LeBaron Woodyard,
Dean, Academic Affairs
Chancellor’s Office
March 21, 2014
12:00 PM – 1:30 PM
Audio Setup
Chat Messages
If you have a question
during the webinar,
please type it in the
chat window, preface
it with ???, and raise
your hand. This will
help streamline the
question and answer
Participant Interaction
Closed Captioning
Save Chat or Whiteboard
LeBaron Woodyard,
Dean, Academic Affairs
Chancellor’s Office
March 21, 2014
12:00 PM – 1:30 PM
Meeting ground rules, chat window, questions, meeting feedback survey, etc.
Clearing up the Murkiness
Previous Meeting Evaluation
Q and A Session
“College Distance Education Profile” Request for April’s Monthly Meeting
College Distance Education Profile – San Diego Community College District,
Kats Gustafson, Dean Online and Distributed Learning, Katie Palacios and
Dave Giberson, Instructional Design Coordinators
Panel Discussion on “Regular and Effective Contact”, Patricia James,
Belinda Scott, Mt. San Jacinto College, Melissa Colon, Columbia College, John
Makevich, College of the Canyons
CCC Online Education Initiative (CVC Online Course Exchange) Update
State Authorization Update
CCC Coordinators and Managers Organization
3CMeNow Presentation, Phil Cerda
Meeting Evaluation
@ONE Support
Micah Orloff
 @ONE Staff
DE Coordinators and Managers Meeting
and Archive Page
Clearing Up the Murkiness
Meeting evaluation for January 2014
 33 participants
15 (10)
12 (11)
6 (3)
Classified Staff
Clearing Up the Murkiness
Two polls to help inform the evolution of
the DE Coordinators and Managers
 Length of meeting
 College profiles
Clearing Up the Murkiness
Should the meetings be:
 60 minutes
 90 minutes
Clearing Up the Murkiness
I understand that sharing ideas and
what is going on campus is a good idea,
but I question if this is the right forum for
it. I want to hear what is going on with
legislation, at the Chancellor's Office,
upcoming relevant conferences, the
State Education Initiative, etc.
Clearing Up the Murkiness
Should the “College Profiles” continue?
 Yes
 No
How many should be presented at each
Clearing Up the Murkiness
CVC is still murky for me. Please keep
updating every meeting on where things
are, what the charge is, what the goals are,
who is doing what, etc.
 Information related to OEI. Things are
moving fast and quickly. Could Project
Director provide brief updates each
meeting? (Recorded or just slide would be
fine—but this generates lots of questions
we don’t have time to answer.)
Clearing Up the Murkiness
Need more information on Alternative
Attendance Accounting. I got somewhat
lost during this discussion.
 Missing presentation slides.
Previous Meeting Evaluation
Please continue to provide your input
and comments regarding the monthly
Q and A Session
The following questions are from fellow
colleagues about DE
Q and A Session
I would have liked to get info on what
percentage of FT load online instructors
teach at other colleges
Q and A Session
The question of course shell backups with
respect to the statute of limitations for distance
education student grade and other grievances.
As I recall, it was on the order of two years.
Today I contacted the Office of Civil Rights
(OCR) and their statute of limitations runs at
180 days.
Do you know of any language in Ed Code that
speaks to this question? I wanted to provide
appropriate guidance on the question of
Blackboard backups for the XXXCCD
Q and A Session
§ 59025. Class 3-Disposable Records.
All records, other than Continuing Records, not
classified as Class 1-Permanent or Class 2-Optional,
shall be classified as Class 3-Disposable, including,
but not limited to, detail records relating to:
(a) records basic to audit, including those relating to
attendance, full-time equivalent student, or a
business or financial transaction (purchase orders,
invoices, warrants, ledger sheets, canceled checks
and stubs, student body and cafeteria fund records,
etc.), and detail records used in the preparation of
any other report; and
(b) periodic reports, such as daily, weekly, and
monthly reports, bulletins, and instructions.
Q and A Session
§ 59026. Retention Period.
(a) Generally, a Class 3-Disposable record, unless otherwise
specified in this Subchapter, should be destroyed during the
third college year after the college year in which it originated
(e.g., 1993-94 plus 3 = 1996-97). Federal programs, including
various student aid programs, may require longer retention
periods and such program requirements shall take precedence
over the requirements contained herein.
 (b) With respect to records basic to an audit, a Class 3Disposable record shall not be destroyed until after the third
July 1 succeeding the completion of the audit required by
Education Code Section 84040 or of any other legally required
audit, or that period specified by Section 59118, or after the
ending date of any retention period required by any agency
other than the State of California, whichever date is later.
 (c) With respect to continuing records, a continuing record shall
not be destroyed until the third year after it has been classified
as Class 3- Disposable.
College Distance Education Profile
Request for April Meeting
Highlight your program or unique aspect
of something you are doing
 Intent is to showcase different colleges
and the local solutions to accomplishing
elements of distance education at a
 Each college will get up to 15 minutes
 Up to three colleges will be highlighted
each month
College Profiles
College Distance Education Profile –
San Diego Community College
District, Kats Gustafson, Dean Online
and Distributed Learning, Katie Palacios
and Dave Giberson, Instructional Design
Online Faculty Training and
Certification at SDCCD
Kats Gustafson – Dean, Online and Distributed Learning
Katie Palacios – Instructional Design Coordinator
Dave Giberson - Instructional Design Coordinator
Why the Need for Training and
Unique pedagogy of online environment
Accreditation and regulatory compliance
Good practice for quality assurance
LMS competence
Empathy with online students
• More than a Blackboard tutorial
• Modeling of:
– good online course design
– effective online pedagogy
– responsive instruction
– effective communication
– regulatory compliance
• Faculty awareness of support resources
Course Description
Fully online
Offered through District LMS (Blackboard)
Course Design
Modular – fully online
Extensive use of accessible media
Authentic and varied assessment
Active learning
Frequent and timely instructor feedback
Course Tour
Course Modules
Course Modules
Course Modules
Course Modules
Course Modules
Like a Copy?
The entire training course is available as an
importable cartridge.
Intellectual Property Statement
The SDCCD Online Faculty Training Certification Course and associated
documentation is licensed under a
Creative Commons Attribution-ShareAlike 2.5 License.
Panel Discussion
“Regular and Effective Contact”
Patricia James, Moderator
 Belinda Scott, Mt. San Jacinto College,
 Melissa Colon, Columbia College,
 John Makevich, College of the Canyons
Regular and Effective Contact is
central to DE effective practice,
among other things!
A five minute overview…..
Correspondence (Feds)
Correspondence course:
(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) If a course is part correspondence and part residential training,
the Secretary considers the course to be a correspondence course.
(3) A correspondence course is not distance education.
34 C.F.R. § 602.3.
Distance Education
California Regulations
Title 5 section 55200 Definition
Distance education means instruction in
which the instructor and student are
separated by distance and interact through
the assistance of communication
More Title 5:
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
(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, email, or other
Language used in state
and federal settings:
• US Dept. of Ed: “regular and substantive
interaction between the students and faculty,”
• Title 5: “Regular and Effective Contact”
• Used to be “Regular and In-Person Contact”
ACCJC looks for “regular and substantive”
• All DE must have contact between
the instructor and the student.
(implied initiated by the instructor)
• It has to be regular, effective,
substantive, and engaged
• Contact has to happen in fully and
partially online courses.
Regular and substantive interaction between
student and teacher according to ACCJC:
Is central in determining whether a course is distance
education rather than correspondence education.
Is needed in every course that is fully online and in
the online elements of courses otherwise on-site.
Must be demonstrable and documented.
Is vital to a college’s relationship with the U.S.
Department of Education for student financial aid
Is key to quality education and the student outcomes
required by the ACCJC Accreditation Standards.
Who cares?
• It’s really about effective practices!
Regular Effective
Contact Policy
It started with the
Curriculum Committee
I have to do ………… WHAT?
Development of the
Initiated Interaction
• Frequency
Establishing Expectations and Type
of Contact
– Threaded discussion forums, blogs, wikis
(within Blackboard)
– MSJC email
– Weekly announcements (Blackboard)
– Timely feedback
Suggestions for additional activities
– CCC Confer
– Polleverywhere
– VoiceThread
– Twitter (student voluntary )
– Facebook (student voluntary)
– Google Docs
Faculty Development
– Stay current with emerging technology
– MSJC Academy
– Online Faculty Mentorship
– Edudemic
– Online Teaching Conference
– The Faculty Project
Melissa Colón, Distance Education
Regular &
Effective Contact
Instructor to Student & Student to Student
Distance Education Plan
Curriculum Committee
Title III Contractual Agreement
for Online Course Developers
Items to be reviewed before instructor offers
Standard online components present
Effective communication tools for regular student/faculty
Training Cohort & Instructional
Technology Workshops
Communication Tools Demonstrated both
Synchronous and Asynchronous
Communication tools
Peer Review & Mentor
Principle 1: Good practice encourages contact between
students and faculty.
Principle 2: Good practice develops reciprocity and
cooperation among students.
Regular Effective Contact
at College of the Canyons
• Distance Learning Addendum
– “Title 5 (55376) states that …
Describe how you will maintain regular effective
contact with the students, including what will
make this interaction effective.”
• Attendance: Board Policy
– States local definition of DE, describes Academic
Engagement in Distance Education Courses, and
calls out “regular and substantive interaction” as
indicated by ACCJC.
We want to integrate our guidelines on regular
and effective contact (regular and substantive
interaction) in a mainstreamed way.
Putting this into practice
• Big share at department and division meetings
• Administrator retreats
• Professional development workshops
– Delivered in collaboration with Curriculum
Committee Co-chair. This is important!
• Online Student Success Program
• Talk, rinse, repeat
Required Training for Online Teaching
• Regular effective contact is EVERYWHERE in
our online teaching and learning training
– Introduction to Online Teaching and Learning
– 6-hour LMS training
– 1-hour Section 508/Accessibility training
• Topic is discussed at ALL one-on-one sessions
What works?
• Can’t say we haven’t tried! We get the
message out all the time, everywhere.
• This topic now comes up in meetings all over
campus, so there is general community
• Drop-in sessions for faculty to come in and see
if their courses “pass muster.”
• We can’t be in all places at all times.
• We can’t reach all adjunct faculty with the
information. We count on help from our
division deans and department chairs, and
they have indeed been helpful.
• To change, you have to want to change. You
have to care.
CCC Online Education Initiative (CVC
Online Course Exchange) Update
Joe Moreau, Interim Executive Director
 Steering Committee has been being
formed and the initial meeting is April 4th
 Town Hall Meeting is April 9th
 Executive Director position has been
 Other positions will be released very
CVC Course Exchange
Potential Courses
15,318 individual courses identified in
Associate Degrees for Transfer (ADTs) in
2012-13 Academic Year
1,257,012 students were enrolled in these
3,037 courses are already DE courses
Looking at the fill rate
More than 60 days before the start of the course
45 to 60 days before the start of the course
30 to 45 days before the start of the course
Less than 30 days before the start of the course
CVC Course Exchange
Reading and Composition
Oral Communication I
College Writing
General Psychology
Composition and Critical Thinking
American Government
Elements of Public Speaking
Introduction to Sociology
General Biology for Non-Majors
State Authorization Update
 U.S. Department of Education is discussing
re-issuing regulations on State Authorization
 Russ Poulin’ s Blog post was sent today
One comment to Russ’s Blog
What I don't think many folks appreciate (and Chron sort of missed
in its story) is this proposal would be a huge change from the way
things work today. From a quick read, it appears as though the
proposal would require all states to authorize distance ed (with no
exemptions for accreditation, etc.). Basically, this would be a
mandate to either obtain specific state approval or participate in
reciprocity as a condition for continuing to offer distance education
with federal aid.
Note that this is quite different from the last rule, which only
mandated that you need to meet state requirements, if any, and
thus it appears to impose a huge new burden on states and
institutions. Think at least double.
If the Department's thought is to force reciprocity, this is a bit of a
ham-handed way to do it-- the States that don't adopt and
implement it in a timely fashion (and their institutions) will face
enormous new burdens, and the stakes will be very high--loss of
T4. (And of course we don't know when the rule would be
Incentives for implementing reciprocity, which everyone agrees is a
good idea, can doubtless be achieved in a less obtrusive
manner. Just bringing back the old rule would probably suffice,
mis-guided as it may be.
Greg Ferenbach, Cooley LLP
SARA Structure
States must join SARA first
 Institutions can join if state joins
 1-2,500 FTES is $2,000/year
 2,501-10,000 FTES is $4,000/year
 10,001 and above is $6,000/year
Update: California Community College
Distance Education Coordinators’
Organization is official as a California nonprofit
 California Community College Distance Education
Coordinators Organization (CCCDECO)
- First official meeting: Friday, Feb. 28 from
12:00 to 1:00pm on CCCConfer. We will break
up key tasks into small working groups.
 - DE Coordinator Retreat will be on Thursday,
June 19. More info coming very soon.
 - CCCDECO will be working closely with the OEI
steering committee. It's first meeting is April 4.
Update: California Community College Distance
Education Coordinators’ Organization
Contact [email protected]
3CMeNow Presentation
Phil Cerda, Palomar College
Upcoming Chancellor’s Office
Annual DE Survey of Colleges
 Student Satisfaction Survey
 Faculty Satisfaction Survey
Evaluation Survey
Help us improve the monthly DE
coordinators meeting by filling
out a short anonymous online
feedback survey at the following
Related flashcards
Create Flashcards