areas in
the course (within the syllabus and each individual
learning unit or module).
• Content is made available or “chunked” in manageable
segments (i.e., presented in distinct learning units or
modules).
• It is clear how the instructional strategies will enable
students to reach course objectives.
• Learners have the opportunity to give anonymous
feedback to the instructor regarding course design and
course content both during course delivery and after
course completion
B. Interaction and Collaboration
• Interaction and Collaboration can take many forms. These criteria
place emphasis on the type and amount of interaction and
collaboration within an online environment. “Interaction” denotes
communication between and among learners and instructors,
synchronously or asynchronously. “Collaboration” is a subset of
interaction and refers specifically to those activities in which groups
are working interdependently toward a shared result. This differs
from group activities that can be completed by students working
independently of one another and then combining the results,
much as one would when assembling a jigsaw puzzle with parts of
the puzzle worked out separately then assembled together. A
learning community is defined here as the sense of belonging to a
group, rather than each student perceiving himself/herself studying
independently.
B. Interaction and Collaboration
• Communication Strategies
• Development of Learning Community
• Interaction Logistics
B.1 Communication Strategies
• 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.
• There are plentiful opportunities for interaction, as
appropriate.
• Communication strategies promote critical thinking or other
higher order thinking aligned with learning objectives.
• Communication activities benefit from timely interactions and
facilitate “rapid response” communication (i.e., students gain
practice discussing course content extemporaneously without
looking up basic, declarative information).
B.2 Development of Learning Community
• Instructors have a plan for initiating contact prior to or at
the beginning of class and at regular intervals during the
course.
• Communication activities are designed to help build a
sense of community among learners.
• Student-to-student interactions are required as part of the
course.
• Students are encouraged to initiate communication with
the instructor.
• Collaboration activities (if included) reinforce course
content and learning outcomes, while building workplaceuseful skills such as teamwork, cooperation, negotiation,
and consensus-building.
B.3 Interaction Logistics
• 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.
• The instructor plans to participate actively in
communication activities, including providing feedback to
students.
• The instructor plans to use communication tools effectively
to provide course updates, reminders, special
announcements, etc.
Basic Principles
• Clear and complete communication – about
expectations and how the course works.
• Purposeful activities and interaction.
• Promoting connection – to course content, to
other students.
C. Assessment
•
•
•
•
Tied to outcomes
Match the ability of the online platforms
Multiple Measures of Assessment
Use samples and rubrics
D. Learner Support
• Supplemental Software and
Resources
• Course and institutional policies and
support
• Technical Accessibility
• Accommodations
For more information
Michelle Pilati
Interim Chief Professional Development Officer
mpilati@ccconlineed.org
OEI Course Design Rubric
http://ccconlineed.org/documents/category/6professional-development-workgroup
🌐 http://CCCOnlineEd.org
Additional Info and Blog http://CCCTechEdge.org