School of Learning Resources, Teaching and Technologies
Long Beach City College
LBCC Distance Learning Program:
Overview and Three-Year Plan
Submitted to the Instructional Planning Committee
by
Amit Schitai
Director, Instructional Technology and Distance Learning
&
Dr. Leticia Suarez
Dean, Learning Resources, Teaching and Technologies
Based on a decade-long experience and practices
in collaboration with Distance Learning faculty
and the Curriculum Committee at LBCC
May 8, 2007
LBCC Distance Learning Program:
Overview and Three-Year Plan
Table of Contents
1. INTRODUCTION .................................................................................................. 5
1.1 PREFACE .......................................................................................................... 5
1.2 PURPOSE .......................................................................................................... 5
1.2.1 Goal .......................................................................................................... 5
1.2.2 Lifelong learning ......................................................................................... 6
1.2.3 Learning styles ........................................................................................... 6
1.2.4 Information and Communication Technologies (ICT) literacy ............................. 6
1.2.5 e-Learning .................................................................................................. 6
1.3 RATIONALE ....................................................................................................... 6
1.3.1 California Community College System Office & Title V ...................................... 6
1.3.2 Accrediting Commission for Community and Junior Colleges (ACCJC) ................. 7
1.3.3 State Academic Senate for California Community Colleges (SACCC) .................. 7
1.3.4 Local rationale ............................................................................................ 7
2. DEFINITIONS AND ABBREVIATIONS .................................................................. 8
3. BACKGROUND .................................................................................................. 12
3.1 HISTORY ........................................................................................................ 12
3.2 GROWTH ........................................................................................................ 12
3.3 DL HIGHLIGHTS, 2005-06 ACADEMIC YEAR: ....................................................... 12
3.3.1 Courses ................................................................................................... 12
3.3.2 Students .................................................................................................. 13
3.3.3 Faculty ..................................................................................................... 13
3.4 LBCC TECHNOLOGY PLAN ................................................................................. 13
4. PROGRAM DESCRIPTION, SCOPE, RESPONSIBILITIES AND PRACTICES ........... 14
4.1 E-LEARNING INFRASTRUCTURE ......................................................................... 14
4.1.1 e-Learning Environment ............................................................................. 14
4.1.2 Team Approach (see also 4.2.1 below) ......................................................... 14
4.1.3 Instructional e-Zone (http://itdcfacultyezone.lbcc.edu) .................................. 15
4.1.4 Shared Development and Usage of Instructional Activities .............................. 15
4.1.5 e-ZLRN Distance Learning Students Portal .................................................... 15
4.2 DL COURSES DEVELOPMENT, DESIGN AND DELIVERY........................................... 16
4.2.1 Course Design Model ................................................................................. 16
4.2.2 Overarching Team Approach ....................................................................... 17
4.2.3 Course Delivery ........................................................................................ 18
4.2.4 Student Access ......................................................................................... 18
4.3 CURRICULUM SUPPORT PRACTICES ................................................................... 18
4.4 STUDENT SUPPORT PRACTICES ......................................................................... 19
4.4.1 Student Services ....................................................................................... 19
4.4.2 Academic support ...................................................................................... 20
4.4.3 Technical support ...................................................................................... 20
4.5 FACULTY SUPPORT PRACTICES .......................................................................... 21
4.5.1 Instructional Technology Development Center (ITDC) .................................... 21
4.5.2 ITDC Faculty workshops ............................................................................. 21
4.5.3 Faculty Resource Center (FRC) .................................................................... 21
4.5.4 FLEX Day Professional Development Activities ............................................... 21
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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4.5.5 Helpdesk for faculty ................................................................................... 21
4.5.6 DL course development stipends ................................................................. 21
4.5.7 DL program Web-site ................................................................................. 21
4.6 ACADEMIC SERVICES, COMMUNITY RELATIONS & MARKETING,
AND ADMINISTRATIVE SUPPORT PRACTICES ........................................................ 21
4.6.1 Academic Services and Community Relations & Marketing support .................. 22
4.6.2 Administrative support ............................................................................... 22
5. STANDARDS ..................................................................................................... 23
5.1 COURSE MODALITY STANDARDS ....................................................................... 23
5.1.1 Title V ...................................................................................................... 23
5.1.2 Accessibility .............................................................................................. 23
5.1.3 Instructional Assignments .......................................................................... 23
5.1.. Faculty Preparation .................................................................................... 23
5.2 USAGE AND ACCESS STANDARDS ...................................................................... 23
5.2.1 DL Instructional Servers/Infrastructure Support ............................................ 23
5.2.2 DL Courses Domain ................................................................................... 24
5.2.3 Web Standards ......................................................................................... 24
5.2.4 Student Course Access ............................................................................... 24
5.2.5 Security and Privacy .................................................................................. 24
5.3 LEGAL COMPLIANCE STANDARDS ...................................................................... 24
5.3.1 Course Compliance .................................................................................... 24
5.3.2 Accessibility compliance ............................................................................. 25
5.3.3 Copyright Law ........................................................................................... 25
5.4 CURRICULUM STANDARDS ................................................................................ 25
5.4.1 Curriculum Standards ................................................................................ 25
5.4.2. Curriculum Committee .............................................................................. 25
5.4.3 Characteristics of Distance Learning Courses at LBCC .................................... 27
5.4.4 Distance Learning Faculty Training .............................................................. 29
5.4.5 Testing in Distance Learning Courses ........................................................... 29
5.4.6 Instructor-Student Contact in Distance Learning Courses ............................... 31
5.4.7 Distance Learning Course Reports ............................................................... 32
5.4.8 Accessibility to Students with Disabilities ...................................................... 33
5.4.9 Course evaluation: .................................................................................... 33
6. RESOURCES MANAGEMENT – ............................................................................ 33
6.1 STAFF ............................................................................................................ 33
6.1.1 DL Staff Positions ...................................................................................... 33
6.1.2 Staff support hours.................................................................................... 34
6.1.3 Growth Indicators ..................................................................................... 34
6.2 LICENSES ....................................................................................................... 35
6.2.1 Video Content ........................................................................................... 35
6.2.2 Textbook publishers’ content ...................................................................... 35
6.3 INFRASTRUCTURE SUPPORT ............................................................................. 35
6.4 COURSE HOSTING SERVERS ............................................................................. 35
6.5 DEVELOPMENT RESOURCES .............................................................................. 35
7. DL PROGRAM OUTCOMES ................................................................................. 36
7.1 MANAGEMENT ................................................................................................. 36
7.1.1 Annual report ........................................................................................... 36
7.1.2 Net revenue ............................................................................................. 36
7.2 DEVELOPMENT ................................................................................................ 36
7.2.1 Learning environment ................................................................................ 36
7.2.2 Instructional Web tools and activities ........................................................... 36
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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7.3 COURSES ....................................................................................................... 36
7.3.1 Educationally sound DL courses .................................................................. 36
7.4 STUDENTS ...................................................................................................... 37
7.4.1 Resources for success ................................................................................ 37
7.4.2 S.I.D.E. Road ............................................................................................ 37
7.5 FACULTY ........................................................................................................ 37
7.5.1 Workshops and training ............................................................................. 37
7.5.2 e-Zteach / e-ZLRN..................................................................................... 37
7.5.3 Instructional e-Zone .................................................................................. 37
8. INTEGRATION OF DL IN THE PLANNING PROCESS: DIRECTIONS AND GOALS
2007-2010 ........................................................................................................... 37
8.1 STRATEGIC OFFERING OF DL COURSES .............................................................. 37
8.2 NEW COURSE DEVELOPMENT ............................................................................ 38
8.3 RETENTION AND SUCCESS ............................................................................... 39
8.4 ENROLLMENT MANAGEMENT ............................................................................. 39
8.5 ONLINE SI ...................................................................................................... 39
8.6 ONLINE TUTORING .......................................................................................... 39
8.7 HELPDESK AND DL SUPPORT ............................................................................. 39
8.8 VIDEO CONTENT ............................................................................................. 40
8.9 PROCTORING .................................................................................................. 40
8.10 E-PORTFOLIOS .............................................................................................. 40
8.11 FACULTY DEVELOPMENT ................................................................................. 40
8.12 MANAGEMENT ............................................................................................... 41
8.13 DL FACULTY MATTERS: CONTRACTUAL ISSUES .................................................. 41
APPENDIX A - DL ADDENDUM TO AN EXISTING CLASS ......................................... 42
APPENDIX B - A SYSTEMATIC AND COMPREHENSIVE STRATEGIC DISTANCE
LEARNING COURSE OFFERINGS PLAN: RATIONALE .............................................. 48
APPENDIX C - LEGAL COMPLIANCE: WEB-SITE ACCESSIBILITY GUIDELINES ...... 50
APPENDIX D - LEGAL COMPLIANCE: COPYRIGHT ................................................. 55
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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1. INTRODUCTION
1.1. PREFACE
The Distance Learning (DL) program at Long Beach City College
(http://de.lbcc.edu) provides the institution with new markets for enrollment
growth and attractive pedagogically sound online offerings that advance the
college’s cutting edge image as an institution of higher learning. The DL
program delivers a comprehensive institutional and programmatic framework
to support academic departments and faculty seeking alternative
methodologies for teaching aimed at students who wish to explore learnercentered courses at a distance.
In all of these aspects, the LBCC Distance Learning program has made
great strides, with faculty, student and institutional support, to move this
instructional agenda forward. The rapidly expanding demand on both the
student and the faculty fronts has seen this program grow from one online
course in Fall 1997 to our current roster of 82 online course offerings in
Spring 2007, 122 DL course sections, and an enrollment of 3,821 in Spring
2007. The program’s last three-year enrollment growth from 2,304 students
in Spring 2004 to the 3,821 in Spring 2007 indicates a growth factor of 66%.
Fall 2007 will bring an increase of 7 additional newly developed online
courses, which will be offered for the first time. The projected enrollment for
the 2007-08 academic year is over 8,000 students.
This document reaffirms the institutional commitment to meet the naturally
evolving demand for DL. It provides a comprehensive overview of the
program including its purpose, background, definitions, scope of
responsibilities, standards, resources, outcomes and stated goals for the next
three years (2007-2010). Among the stated goals are review of policies for
setting institutional standards for faculty involvement, revisiting support
mechanisms and resources and establishment of enrollment goals in this
area as an institutional initiative. As the program has served the institution’s
planning goals, priorities and mission over the years, and as the college
drafts its new planning process, it is now the time for Distance Learning to
take its place as an integral part of the instructional landscape.
1.2 PURPOSE
1.2.1 Goal
Aligned with the college’s mission and vision, the goal of the LBCC DL
program is threefold: (1) to increase access to LBCC programs and course
offerings, (2) to provide students who otherwise could not attend courses oncampus with an opportunity to accomplish their educational goals, and (3) to
accommodate different learning needs of individual students “anytime,
anywhere, anyone”. The primary population served includes students whose
schedules, learning styles, abilities, or preferences lead them to rely on
technology-mediated courses to meet their objectives.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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1.2.2 Lifelong Learning
Lifelong learning is served through DL in that individual students may
realize their educational pursuits at any point in their career(s) and beyond,
without physical barriers.
1.2.3 Learning Styles
Distance learning helps in the development of self-directed learning skills
resulting in learners who are capable of managing resources in support of
their learning objectives and who can access a best fit for different learning
styles. Accessibility is a prime directive of all distance learning efforts at
LBCC
1.2.4 Information and Communication Technologies (ICT) Literacy
ICT is an intrinsic element in the DL modality. Students gain competency
and develop higher order thinking skills in using their e-learning environment
to master course content and transfer ICT- related skills and proficiencies as
they navigate other learning environments at the college and outside.
1.2.5 e-Learning
Distance learning is a modality that marks the transition of traditional
courses towards the integration of e-learning for a variety of instructional
purposes in the classroom and the course curricula. Technology integration
into the curriculum and services is a driving force behind all the program
activities.
1.3 RATIONALE
LBCC DL efforts are in compliance with guidelines and standards set by Title
V, the CCC System Office, ACCJC, and the State Academic Senate as follows:
1.3.1 California Community College System Office & Title V
Distance Education is included in the California Community College System
Strategic plan. The plan calls for “Multiple Delivery Methods” and the
development of strategies to expand the use of distance education, online
and hybrid courses. Such expansion charges colleges within the System to
“expand and sustain an appropriate range of delivery methods to enhance
access while maintaining and promoting high standards of academic rigor
and excellence. An appropriate range of delivery methods is needed to
improve access while maintaining high academic standards. The use of
technology can bridge gaps that may be caused by income or geographical
disparities.”
1.3.2 Accrediting Commission for Community and Junior Colleges (ACCJC)
As noted in the Distance Learning manual of the ACCJC, “effective
institutions are no longer restricted to offering less than fifty percent of a
degree program via distance education in order to regain eligibility. The
regulatory changes are likely to increase the number of programs campusbased institutions offer through distance education media as well as generate
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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opportunity for some new, solely distance education based institutions to
emerge in the WASC region.”
Additionally, the ACCJC recognizes that “Nearly half of all the college
students in the country are of the age group once thought of as
nontraditional. They are working adults or adults seeking first educational
credentials or retraining. Many working adult students with multiple demands
on their time find distance education to meet their needs better than
campus-based education. In addition to working adults, the traditional-aged
college students come to campus with extensive experience using digital
technologies in their personal and school lives. For these students, distance
education that involves use of internet, web casts, text messaging, and other
digital media is comfortable and familiar.”
1.3.3 State Academic Senate for California Community Colleges (SACCC)
The SACCC, in support of DL, has asserted that it “has already been
involved in many aspects of the successful introduction and implementation
of technology in the learning process. In Fall 1997, the position paper
Guidelines for Good Practice: Technology Mediated Instruction was adopted
at the Plenary Session. That paper addressed good practices for all types of
technology mediated instruction, whether it occurs in the classroom on
campus, or involves distance learning.”
1.3.4 Local Rationale
• All DL courses follow the same rigorous curriculum approval process as
traditional courses.
• All DL course are equivalent and comparable to its on-campus version in
all but the delivery modality.
• DL instruction is viewed as an alternative instructional methodology only.
Therefore, the existing expectations and parameters specified in LBCC
course outlines establish the requirements of the course quality for this
proposal.
• Separate curriculum approval is required for any portion of a class that is
offered in a distance.
• Same standards of course quality are applied to DL as are applied to
traditional classroom courses.
• The LBCC Enrollment Management Plan identifies DL as one of its
strategies to assist the college in its enrollment efforts. DL also provides
alternative venues to ease facility challenges and overhead costs on
campus.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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2. DEFINITIONS AND ABBREVIATIONS
• Accessibility - Following the 1998 amendment of Section 508 of the
Rehabilitation Act, Web Accessibility regulations have been defined to help
make the Web accessible to people with disabilities. Web accessibility means
that people with disabilities can perceive, understand, navigate, and interact
with the Web, and that they can contribute to the Web. Web accessibility also
benefits others, including older people with changing abilities due to aging.
• Access guidelines - Guidelines for Producing Instructional and Other Printed
Materials in Alternate Media for Persons with Disabilities. Based on the
recommendations of a Special Alternate Media Workgroup established by the
Consultation Council of the CCC Chancellor’s Office, this document was
published and distributed to all CCCs in 1999, following a special review by the
Office of Civil Rights.
 Bios - DL students’ first contribution to their course; part of an effort used in
DL courses to form a community of learners. In e-Zteach, bios are formed
using an asynchronous communication tool similar to that used for discussion
forums. This provides the students with the practice they need before they
participate in content-based discussion required throughout the course.
 Blogs (Web logs) - A Web-log is a journal (or newsletter) that is frequently
updated and intended for general public consumption. Blogs generally
represent the personality of the author or the Web site (Source: Wikipedia).
 Chat - A synchronous communication tool often used for online one-on-one
tutoring and office hour purposes, as well as for group activities that allow
archiving the chat content for students who could not attend the chat in real
time.
 Content Processors - Web-based multimedia self-assessments and practices
with meaningful and immediate feedback for DL students to review course
material and assess their comprehension of key course content and concepts.
 Distance Learning course addendum - this document is required by the
curriculum committee for the separate DL course approval process.
 Distance Education - Two definitions:
 CCCCO: “Distance education means instruction in which the instructor and
student are separated by distance and interact through the assistance of
communication technology” (Title 5, §55205).
 ACCJC - “A formal interaction designed for learning in which the interaction
principally occurs when the student is separated by location from the
instructor, resources used to support learning, or other students.”
Notice: the ACCJC’s definition of DE puts the focus less on teachers and more
on students; it considers services from a distance in addition to the
instruction.
• DL course modalities - Different types of courses are offered at LBCC,
including online, televised, and hybrid courses. Refer to definitions of each
type for further clarification of the local definition.
• DL Report - An annual report posted to the LBCC community and includes
information about the college’s DL program, DL course offerings, course
enrollment, student population, DL finances, and more.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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 Equivalent and comparable - an internal standard set by LBCC’s Curriculum
Committee: all DL courses are comparable and equivalent to their on-campus
course versions.
• e-Zteach - an original learner-centered e-learning environment used to
develop DL and Web-enhanced courses at LBCC.
• e-ZLRN - an original distance learning student and faculty course portal.
• FRC - Faculty Resource center.
• Forums - asynchronous means of communication for DL course discussions.
e-Zteach forums are threaded and allow tracking of the responses to each
topic. e-Zteach forums are administered by the faculty who teach the courses
in which forums are used.
• Hybrid Course- the current local definition of a hybrid course as written by
the LBCC curriculum committee states: a course that meets on campus and
includes some online or televised instruction (less than 50% of the course
contact hours). Hybrid courses are included with the DL course listing in the
printed Schedule of Class (yellow pages) and on the e-course schedule linked
off the college’s Distance Learning Web-site.
• ICT - Information and Communication Technology
• ICT Literacy Assessment (also known as iSkills™) - a comprehensive test of
Information and Communication Technology proficiency that uses scenariobased tasks to measure both cognitive and technical skills. The assessment
provides support for institutional ICT literacy initiatives, guides curricula
innovations, informs articulation and progress standings, and assesses
individual student proficiency. (Source and developer: ETS)
• IMPS - Instructional Media Production Services. One of the professional areas
in the School of Learning Resources, Teaching, and Technologies (LRTT)
• ITDC - Instructional Technology Development Center - A professional area in
the School of Learning Resources, Teaching, and Technologies (LRTT)
• Interactive Grading Tool (“e-Zgrades”) - one of the ITDC instructional eZone tools for distance learning and Web-enhanced faculty. This tool allows
faculty to track their student as well as provide qualitative assessment and
feedback to the student.
• Instructional Web Activity Templates ("Engines") - Web applications that
are used for creating content processors. The templates allow for systematic
cost-effective programming of distance learning activities embedded in DL
courses to ensure student success.
• Knowledge base repositories - centralized repositories for information
about a particular subject. In relation to Distance Learning a knowledge base is
a machine-readable resource for the dissemination of online frequently asked
questions and information such as HelpDesk database, college services, etc.
Often, a knowledge base is used to optimize information collection,
organization, and retrieval for an organization, or for the general public.
• Macromedia DreamWeaver - A Web editing software application.
Implemented by ITDC in related faculty development workshops and training,
DreamWeaver is the standardized tool used for DL and Web-enhanced course
development at LBCC.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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• Online Course- the current local definition of online course as written by the
LBCC curriculum committee states: a course that is taught on the Internet,
Students are located off campus (e.g. at home, or any other place where they
have Internet access) and use a computer with Web access to learn the course
material, to complete practices, self-assessments, as well as to interact with
their professor and fellow students and take tests. Some online courses use
video-based lectures and activities through streaming media, cable TV, or
other broadcasts. These courses may be referred to as TeleWeb. Some online
courses at LBCC require on-campus meeting (courses with up to 50% of
contact hours on campus are still considered online courses.)
 Open Source - In general, open source refers to any program whose source
code is made available for use or modification as users or other developers see
fit. (Historically, the makers of proprietary software have generally not made
source code available.) Open source software is usually developed as a public
collaboration and made freely available.
 Regular and effective contact - Regular and effective contact is an
academic and professional matter pursuant to Title V, section 53200. Also,
section 55211: Instructor Contact. (a) All approved courses offered as distance
education include 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; and
(b) All distance education courses are delivered consistent with guidelines
issued by the Chancellor pursuant to section 409 of the Procedures and
Standing Orders of the Board of Governors.
Also notice, CCC State Academic Senate resolution 9.02 F05: “Whereas, The
existing distance education guidelines refer generally to “regular effective
contact between instructor and students,” and no clear definition of “regular
effective contact” is provided; …. the Academic Senate for California
Community Colleges encourage and provide guidance to local curriculum
committees to establish clear local guidelines, which define regular effective
contact between instructors and students, that are consistent with existing
regulations and designed to ensure that different course modalities are
separately reviewed and independent study courses are designated as such.
 Televised Course - the current local definitions of a televised course as
written by the LBCC curriculum committee state: a course that is taught
through video broadcasts using cable TV, PBS broadcast or videotapes.
Students learn off campus (e.g. at home or anywhere they can watch the
video source); they watch the videos and work with a textbook to learn the
material. Six on-campus meetings are required for televised courses.
 Web2.0 - A perceived second-generation of Web based communities and
hosted services, such as social networking sites, wikis, and folksonomies, that
facilitate collaboration and sharing between users. Though the term suggests a
new version of the Web, it does not refer to an update to the Internet of World
Wide Web technical specifications, but to changes in the ways the platform is
used. Web 2.0 involves user-generated content, multimedia, communitydriven categorization, and location awareness in dynamic web experiences.
Web 2.0 is about: Social Computing; Social Networking; Web-based
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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Communities; Collaboration; Two-Way Access (read/write); Personalization;
Transition; and Openness
 Web-Enhanced Course - This is not a DL course. Web-enhanced refers to a
course that is taught on campus and uses a Web site to enhance various class
activities. The Web site includes information, learning, or collaboration
features; students access the course site before or after class to further learn
what is taught and discussed in class. This type of course does not require a
separate curriculum approval.
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3. BACKGROUND
3.1 HISTORY
Up until 1997, Distance Learning (DL) at LBCC consisted of televised courses
only. With the initial use of the Web in Education, the first three online courses
were introduced (Counseling, English and Office Technology courses.) As of the
2005-06 academic year, the DL program served 7,327 students in 267 DL
course sections. Additionally, over 450 Web-enhanced courses were developed
for on-campus courses that integrate the Web into their curricula.
Historically, DL at LBCC was offered through televised courses. Since the
introduction of Web-mediated online courses in 1997, TV courses at LBCC have
experience significant decline in number of offerings and student demand. In
2001, all TV courses were enhanced with Websites providing course information
to enrolled students. Video content has been integrated and is used successfully
in online classes through streaming and cable broadcast methodologies as well
as through DVDs and video CDs available for rental or purchase at relatively
low cost. The DL program encourages faculty to include video content available
through the Intelecom consortium (in which LBCC is a member) in their online
courses. Additionally, the DL program works closely with LBCC’s Instructional
Media Production Services (IMPS) to produce original video material for online
courses.
3.2 GROWTH
The LBCC DL program has grown significantly since its inception in Fall 1997.
Dedicated faculty in various academic departments and the staff of the
Instructional Technology Development Center have teamed up to design and
offer over a hundred individual courses, and established the LBCC DL program
as one of the largest programs in the California Community Colleges system.
The primary objective of the program is to offer DL courses as an alternative
learning mode for students who otherwise could not easily attend courses on
campus. This includes single parents or students that are required to stay home
with their families, students with inflexible work schedules, students with
disabilities, students who work or live far from campus, etc.
A few hybrid courses were approved by the Curriculum Committee and
offered (e.g. GEOG10, ENGL105) since 2003. Departments that offer hybrid
courses are encouraged to schedule the on-campus meetings in the evening or
weekends, to meet the typical DL student’s schedule needs.
3.3 DL HIGHLIGHTS, 2005-06 ACADEMIC YEAR:
3.3.1 Courses
 267 DL course sections were offered in 2005-06 (up to 124 sections per
semester); 9.4% increase from 04-05.
 190 DL courses were offered in 2005-06 (up to 88 individual courses per
semester); 7.9% increase from 04-05.
 167 individual DL courses have been approved by the Curriculum
Committee; 19.3% increase from 04-05.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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 About 10% of all GE required courses in all plans were offered in a DL
modality in 2005-06.
 In Spring 2006, LBCC DL program was third in its size in the region (Data
obtained from California Virtual Campus, Spring 2006)
3.3.2 Students
 7,327 students enrolled in DL courses in 2005-06; 22.7% increase from
2004-05.
 63% of the DL students surveyed* indicated that they were unable to
attend their course on campus.
 87% of the DL students surveyed* would like LBCC to offer more DL
courses.
 64% of the DL students surveyed* took their courses to fulfill transfer or
AA degree requirements.
 97% of the DL students surveyed* have computers at home.
 17% of the DL students surveyed* live 16 miles or farther away from the
college.
 40% of the DL students surveyed* are 31 years old or older.
 47% of the DL students surveyed* work full-time; 29% work part-time.
 10% of the DL students surveyed* took their courses because of
disability.
*Data obtained from a total of 803 students who responded to surveys after each term in
2005-06
3.3.3 Faculty
 75 full-time (50) and part-time (25) faculty taught DL courses in 200506; an increase of 23% from 2004-05.
 87 full- and part-time faculty attended DL related faculty professional
development at the FRC.
 381 interactive instructional Web activities tailored for needs of DL
students were developed by teams of faculty and ITDC staff.
3.4 LBCC TECHNOLOGY PLAN
The DL program is incorporated in the LBCC Technology Plan (2007) and
identified in many of the tracks within the LBCC Technology Model that inform
the overarching technology initiatives campus wide. The Distance Learning
Program is recognized as part of the Instructional Web Domain in the broader
Web applications at LBCC.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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4. PROGRAM DESCRIPTION, SCOPE, RESPONSIBILITIES AND
PRACTICES
4.1 E-LEARNING INFRASTRUCTURE
4.1.1 e-Learning Environment
An original, friendly, comprehensive, and educationally sound e-learning
environment, “e-Zteach”, was created based a transactional distance theory
and course design model ensuring a learner-centered environment. It was
created by the DL program as the standard infrastructure environment for
learning and teaching in DL and Web-enhanced courses. e-Zteach was first
created in the late ‘90s and has been upgraded, through multiple versions,
three times since its inception. e-Zteach is a cost-effective, pedagogically
sound e-learning environment that embeds the instructional principles
adopted for the design of all DL courses at LBCC (See 4.2.1 below); it is free
for all LBCC faculty and saves the institution annual expenses associated with
costly vendor-dependent, commercial course management systems.
e-Zteach is used for delivering all types of e-learning courses including oncampus Web-enhanced courses, TV, Hybrid and Online courses. e-Zteach
consists of three zones: information, learning and
communication/collaboration. It follows a learning-centered approach focusing
on the individual needs of the e-learner at the college; it is also tailored to fit
the specific needs of LBCC full- and part-time faculty when teaching DL
versions of existing courses. e-Zteach features:
 encourage the use of both dialogue and structure features, including
content processors as self-assessments with meaningful feedback;
 include communication tools to enable frequent and regular instructorstudent, student-student interaction and communication activities.
Student interaction with instructional material may occur through existing
or originally developed Web pages, TV programming, CD-ROM, multimedia,
including two-way video, telephone, discussion boards, electronic file
transfers, asynchronous and synchronous tools, and/or emerging
technologies as they become available. Free open source and Web 2.0
solutions are being researched and developed for integration into the eZteach learning, communication, and collaboration activities.
Material integrated into the e-Zteach environment is required to be
accessible for students with disabilities and others who benefit from this
accommodation.
Currently, a new update involves the integration of numerous management
features and a distance learning student portal (see e-ZLRN in 4.1.5 below)
into the environment. At the same time, the DL program continues with its
efforts to identify open source systems that may be able to provide similar
androgogical principles and be considered a viable alternative e-learning
environment options.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
14
4.1.2 Team Approach (see also 4.2.1 below)
The key feature of the team approach to technology integration into the
curriculum and services is that faculty join the team as content experts. By
attending workshops held through the Instructional Technology Development
Center (ITDC) and participating in training sessions provided at the Faculty
Resource Center, faculty learn to customize e-Zteach and work with a Web
editor (Macromedia DreamWeaver) to create instructional pages as needed
for their courses. For instructional activities that involve dynamic studentcontent interaction, faculty team up with ITDC experts to produce these
activities. Faculty write scripts for content processors (practices and selfassessment with meaningful and immediate feedback) and other multifaceted
learning and collaborative activities, and the ITDC team produces, tests and
integrates the activities in the course Web site. This team approach was
recognized by the Chancellor’s Office and received the CCCCO Technology
Focus award, 2000.
The DL program also works closely with other areas in the School of
Learning Resources, Teaching and Technologies (LRTT) such as Instructional
Media Production Services, the Learning and Academic Resources
Department and the Library to enhance the standard e-learning environment
with features that provide on-going instructional and administrative support
for DL students throughout their online experience at LBCC. Additionally, the
DL program collaborates with ACIT, PeopleSoft and A&R to connect the
standard e-learning environment with seamless support for DL students via
LBCC online student services.
4.1.3 Instructional e-Zone (http://itdcfacultyezone.lbcc.edu)
To facilitate the integration of instructional activities in the e-Zteach
environment, a variety of instructional tools are available for faculty through
the Instructional e-Zone. The Instructional e-Zone is a hub for LBCC faculty
development of dynamic online course content practices, communication
activities, and class management tools. A simple authenticated log-in process
is required for faculty to access the e-Zone and integrate any of the available
tools in their course. Among the tools available on the e-Zone currently are
bios, forums, blogs, and chats; Web quizzes and multimedia practices;
interactive grading tool, and a drop box.
4.1.4 Shared Development and Usage of Instructional Activities
(http://itdc.lbcc.edu/cps)
On an on-going basis, the ITDC develops and designs instructional Web
activity templates ("engines") that are used by faculty of any discipline to
customize for their courses. Content processing activities created using the
engines are hosted on the ITDC Content Processors Repository (CPS) Website. This allows multiple links from various courses taught by different
instructors to use the same instructional activities and increase the number
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
15
of students who can use and benefit from the instructional activity. Similarly,
faculty who teach sections of the same course, or those who share teaching
material for different classes, optimize their development efforts by teaming
up with ITDC to develop their portion of the course activities, then link the
entire activity repertoire in their course sections.
4.1.5 e-ZLRN Distance Learning Students Portal
e-ZLRN is a portal for enrolled students and their instructors of record to
access their DL courses. Through a data transfer system, connecting
PeopleSoft with e-Zteach, e-ZLRN provides a “tabs and channel” system for
faculty and students to manage their course sessions, track specific activities
and update their profiles. The first pilot of the e-ZLRN portal is expected in
Summer 2007. The following concept map (chart 4.1.5) demonstrates the
features that e-ZLRN provides for the overarching DL course experience of
both students and faculty:
Chart 4.1.5: e-ZLRN integration
4.2 DL COURSES DEVELOPMENT, DESIGN AND DELIVERY
4.2.1 Course Design Model
All DL courses at LBCC follow a model of transactional distance theory
(Moore & Kearsley) and share instructional design principles that ensure a
pedagogical-sound e-learning environment and put the learner at the center
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
16
of attention. This model involves the prescription of both dialogue and
structure features along with the necessary interactions with the content,
instructor and fellow students as mandated by Title V guidelines (section
55211.)
Dialogue features set the extent to which, learner and educator are able to
respond to each other. This is determined by the content studied, by the
educational philosophy of the course developer and the instructors teaching
the course, by the personalities of the instructors and learners, and by the
selected medium and tools of communication.
Structure features involve the environment’s responsiveness to the
individual needs of the learners. It is aimed at preparing the learners to
achieve the course objectives and learning outcomes. This is achieved
through teaching strategies and evaluation methodologies that are adapted
to the outcomes, strategies, and self-evaluation methods of the learner.
Numerous key androgogical considerations are included in the DL course
design as follows:
• Instructors maintain ongoing and frequent communication with their
students every week and commit to rapid response to student inquiries.
• Instructors include communication as peer-learning instructional
methodologies and individualized content processing activities as an
integral part of the content presented.
• Instructors maintain course information and content updated every
semester and throughout the course period.
• Instructors implement the three DL model zones (information, learning,
and communication features) in their course e-learning environment.
• Instructors include ample opportunities for feedback and incremental
learning.
• A recommended time management plan is included with every week’s
activities throughout the course.
• Instructors ensure direct access to help and technical resources from their
course environment, allowing student direct access for self-mediated
learning support.
• Instructors provide assessment activities appropriate for DL courses. The
assessment activities are customized for each DL course and include both
self-assessment with meaningful and individualized feedback, as well as
grades assignments and deliverable portfolios.
4.2.2 Overarching Team Approach
DL faculty team up with professionals on the DL program and ITDC team
for their course planning, development and delivery needs. The DL/ITDC
team provides faculty with instructional design, technical, and administrative
support during the process of developing online courses
The team approach aims at maximizing resources efficacy in the
development and support of the integration of instructional technology in on-
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
17
campus and online courses through the DL program, ITDC, FRC and IMPS.
Specifically, applying the team approach, DL/ITDC experts team up with
faculty to develop e-learning materials tailored to student needs, and provide
meaningful instruction in a learning-centered environment that can be
applied in all LBCC courses of any discipline. Faculty members join the ITDC
team as content expert providers and ITDC team provides the instructional
design and technical expertise to develop the e-learning material needed to
support the students throughout their learning experience as needed to
accomplish the outcomes of the course and to complete the course
successfully. The tangible outcomes of this approach are e-learning courses
of all types, including interactive multimedia content processors,
communication activities generated by different interactions types, and
presentation, lecture, and tutorial engines are available for faculty to
customize for their students’ needs and integrate in their courses.
Interactive Web and multimedia courseware are designed to support faculty
with instructional challenges they encounter in class, as well as to provide
individualized learning support for students throughout the course.
4.2.3 Course Delivery
Upon completion of the course development process, instructors who are
assigned to teach the course are trained in accessing, delivering, and
updating their online course. They access their course through an individual
authentication system that allows them direct access to their course folder on
the instructional server. This setup grants instructors complete freedom to
update existing, or add new, learning material needed for their students
throughout the course. Instructors also have administrator access to all
communication tools used for interactions throughout the course. This allows
faculty to manage the content added to the course discussion as needed
throughout the course. While updating their course material, faculty must
comply with all Web standards set by LBCC (e.g. copyright and accessibility
to students with disabilities.) Faculty updates of content processors and
streaming media are conducted in collaboration with the ITDC as these
learning activities are shared by instructors of various courses and hosted in
central repositories on other instructional servers.
4.2.4 Student Access
Only registered students can access DL courses at LBCC. All courses are
password protected. Students receive the password from the instructor of
record upon registration in the course. An authentication system tied to the
students’ PeopleSoft IDs is currently in development. (See e-ZLRN student
portal in 4.1.4 below.)
4.3 CURRICULUM SUPPORT PRACTICES
The DL program supports the college curriculum practices in the following
ways:
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
18
• Providing consultation during Curriculum Approval and Course Evaluation
reviews of newly proposed DL courses.
• Providing consultation to faculty developers of new DL courses in
completing the Distance Learning Addendum to an Existing Class, as well as
to faculty who complete the addendum as part of the course review
process.
• Providing consultation for Routine Course Review process (annual
requirement by accreditation.)
• Providing consultation to Course Evaluation sub-committee and faculty
author when a new peer review changes to DL courses require.
• Providing expertise in support of the Curriculum Committee efforts to
update the DL Addendum form.
• Overseeing the DL Guidelines Website.
• Providing assistance for updating LBCC Curriculum Guidelines as necessary
and in alignment with the CCC Chancellor’s Office and the State Academic
Senate guidelines.
 Assisting the college with forming the strategic DL course offerings plan
• Acting as a liaison with the CCC Chancellor’s Office Distance Education
Academic Planning and Development and other DL coordinators through out
the CCC system for review and implementation of curriculum practices
system-wide.
4.4 STUDENT SUPPORT PRACTICES
4.4.1 Student Services
A full range of student support services are available for DL students at
LBCC. This includes online orientation; online application and registration,
online Counseling, helpdesk for technical support; library services (including
online catalog, electronic databases, and reference assistance and services
(24/7)); limited on-campus proctoring; online bookstore; and online financial
aid resources.
All on-campus support resources are available for DL students, including
those directly related to DL courses, which include the use of the open access
labs on both LAC and PCC campuses to access DL courses and materials, as
well as accessing video content at the Learning Center in the Learning and
Academic Resources Department.
The DL program provides on-going phone and e-mail support, responding
to inquiries from all existing, past, and future students. Through the DL Website students can get answers to frequently asked questions and other
information they may need to access their class or college services. The DL
program also sends occasional e-mail messages to all enrolled DL students,
informing them on news, procedures, and special classes available for them
as they get started and throughout the semester.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
19
4.4.2 Academic Support
Numerous academic support activities are available for LBCC students:
 A key component of students’ academic support for DL preparation and
success efforts is S.I.D.E.Road (http://de.lbcc.edu/sideroad). S.I.D.E.
Road is a web-based courseware that assists students in preparing and
developing strategies to succeed in distance learning. It includes
information, tutorials, practices, and interactive simulations for students
(and faculty) to make their e-learning experience a successful one.
S.I.D.E. Road is also the core curriculum of the CPAS 805 course, Success
Strategies in Distance Learning, offered regularly by the LAR department.
S.I.D.E. Road includes the following instructional components: tutorials
clarifying the types of e-courses available in LBCC; review of the skills
necessary for success; activities for choosing the right e-course for
specific purposes; procrastination - methods to avoid it; success factors in
e-courses.
 Library e-resources and tools are available through collaborative effort of
the Library and the DL program. Academic support items available
through the Library Web-site (http://lib.lbcc.edu) include various tutorials
on how to use the library tools, and a variety of communication tools for
one-on-one academic support related to library activities.
 Online Supplemental Instruction (SI) service is currently being piloted
through Title V grants. Online SI sessions are available for Reading, Stats
and History courses. See Directions section for next year plan.
 Online Tutoring service is currently being offered through a Title V grant
pilot project.
 CPAS 805 course is offered through the LAR department to support
students and ensure their success throughout their DL experience.
Students can take this course before, or while they are enrolled in a DL
course at LBCC.
4.4.3 Technical Support
HelpDesk technical support is available to LBCC DL students through phone
(currently mainly during business hours up to 7 p.m.) and through the
HelpDesk Web-site (http://de.lbcc.edu/helpdesk). Face-to-face technical
support is provided through the Open Access labs on both LAC and PCC
campuses.
The S.I.D.E.Road project (see above) also includes numerous technical
support items and resources including Tech "HOW TOs" - multimedia step by
step instructions and tools for the development of time management skills
when taking DL courses.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
20
4.5 FACULTY SUPPORT PRACTICES
4.5.1 Instructional Technology Development Center (ITDC)
Professionals at the ITDC team up with DL faculty, to produce learning and
communication instructional activities for their DL courses. This includes the
development of interactive multimedia courseware, a variety of content
processors for content demonstrations, vocabulary practices, self-assessment
providing students with practice opportunities for content mastery and critical
thinking, as well as communication activities involving students’ engagement
in discussion forums, blogs, interactive articles, and other collaborative
instructional activities.
4.5.2 ITDC Faculty Workshops
Training sessions and workshops are offered on an on-going basis
throughout the year at the Faculty Resources Center. Many of the workshops
address e-learning integration into the curriculum. Several workshops train
faculty to develop a DL course and address the specific methodological and
androgogical needs when teaching and learning from a distance. Some of
the workshops are also available as e-training and are linked from the ITDC
Web-site. A complete list of the ITDC workshop offerings is available at
http://itdc.lbcc.edu/workshops
4.5.3 Faculty Resource Center (FRC)
The FRC is available for faculty walk-in based support. Faculty can work
independently or in groups and obtain support for various DL needs while
working at the center.
4.5.4 FLEX Day Professional Development Activities
Distance learning roundtable and training sessions are also offered
regularly through LBCC FLEX Days through collaboration between the DL
program, ITDC and the Faculty Professional Development office at LBCC.
4.5.5 Helpdesk for Faculty
Phone, walk-in, and Web support for faculty is available through the
HelpDesk until 7 p.m during weekdays. The faculty HelpDesk Web-site is
available at http://itdc.lbcc.edu/fachelpdesk
4.5.6 DL Course Development Stipends
Faculty may apply for District and/or categorically-funded stipends when
budget is available. In 2006-07, 14 new DL courses were developed through
ITDC partnerships funded by the District.
4.5.7 DL Program Web-Site
Many resources for DL instructors are available on the DL program Web-site
including the Distance Learning Curriculum Guidelines; access to tools
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
21
available on the ITDC instructional e-zone; information and practices for new
DL instructors; sample Online Course with Tips for Instructors; guidelines
and training for accessibility to students with disabilities; and e-Course
schedule and syllaWeb submission
4.6 ACADEMIC SERVICES, COMMUNITY RELATIONS & MARKETING, AND
ADMINISTRATIVE SUPPORT PRACTICES
4.6.1 Academic Services and Community Relations & Marketing support
The DL program works with the office of Institutional Research and
Academic Services, as well as the office of Community Relations & Marketing
to publish the DL course offerings in the Schedule of Classes and on the eCourses Directory on the LBCC Website. As of 2005, DL course offerings in
the Schedule of Classes appear on yellow pages to increase visibility and
accessibility to students browsing through the college course offerings,
looking specifically for DL courses. Similar to the printed Schedule of Classes,
the e-Courses directory is updated a few months before the beginning of
each semester so that students who access LBCC Website can browse
through future offerings and plan for their DL course ahead of time.
The DL program works closely with the Director of Community Relations
and Marketing to promote DL courses in the community. The DL program has
recently been the beneficiary of a targeted DL campaign that has likely
contributed to the increase in DL enrollments over the past year.
4.6.2 Administrative Support
The DL programs works collaboratively with ACIT and A&R to provide
PeopleSoft support for faculty and students. Online PeopleSoft training for
faculty and students is designed and updated when new updates and
changes are incorporated system-wide. Faculty workshops on the use of
applicable PeopleSoft features are offered through the FRC and online as etraining.
Before the beginning of each semester, the DL program contacts all
registered students, reminding them to update their electronic contact
information on their PeopleSoft account so that information can be sent to
them, providing access information and other college and course specific
information. Student surveys are sent before the end of each semester
gathering data with student feedback regarding their DL experience at LBCC.
Student input is included in an annual DL report and released to the college
stakeholders and constituents once a year.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
22
5. STANDARDS
5.1 COURSE MODALITY STANDARDS
5.1.1 Title V
“Standards of quality shall be applied to distance education courses as are
applied to traditional classroom courses” (Title 5, §55372). Determinations
and judgments about the quality of distance courses shall be made via the
COS curriculum development and review process.
5.1.2 Accessibility
Instruction provided as distance education will meet accessibility standards
and requirements. This applies most specifically to the technology-mediated
materials and tools used in a course. Accessibility guidelines, designed in
alignment with CCC Chancellor’s Office “Access Guidelines” regulations, are
available through ITDC and included in ongoing faculty professional
development opportunities offered by the ITDC at the FRC and through etraining.
5.1.3 Instructional Assignments
“Instructors of sections delivered via distance education technology shall
be selected by the same procedures used to determine all instructional
assignments. Instructors shall possess the minimum qualifications for the
discipline into which the course’s subject matter most appropriately falls”
(Title V §55215).
5.1.4 Faculty Preparation
Faculty assigned to develop and teach new DL courses must be trained to
do so through ITDC’s Teach Online workshop series, or an equivalent
training. Training includes instructional design, androgogical, methodological,
technical, and management topics.
Faculty assigned to teach existing DL courses must be trained to so through
ITDC’s Teach Online workshop series, or an equivalent training. Training will
focus on same topics listed above with heavier focus on methodological,
technological and management topics.
5.2 USAGE AND ACCESS STANDARDS
5.2.1 DL Instructional Servers/Infrastructure Support
LBCC sets up dedicated instructional server managed by the School of
Learning Resources, Teaching and Technologies / Instructional Technology
Development Center and the Distance Learning program. The instructional
servers are available for access 24/7I and maintained in collaboration with
ACIT.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
23
5.2.2 DL Courses Domain
All LBCC distance learning and Web enhanced courses must be hosted on
the college’s instructional servers. Educational vendors’ servers, such as a
textbook publisher’s server, may be suitable to host the courses as well,
contingent on (1) an agreement established with each publisher; and (2) a
separate review of the site for legal and security compliance by the Director,
Instructional Technology and Distance Learning, the relevant Department
Head and the faculty that offers the course.
5.2.3 Web Standards
Faculty have full privileged access to their course folder. When updating
their course environment, faculty must comply with all Web standards set by
LBCC (e.g. copyright or accessibility to students with disabilities.) Any new
Distance Learning or Web enhanced course will be reviewed through
consultation of the faculty teaching the course and the Director, Instructional
Technology and DL before access is granted.
5.2.4 Student Course Access
Only enrolled students can access the Distance learning course. Enrollment
is verified through authentication process and access is granted by the
instructor, based on data provided from A&R/PeopleSoft MIS.
5.2.5 Security and Privacy
To ensure data security, DL courses must not include any private student
information in any of the instructional activities included in the courses, on
the course sites, or on any instructional server that can be accessed over the
Internet. Training and guidance is provided by the ACIT and DL program
through workshops and training sessions.
5.3 LEGAL COMPLIANCE STANDARDS
5.3.1 Course Compliance
Prior to receiving full access to their course folders on the instructional
servers, faculty are trained on legal compliance issues that includes copyright
law and accessibility to students with disabilities. All faculty must be in
compliance with the law when updating material to the course folders on the
instructional servers. Legal standards must be met and included with the
course before a class is offered in distance mode.
5.3.2 Accessibility Compliance
Under Section 508 of the Rehabilitation Act as amended in 1998, the
Access Board has established standards for electronic and information
technology. The regulations require that electronic and information
technology developed, procured, maintained or used by the federal
government be accessible to people with disabilities. All DL and Webenhanced courses at LBCC must be compliance with Section 508 and the CCC
Chancellor’s Office “Access Guidelines” (Priority One or beyond) to ensure
inclusiveness for students with disabilities. (See appendix C.) Training and
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
24
guidance is provided by the DL program through ITDC workshops and
training sessions and is included as part of the Teach Online seminar series
offered by the Center. Electronic guidelines are available for downloading on
the Center web site at http://itdc.lbcc.edu
Additional information may be obtained at:
• http://www.w3.org/TR/WAI-WEBCONTENT/
• http://www.section508.gov/
5.3.3 Copyright Law
All DL and Web-enhanced courses at LBCC must be compliance with
copyright law and specifically The Technology, Education, and Copyright
Harmonization Act (TEACH Act). Training and guidance is provided by the DL
program through ITDC workshops and training sessions. (See appendix D.)
5.4 CURRICULUM STANDARDS
5.4.1 Curriculum Standards
The DL program works closely with the Curriculum Committee and the
Course Evaluation sub-committee to support the college and faculty through
the process of approving new courses for teaching in the DL modality. The
curriculum standards listed below have been set by the curriculum committee
for offering DL courses at LBCC.
5.4.2. Curriculum Committee
DL Course Approval Process Courses that include any number of
instructional hours from a distance require a curriculum committee approval
to ensure that the distance learning portion of the course is equivalent and
comparable to the on-campus version of the course. To ensure course quality
and integrity, all new DL courses are required to process the Distance
Learning Addendum to an Existing Class form, responding to various
questions regarding: course type, class size - must be the same as the oncampus minimum / maximum size, interactions, instruction, assignments,
evaluation, technology support, student services, course effectiveness, and
accessibility to students with disabilities.
Title 5 requires that all distance learning courses be separately reviewed
and approved by local curriculum committees. The purpose of this review is
to verify that such courses are comparable in terms of rigor, scope, and
conduct to equivalent on-campus classes.
According to the Academic Senate position paper Curriculum Committee
Review of Distance Learning Courses and Sections, "Curriculum committees
must make a judgment as to the quality of the course based on a review of
the appropriateness of the methods of presentation, assignments, evaluation
of student performance, and instructional materials. Are these components
adequate to achieve the stated objectives of the course?" The local
curriculum review process for distance learning course proposals includes
guidelines to assure an equivalent educational experience for students. The
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
25
existing course outline is the basis for the distance learning proposal. This
Distance Learning course is required to be equivalent and comparable to its
on-campus version in all but the delivery modality. (Distance education
instruction is viewed as an alternative instructional methodology only.
Therefore, the existing course outline's expectations and parameters
establish the requirements of the course quality for this proposal.) Separate
approval is required for each type of a Distance Learning course (online,
hybrid, or TV.)
What are the standards for approval of distance learning courses and who
sets these standards?
Acting on the recommendations of an ad hoc committee on distance
learning courses, the Curriculum Committee approved the information
requirements set forth in the Distance Learning Addendum form, which is
part of the course documentation materials reviewed by the Course
Evaluation Subcommittee. It is the intent of this documentation to clearly
identify how the distance class is comparable to on-campus classes.
Is it required to follow the suggested responses provided in the addendum
form?
Department faculty can delete from or add to any portion of the suggested
information that is automatically provided on the Distance Learning
Addendum Form. However, the Distance Education Program format that is
included in this form is necessary for the Course Evaluation Subcommittee to
assess the distance version's comparability to the traditional course. The
subcommittee expects to be provided with an adequate amount of
information to judge a distance learning course's equivalency to the
traditional course as reflected in the course outline of record. The
subcommittee will be looking at the overall design methodology and specific
features to ascertain that a student can successfully achieve the course's
student learning outcomes and content.
Do only new courses have to be approved?
Title 5 requires that all types of distance learning courses be separately
reviewed and approved. This includes both new courses and courses already
offered in the traditional mode.
5.4.3 Characteristics of Distance Learning Courses at LBCC
The DL courses must adhere to the approved course outline in terms of
depth and breadth of content and student learning outcomes.
Methodologies, assignments, interaction and evaluation methods should be
comparable to the equivalent on-campus class.
The Course Evaluation Subcommittee has determined that methods of
evaluation used should ensure the same level of integrity, security and
scrutiny associated with equivalent on-campus classes. Depending on the
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
26
assessment method designed for each course, this may require that testing
be done in a proctored environment or on-campus, rather than online.
What is the maximum number of students allowed in distance learning
courses?
Since any change in the load value of a course from that stated on the
approved course outline is subject to collective bargaining, all distance
learning class maximums must be the same as those for the equivalent oncampus classes, except if otherwise specified in the contract.
Do distance learning courses require on-campus meetings for orientation or
testing? If so, how many are required?
On-campus meetings are generally not required for online courses but are
required for televised and hybrid courses at formally scheduled times as
listed in the Schedule of Classes. An orientation meeting for online courses
is optional. On-campus or proctored testing situations may be required
depending on the evaluation methodologies comparable to on-campus
classes. Typically, the DL students have a challenging schedule or other
issues that prevent them from attending an on-campus orientation. If an oncampus orientation is not conducted, an orientation document needs to be
emailed to all registered students prior to the beginning of the course.
Following are suggested examples for items to be included in an orientation
meeting and / or file:
•
•
•
•
•
•
•
•
•
•
Course access information (User name and password)
E-mail
Hardware and software requirements
How to prepare for the online course (CPAS 805, S.I.D.E.Road project,
etc.)
How to study online (time management tools, Technology "How Tos",
etc.)
Overview of the e-learning environment and course features
Discussion forum tutorial (interface and features)
Electronic resources available at LBCC
Helpdesk support
Content support
A sample orientation file is available on the Sample Online course at
http://de.lbcc.edu/sampleolas
What features should be designed in the course to ensure an educationally
sound e-learning environment, student success, and comparability with the
on-campus course?
This question is addressed in length in the self-paced "Teach Online"
workshop provided by the Instructional Technology Development Center
(ITDC). Check the ITDC Web site
( http://itdc.lbcc.edu ) for the next on-campus general meeting where you
will gain access to this online workshop. In short, three types of features
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
27
should be included in each DL course to ensure its comparability and
equivalence to its on-campus version: Information features, Learning
features, and Communication features.
The following examples are suggested options provided for each feature:
Information
features
Course information page
Learning
features
Textbook readings
Instructor's contact and
professional information
Calendar page
Study guides
Individualized student
grades page
Announcements
Downloadable
orientation file
Annotated links to Web
sites
Content Processors (selfassessments, practices,
vocabulary and terms)
Graded assignments
Communication
features
Asynchronous weekly
discussion forums
Student bios
Synchronous office
hour chats
Syllabus
Collaborative
activities
DL tools and resources
Can I review a sample online course to see how all the standard features are
designed and used?
Yes. A sample online course is available at: http://de.lbcc.edu/sampleolas A
similar environment will be designed for TeleWeb, TV, or Hybrid courses.
Please contact the Director of Instructional Technology & Distance Learning
for course design assistance.
5.4.4 Distance Learning Faculty Training
LBCC offers training in developing and conducting a DL course through the
Instructional Technology Development Center (ITDC) (http://itdc.lbcc.edu/).
Teaching a DL course requires both pedagogical and technical knowledge;
faculty are likely to be frustrated with their DL course experience if they do
not have this knowledge prior to teaching at a distance. ITDC offers a variety
of workshops for faculty who are new to DL and the Department Heads
ensure that all instructors assigned to teach a course in any Distance
Learning type are have completed the ITDC "Teach Online" seminar series or
attended an equivalently qualified Distance Learning instructor training
program, to maintain requisite skills necessary to instruct such courses
efficiently and effectively.
During the ITDC training, future DL faculty at LBCC get acquainted with the
Center's instructional technology experts with whom they will team up for
instructional design and technical support while designing their DL course.
It is also recognized that faculty may obtain the necessary skills and
knowledge through a variety of other sources, and therefore LBCC training is
not required but is highly recommended. For further information about this
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
28
training, contact the Director, Instructional Technology and Distance
Learning.
5.4.5 Testing in Distance Learning Courses
Online testing that consists of methodologies that require frequent student
participation, communication, and input, as well as gradual portfolio of
graded assignments throughout the course, will be approved. This type of
assessment requires critical thinking activities as well as application and
transfer of learning (e.g. as in open-book type of test in face-to-face class).
The Course Evaluation subcommittee does not generally approve online
assessment that consists of form-based tests (e.g. multiple choice) or skill
based tests because present technology does not ensure a comparable level
of scrutiny and security to on-campus classes.
Alternate methods of assessment, comparable to those used in on-campus
classes may be proposed and will be considered by the subcommittee. For
example:
Notice:
• Online tests, either timed or not, that could be easily and quickly done by
an expert in the subject matter and tests that could be checked using
scantron-like methods will be the type of tests that would require campus
meetings or a proctor. See section 15e for more information about
proctored exams.
• Online tests that, in order to be done successfully, require frequent student
input, communication with the instructor, as well as time and effort
throughout the course (e.g. a project or a portfolio of documents) are more
likely to be approved.
What are proctored exams and how are they conducted? (We would like to
thank Kathleen Loomis-Tubbesing, Distance Learning Coordinator, Bakersfield
College for some of the information included in this section)
A proctored exam is a supervised exam managed by an individual who is
not the instructor of record. The use of a proctor for examinations is
acceptable when due diligence is observed.
A designated individual, as the "proctor", is someone in an official position
that is approved by the instructor of record (a school principal or
administrator, counselor, certified librarian, military educator, test
administrator at a testing office of a community college or university,
minister of an established church or synagogue).
A proctoring facility will be of an institutional nature (library, school,
military installation, college, accredited facility).The instructor, student, and
the proctor; all have responsibilities throughout this procedure and are as
follows:
What are the instructor's responsibilities in a proctored exam?
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
29
• The instructor of record will provide and sign off on a standard written
contract that stipulates to the evaluation procedures, validates the process,
and notes the proctor's agreement to protect the integrity of the test.
• The instructor of record must verify the proctor's identity, or require
additional proof of eligibility, if necessary.
• The instructor of record will provide the test to the proctor in a secured
way, such as sending the exam by mail / email to an institution.
What are the student's responsibilities in a proctored exam?
• The student must make acceptable proctoring arrangements prior to any
scheduled evaluation. That includes finding a proctor that would be
approved by the instructor and ensuring the proctoring facility is available
on the day that a test is scheduled.
• Proctors usually will supervise exams without charge. However, any charge
will be the responsibility of the student.
• The student will sign off on the proctor form confirming that s/he kept the
integrity of exam throughout the proctoring process.
What are the proctor's responsibilities in a proctored exam?
• The proctor must use an institutional address (street or email) and conduct
all communications with the instructor of record via that route.
• The proctor must sign the exam contract with every exam.
• The proctor must provide the signed form and the exam by a due date
determined by the instructor.
Further specifics as to this procedure can be obtained from the Distance
Learning program (de@lbcc.edu).
5.4.6 Instructor-Student Contact in Distance Learning Courses
Title 5 requires that instructor-student contact should be both "effective
and regular" (section 55211.) Instructors and departments proposing the
course should implement this regulation in a manner that is equivalent to the
on-campus course. The subcommittee will make its determination using the
"comparability" standard - is the amount and nature of the contact
comparable to that associated with the on-campus class? Any portion of a
course that is taught at a distance must include regular and effective
instructor-student communication. For example, if the course is taught at
100% online, weekly communication instances have to occur between the
instructor and each student. A hybrid course would demand a regular
communication not only during the on-campus portion of the course, but also
in each distance portion of the course. The established meeting time for a
hybrid course will be formally scheduled in the Schedule of Classes.
Following are suggested examples for such communication:
• E-Mail initiated by instructors: Immediately before the beginning of the
course, during the first two weeks of the course, regularly throughout the
rest of the course.
• Weekly discussion forums accompanying course concepts and topics.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
30
• Announcements for general course information and instructions.
By and large, online courses require frequent communication with students.
Research shows that instructor's contact is the most important factor
contributing to DL student success. Instructor's initiation of communication
and immediate response to students' inquiries are likely to impact success
significantly.
How are instructors of DL courses expected to communicate with their
students to maintain the course quality and contribute to their student
success?
Instructors are expected to communicate with their students through (1)
individual email and (2) on the discussion forums in response to students'
posts on specific pre-designed topics, and (3) via general announcements to
all the students.
e-mail
• Prior to the beginning of the course - Instructors are expected to send a
"welcome" email to all registered students. An orientation file needs to be
attached to the email providing the students access information, as well as
information regarding the course.
• During the first two weeks of the course - Instructors are expected to
initiate contact with all students who did not contact them at least once a
week, to verify that they were able to access and navigate the course
properly, and to remind the students of their expected activities for that
week, as well as the to offer assistance with the required assignment(s) and
discussion(s).
• During the rest of the course - Instructors are expected to respond to
individual email message within 24 hours. Individual reminders of class
assignments and required activities are best if both are sent individually and
announced on the course Announcement page. This form of individual
attention has been proven to have a direct effect on students' attitudes and
consequently in their success.
Discussion Forums
Instructors are expected to read all of their students' posts in each module
and to mark them as part of the grade as determined in each course. While
instructors do not have to respond to each student post, they are required to
monitor that students stay on the discussion topic designed for the class, and
that they respond to other students' posts in addition to responding to the
instructor's topic. Students appreciate when instructors comment on their
post as it helps them clarify content and / or validate their comprehension
and analysis of the material they are learning.
Announcements
Announcements on the course Announcement page are used to address all
students at once, for general information such as additions made to learning
modules, test date reminders, etc. An e-mail distribution list can be used for
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
31
the same purpose, but should not replace the Announcement page, since
some students may access the course without reading their email first.
5.4.7 Distance Learning Course Reports
Distance Learning courses require the same reports as on-campus courses
(such as first census or grade sheets)
How is DL student attendance determined for the first census report?
To ensure that students attend class and access the material designed for
the class, instructors are expected to include at least one content-specific
assignment due before first census date (first census date is the Monday
nearest one fifth of the course). If a student does not hand in the assignment
(or enter a content-related post to the discussion forum) by first census date,
s/he should be considered a No Show and dropped from the course. While
initial contact for class management purposes and posting of a student bio
indicate the student had some involvement in the course, these parameters
are not content-specific and thus are insufficient to determine first census
attendance in the class.
5.4.8 Accessibility to Students with Disabilities
Both state and federal law require community colleges to operate all
programs and activities in a manner which is accessible to students with
disabilities. Accordingly, as the system develops its capacity for creation of
technology-based instructional resources and the delivery of distance
learning, it must proceed with the needs of all students in mind, including the
unique needs of students with disabilities. Under Section 508 of the
Rehabilitation Act as amended in 1998, the Access Board has established
standards for electronic and information technology. The regulations require
that electronic and information technology developed, procured, maintained
or used by the federal government be accessible to people with disabilities.
Training in developing accessible web pages and online courses is available at
the Instructional Technology Development Center and is included as part of
the Online Course Design workshop offered by the Center. Electronic
guidelines are available for downloading on the Center web site at
http://itdc.lbcc.edu Additional information may be obtained at:
• http://www.w3.org/TR/WAI-WEBCONTENT/
• http://www.section508.gov/
5.4.9 Course Evaluation:
The evaluation may consider factors unique to the distance education
delivery system. Regardless of the unique variables typical to DL courses
only, it is important that technology mediated courses should not be held to
a higher or different standard than other courses. (Guidelines for Good
Practice: Effective Instructor-Student Contact in Distance Learning, Academic
Senate for California Community Colleges, adopted Spring 1999).
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
32
6. RESOURCES MANAGEMENT –
6.1 STAFF
6.1.1 DL Staff Positions
Based on the LBCC Technology Plan (2007), the LBCC Technology Model
that informs the overarching technology initiatives campus-wide, and the
implementation of an integrated approach for development and support of elearning and teaching, chart 6.1.1 depicts staff positions that are currently
assigned complete or partial Distance Learning responsibilities.
6.1.2 Staff Support Hours
Staff support hours are currently available during business hours only.
HelpDesk hours are available Monday-Thursday 8 a.m. - 7 p.m. and Friday 8
a.m. - 4 p.m.
Chart 6.1.1: DL Staff Positions
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
33
6.1.3 Growth Indicators
Growth that necessitates increase in staff positions is determined by a
multi-factor analysis, considering the growth in number of course sections
offered; number of students enrolled every year; number of new course
environments created for the above courses; number of instructional
activities, communication activities, and assessment activities created every
year.
6.2 LICENSES
6.2.1 Video Content
Video content is integrated into the curriculum of distance learning and oncampus courses to support student learning and student success. LBCC
licenses video content from the Intelecom consortium and other individual
vendors as needed for specific courses. Cost for video content is included in
the DL District budget.
6.2.2 Textbook Publishers’ Content
Content licensed from textbook publishers for individual courses is
encouraged if (1) faculty evaluate the content and find it appropriate for their
course needs (based on criteria included in the ITDC Teach Online training
series); and (2) cost for online content is included with the cost of the
textbook, or any other arrangement that considers students’ financial needs
and limitations. Currently, District budget for online content in this area is not
allocated.
6.3 INFRASTRUCTURE SUPPORT
Equipment for DL (hardware & software applications) development and
support staff is included with the DL/ITDC District budget. Replacement /
upgrade cycles are specified in the LBCC Technology Plan.
Equipment (hardware & software applications) for faculty teaching online
(e.g. laptops) is included in the LBCC Technology Plan.
Marketing and outreach support is provided through the LBCC office of
Community Relations and Marketing.
6.4 COURSE HOSTING SERVERS
The LBCC instructional servers host the majority of the DL courses offered
at LBCC. Courses that are approved to be hosted on vendors’ side (such as
textbook publishers’ Web-sites) often use LBCC’s instructional server to host
additional course material and activities to supplement the vendors’ courses.
The instructional servers are maintained by ITDC/DL and located at ACIT.
The servers host distance learning courses, Web-enhanced courses, main DL
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
34
and ITDC home pages and services, discussion forums, databases, streaming
media, and other sites for dedicated services.
6.5 DEVELOPMENT RESOURCES
Stations for DL course development equipped with appropriate applications
are available for faculty at the FRC and for staff who develop courseware at
the ITDC offices. The Technology plan has provisions to also outfit faculty
offices in accordance with teaching assignments that requires technology to
teach.
Stipends for the development of online course content are currently
available, when budget allows, to faculty representing their departments and
the departments’ needs for new online course offerings or the enhancement of
existing DL courses. The ITDC/DL team uses the content developed through
this stipend program to produce and package the DL courses. Courses
developed through this stipend program belong to the department;
department heads and Deans are able to assign the course to any
appropriately trained instructor as needed each semester.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
35
7. DL PROGRAM OUTCOMES
7.1 MANAGEMENT
7.1.1 Annual Report
DL annual survey and report is produced and disseminated once a year. It
includes comprehensive information and data regarding enrollment, course
offerings, students, and financial data.
7.1.2 Net Revenue
DL program yields annual net revenue for the District following a costeffective formula, managing and optimizing available resources
7.2 DEVELOPMENT
7.2.1 Learning Environment
e-Zteach / e-ZLRN learning environment is enhanced annually and provided
to DL and Web-enhanced instructors to customize when developing and
offering their DL courses.
7.2.2 Instructional Web Tools and Activities
Customized, course-specific instructional Web tools and activities are
developed through a team effort (DL faculty - ITDC experts) on a continuous
basis and available for faculty integration into their course in response to
individual student needs.
7.3 COURSES
7.3.1 Educationally Sound DL Courses
All new and existing DL courses offered at LBCC are developed and
delivered with a comprehensive coordination, facilitation and support of the
DL program that allow for educationally sound course design, production and
delivery.
7.4 STUDENTS
7.4.1 Resources for Success
All students served by the DL program, including those enrolled in DL courses
and those who intend to enroll in DL courses in the future, are provided with
support system that contributes to their positive experience and success in DL.
7.4.2 S.I.D.E. Road
Success in Distance Education project is offered free of charge to all LBCC
students (and the global Web community) as well as core curriculum in CPAS
805 course offered by the LAR department.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
36
7.5 FACULTY
7.5.1 Workshops and Training
Faculty assigned to teach DL courses at LBCC are trained in androgogical
and technical aspects of teaching online.
7.5.2 e-Zteach / e-ZLRN
A cost-effective, pedagogically sound, comprehensive, learner-centered elearning environment is available to all full- and part-time instructors
teaching distance learning or Web-enhanced courses at LBCC.
7.5.3 Instructional e-Zone
Instructional courseware, resources and tools are available for all DL faculty
to integrate in their e-learning courses through the ITDC instructional eZone.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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8. INTEGRATION OF DL IN THE PLANNING PROCESS: DIRECTIONS
AND GOALS 2007-2010
8.1 STRATEGIC OFFERING OF DL COURSES
The LBCC enrollment management plan has called for an increase in the
number of DL courses offered at LBCC and to continue the development
online and hybrid course offerings and programs to provide students access
for obtaining their full degrees and certificates online. To accomplish this goal,
the most pressing needs of the DL program are the following:
(a) A systematic and comprehensive offering plan to meet our students’
needs. This plan is needed to meet the needs of students who cannot attend
our classes on campus. The Director of Instructional Technology and Distance
Learning has designed an all-encompassing approach that aims at satisfying
the students, faculty and institutional needs and is currently working with
LBCC Department Heads to implement this plan. The plan addresses not only
new courses to be offered but also the optional packaging of existing courses
so that they are fully developed and accessible in case there is a need for a
last-minute assignment and the assigned faculty chooses to customize the
packaged version of the course instead of having to develop the course from
scratch in a very short time. Appendix C includes the full description of the DL
strategic offering plan.
(b) Continue the implementation and expansion of the e-ZLRN portal
through seamless ties between the program’s original e-learning environment
(e-Zteach) and the college MIS (PeopleSoft), and enhancing e-Zteach as well
as adding several administrative features to enhance the students’ and
faculty’s DL experience. The enhancement of management features on eZteach allows DL students and faculty to seamlessly access and update their
courses data. It also allows for more reliable instructional activities tied with
the individual course learning outcomes through future usage of e-portfolios,
individualized communication tools, etc. e-ZLRN’s pilot on a small number of
courses will begin in Summer 2007.
(c) Additional efforts focusing on marketing DL with the LBCC Community
Relations & Marketing office. Work with the Director of Public Relations &
Marketing to move the yellow pages to the center of the printed schedule so
that students who are only interested in DL course offerings can easily pull
the section out and use it independently. Strategic course offerings will be
implemented and disseminated to students and the community at large
through both the yellow pages section in the Schedule of Classes and the eCourse Schedule on the LBCC / DL program Web-site.
(d) As new courses are expected every year, special training activities and
workshops will be developed at the ITDC in collaboration with the efforts of
the Faculty Professional Development office to address the needs of faculty
members who are new to DL and assigned to teach these courses.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
38
(e) Collaborating with ITDC and IMPS to design, program, and produce the
content provided by faculty through the DL online course content
development stipend project or as initiated by individual departments and
faculty.
(f) Working with ITDC team to ensure current research and development
efforts to help our DL students succeed in their classes.
8.2 NEW COURSE DEVELOPMENT
8.2.1 Increase DL Offerings in GE Courses of All Plans by 30% by 2010
8.2.2 Acknowledging that in the entire CCC system about 20% of the course
offerings make 50% of the delivered curriculum, identify concrete
overarching parameters for the development of new DL versions of existing
courses
8.2.3 Collaborate with department to develop approved DL course packages
that can be assigned to qualified instructors for customization (rather than
developing from scratch)
8.2.4 Update old TV modality to an online with video content (teleWeb)
8.3 RETENTION AND SUCCESS
Increase rates of student retention and success so it matches the rates in
on-campus courses by 2010.
8.4 ENROLLMENT MANAGEMENT
Set DL target FTESs goal as part of the on-going institution-wide strategies
for enrollment management.
8.5 ONLINE SI
8.5.1 Continue pilot through Title V grant. Allocate budget for SI leaders
assigned specifically for online SI.
8.5.2 Offer online SI to students of both the online or on-campus version of
the same courses.
8.6 ONLINE TUTORING
The DL program will work with the Learning and Academic Resources
department and support its efforts to establish online tutoring (individual and
group sessions) for online and on-campus version of the same courses,
through the CCC Confer system and LEARN 650 course.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
39
8.7 HELPDESK AND DL SUPPORT
8.7.1 Expand helpdesk hours and DL support staff to accommodate student
needs for all LBCC online services as well as faculty course development
needs.
8.7.2 Explore possibilities of implementing a HelpDesk Web portal providing
extensive student access to knowledge base repositories from all LBCC
student services areas as well as a ticketing system to enhance the scope of
information provided through the knowledge base databases.
8.8 VIDEO CONTENT
Continue to work closely with Intelecom consortium to learn about new
video content that can be integrated into the LBCC curriculum. Specifically,
work with Intelecom on the implementation of their “chunked video content”
database to promote the use of e-learning in on-campus (Web-enhanced)
and distance learning courses.
8.9 PROCTORING
Assess the need and feasibility of creating a comprehensive proctoring
center at LBCC to address the needs of LBCC students in on-campus and
distance learning courses, as well as students of other colleges who live in
the area (fee-based for the latter target audience.)
8.10 E-PORTFOLIOS
Create an e-Portfolios system in collaboration with ACIT, A&R and identified
areas providing student services at LBCC, providing LBCC students, faculty,
and the institution a comprehensive tool to maintain and track student
experience at the college through expressions of competencies, work
completed, and reflections.
8.10.1 Include an SLOs component in the e-portfolios. The SLOs component
of the e-portfolio is framed in the need for students to be actively involved
in assessing their achievement of learning outcomes identified in their
courses. Specifically, this will be a qualitative/interpretive assessment tool
for students to reflect on each SLO identified in three ways: How they
achieved this outcome in this portion of this course?; (2) How they
achieved this outcome in other courses they are enrolled in (or was enrolled
in previous semesters)?; and (3) how they achieved the outcome in their
community activities, career, family or other co-curricular activities outside
their academic classes?
8.11 FACULTY DEVELOPMENT
Explore the development of credit courses for faculty to learn how to teach
e-learning courses to formalize faculty preparation for, and quality
development of, DL courses.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
40
8.12 MANAGEMENT
Convert the position of Director of instructional Technology and Distance
Learning to a Dean position to better represent the e-learning related issues
in the overall college efforts and practices, as well to achieve parity status
with other similar position in the CCC system and work with appropriate
designated bodies to include this Dean within the membership of the
Curriculum Committee.
8.13 DL FACULTY MATTERS: CONTRACTUAL ISSUES
It is recognized that many points throughout this document are issues
subject to contract negotiation. In previous DL roundtable sessions
conducted in FLEX Days over the last few years, DL faculty have referred to
the following matters as being a concern to their academic assignment:
• DL course load
• Enrollment caps in DL and Class size issues
• DL instructor evaluation
• DL course assignments
• Compensation for teaching DL course and training
• Office hours in DL courses
• Intellectual property / ownership of DL courses
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
41
Appendix A - DL Addendum to an Existing Class
LONG BEACH COMMUNITY COLLEGE DISTRICT
DISTANCE LEARNING ADDENDUM TO AN EXISTING CLASS
Last Updated: April 2007
CURRENTLY APPROVED:
(complete all fields)
CATALOG
SUBJECT
NO.
(5 alpha limit)
FULL DESCRIPTIVE
TITLE
(40 character limit)
UNITS
NUMBER OF
LECTURE
LABORATORY
HOURS:
(per week, based on a term of 18 weeks)
MATERIALS
FEE
TEACHING
UNITS
CLASS
SIZE
PREREQUISITE(S):
COREQUISITE(S):
RECOMMENDED
PREPARATION:
DISTANCE LEARNING COURSE/SECTION REQUEST
Any course that has a distance education learning experience component must be
separately reviewed and approved by the Curriculum Committee. Title 5 regulations
define distance learning as instruction in which the instructor and student are separated by
distance and interact through the assistance of communications technology.
In addition to a course outline of record, pre or corequisite documents, and other course
approval supporting documents normally required for the review of a new course, the Title 5
regulations require that the Curriculum Committee solicits the following information and
considers it in approving a course to be offered as a distance learning experience. The
department must provide complete, detailed, and numbered answers with specific
illustrations to the questions located on the following pages.
__________________________________________________________________
DEPARTMENT HEAD
DATE
SCHOOL DEAN
DATE
__________________________________________________________________
DIRECTOR, INST. TECH & DL
DATE
FACULTY MEMBER
DATE
(Technical advice re 508 compliance provided)
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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INFORMATION REQUIREMENTS
FOR DISTANCE LEARNING ADDENDUM
The local curriculum review process for distance learning course proposals includes
guidelines to assure an equivalent educational experience for students. The existing course
outline is the basis for the distance learning proposal. This Distance Learning course is
required to be equivalent and comparable to its on-campus version in all but the
delivery modality. (Distance education instruction is viewed as an alternative instructional
methodology only. Therefore, the existing course outline’s expectations and parameters
establish the requirements of the course quality for this proposal.) Separate approval is
required for each type of a Distance Learning course (online, hybrid, or TV.) Use this form
to describe all Distance Learning types of the course proposed here.
The following questions (along with suggested format and answers) are to assist the course
originator in demonstrating that the distance learning interactions are appropriate and
equivalent to the traditional course format, as effective as the existing course expectations,
and to document this process.
Distance Learning Addendum to an Existing Class
[Course name. subject and catalog number]
[Date]
1. COURSE TYPES & MEETINGS: Identify one or more DL course types that will be
appropriate for this course. If any on-campus instructional hours are required, specify how
many and for what purpose.
1. Type & Meetings:
This course is submitted for review to fit the following delivery formats: [choose
any that apply, delete others. If you select more than one mode, be sure to answer
ALL the following questions on this addendum for EACH MODE]
a. Online course- The entire course will be taught through distance learning,
online using the Internet. Online courses may include video content (streaming
video or cable broadcast) in which case they may be referred to as teleWeb as
well. There will be no on-campus meetings. (Or, specify number of planned oncampus meetings and their purpose. If meetings are required for testing, add
the following sentence: Where distance prevents students from taking exams on
campus, a proctoring option is available.)
b. Hybrid course – a combination of face to face and [add the DL course type that
you intend to use as part of this hybrid course]. The on-campus portion of this
course will include [add number] formally scheduled weekly meetings
throughout the semester.
c. Televised course (Web-supported) - There will be six campus meetings,
including orientation meeting and exams.
2. CLASS SIZE: Is the class size maximum for this course the same as for comparable oncampus classes? If not, what is the difference, and why is this difference being requested?
(Note: changes from the normal class size maximum for comparable courses should be
addressed in the contract since they affect workload issues. You will have to formalize this
prior to acceptance of this proposal.)
2. Class Size:
Same as the existing face-to-face [course name] class.
3. INTERACTIONS: Describe the nature and frequency of instructor-student, student-
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
43
student, and student-content interactions and provide examples of course components
taught using distance learning techniques (e.g. number of on-campus meetings if any,
testing, or other evaluation procedures, and approximate breakdown of time to be spent by
students per week, % of course time spent on-line, doing individual work, interacting with
other students, communicating with the instructor, etc.)
3.Interactions:
To meet Title V’s regulation (55211), which mandates “regular and effective” contact
with the students,
this course will include the following interaction:
a. Instructor-student Interaction There are multiple communication exchanges
between the instructor and each student every week via individual e-mail, or the
course’s communication/collaboration features such as discussion forums, blogs, or
chats. The instructor initiates communication with the students, and responds to
communication initiated by the students to ensure effective participation and clarity
of material and assignments. The instructor also provides instructions and support as
needed for course navigation and information assistance, content processors,
assignments, projects, quizzes, and exams. On an on-going basis, the instructor also
provides performance feedback on grade sheets, comments, recommendations,
suggestions, etc., through use of email, as well as asynchronous communication
features (such as forums, blogs, or wikis). (If necessary add: and synchronous –
if you use synchronous, please give example/s) The instructor informs the
students of the frequency and times that s/he expects to conduct any type of
communication with the students every week. [Add course specific instructorstudent interaction]
b. Student-student Interaction: Students are required to interact throughout the
course and communicate regarding its material and homework experience.
Typically, students use asynchronous discussion forum and email for communication
and collaboration activities. [Synchronous communication, such as live online
meetings will be used for…. Complete if applicable]
[add course specific steps you will take to ensure community of learners
and that student- student interaction indeed occurs]
c. Student-content Interaction: Students interact with the material provided by
the course creators and distributed through [add content source, e.g. Text
book]. [add course specific content source, e.g. study guides not in the
book, video tapes (in TeleWeb), etc.] Additionally, to ensure a student-centered
e-learning environment, a variety of content processors are provided. Content
processors and practice activities are designed for each content module so that
students could assess their comprehension of the course material before they
complete a graded assignment. These activities are designed to ensure individualized
learning, providing immediate and specific instructional feedback while addressing
different learning styles. Course material is easily accessible by all students and
requires constant (several times each week minimally) interaction for instructional
purposes as described below.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
44
4. INSTRUCTION: Describe how course objectives and content will be delivered (e.g. what
are the methods of instruction being used, approximate time schedule, necessary
instructional materials.)
4. Instruction:
The course includes Information, Learning, and Communication/Collaboration
features that coincide with student learning outcomes specified in the course outline.
The course is divided into modules that coincide directly with those concepts
described on the course outline. A typical instructional module includes (1) textbook
page / CD references; (2) study guides; (3) content processors (instructional
activities and practices); (4) discussion forum(s); (5) graded assignment(s); (6)
other course-specific components as necessary.
The material is presented through [add means. e.g. study guides, textbook,
video content, instructional articles, narrated presentations, web-links to
instructional material, content processors ] Content processing activities allow
students to assess their performance and progress in each module at their own pace
within the general deadlines provided. These exercises provide immediate feedback
to ensure progressive involvement and successful completion of each module in the
course.
5. ASSIGNMENTS/EVALUATION: Describe how assignments and methods of evaluation
are used so that comparable instructor-student contact is maintained: interactions to assure
students’ participation, evaluations that are verifiable, equivalent and appropriate. List
criteria to substantiate the student learning, explain how these interactions will be
measured.
5. Assignments/Evaluations:
[Select the course type from the following; delete others]
• Online with NO on-campus meetings
All graded assignments / exams are taken online. Assessments of various forms are
conducted on a weekly basis. All graded assignments are evaluated on a point
system. The instructor updates grades on a weekly basis and after each assignment
is due; students are able to see their individual current grade at any time during the
course. Assessments designed for this course utilize methodologies appropriate for
online modality. The bulk of the grade for the course is based on students’ gradual
assignment portfolios, essays and projects e-mailed to the instructor. Auto-graded
objective tests (factual tests) will not exceed 25% of the total grade. A portion of
the grade is based on at least one weekly student interaction with the instructor and
other students as necessary.
[add course specific information. Ensure most of the grade is not based on
factual assessment activities, e.g. MC quizzes or tests]
• Online WITH on-campus or proctored meetings for exams
Same as above, except that students take the objective exams (factual tests) oncampus, or in a proctored environment, at the scheduled exams dates (see section
1, Types & Meetings).
[add course specific information]
• Hybrid Courses
Same as above, except that students take the objective exams (factual tests) oncampus at the scheduled weekly meeting dates (see section 1, Types & Meetings).
[add course specific information]
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
45
• Televised courses (Web-supported)
Same as above, except that students take the exams during the scheduled class
meetings.
[add course specific information]
6. INSTRUCTOR REQUIREMENTS and TECHNOLOGICAL SUPPORT: Describe the
instructor qualifications and the support necessary for this course to be delivered at a
distance (e.g. the college’s existing technology, instructor training, support personnel,
materials and resources, technical support, etc. necessary for faculty and students in this
course.)
6. Instructional and Technological Support:
Technical and instructional support is provided by the Instructional Technology
Development Center (ITDC) (itdc@lbcc.edu), the Distance Learning Program
(de@lbcc.edu) and through the HelpDesk (helpdesk@lbcc.edu, or by phone at ext.
#4511). The Faculty Resource Center is available for all faculty that teach a Distance
Learning course for research & development support as well as equipment use.
The Department Head will ensure that all instructors assigned to teach this course in
any Distance Learning type are currently enrolled / have completed the ITDC "Teach
Online" seminar or attended an equivalently qualified Distance Learning instructor
training program [specify titles and sources], to maintain requisite skills necessary to
instruct such courses proficiently and effectively.
7. STUDENT SUPPORT SERVICES: Describe any additional student support services that
are necessary (e.g. counseling, financial aid, bookstore, library, learning centers, etc.)
7. Student Support Services:
All students have access to S.I.D.E Road: Success in Distance Education project and its
various online resources. Students may also attend CPAS805, Distance LearningSuccess Strategies course, which uses S.I.D.E. Road as its core curriculum. Other
resources available to students include • Online application and registration • Online
financial aid • Online orientation • Online counseling • Online tutoring • Online library
services (catalog, databases, and resources) • Online bookstore • Online and phone
HelpDesk support • Administrative support – DL program office.
Additionally, technical support for distance learning students is available through the
helpdesk by phone (562) 938-4818 and on the Web. (helpdesk@lbcc.edu). [add
course specifics]
8. COURSE EFFECTIVENESS: Describe the criteria that will be used to evaluate the
effectiveness of this course including student access, student satisfaction, student
achievement, retention rate, student training needs, costs, etc.
8. Course Effectiveness:
The effectiveness of this course will be evaluated primarily by the enrollment, student
performance and student evaluation. The distance learning modality is successful since
it appeals to those students who otherwise cannot attend regular on-campus classes.
The course is listed on the college's e-course schedule and on the printed LBCC
Schedule of Classes; the listing includes the instructor’s e-mail address for direct
communication with prospective students. Course technical and time management
requirements are listed on the S.I.D.E Road project; resources and tools to meet these
requirements are provided. Another method to assess the course effectiveness is
through the use of online student evaluation forms. A sample form is available
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
46
through the Distance Learning program.
[add course specifics]
9. ACCESSIBILITY: Describe how the design of the course will insure access for students
with disabilities including compliance with Level One priorities as defined in the Web Content
Accessibility Guides (http://itdc.lbcc.edu), which is required by Section 508 of the
Rehabilitation Act.
9. Accessibility
This course is accessible to students with disabilities and in compliance with Section
508 of the Rehabilitation Act. The Department Head has ensured that all
instructors assigned to teach and / or update the Web components of this
course follow the accessibility guidelines provided by ITDC. The instructors of
this course have taken the ITDC Web accessibility training.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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Appendix B - A Systematic and Comprehensive Strategic Distance
Learning Course Offerings Plan: Rationale
BRIEF
Identify, develop and deliver DL versions of department courses, as needed, for
students who cannot attend courses on campus. Ensure a steady and reliable
schedule of offerings for these courses. Employ collaborative development strategy
between academic departments (content providers) and ITDC professionals (online
developers) with the goal of having available optional, fully developed, and
educationally sound courses for department heads to assign if and when needed.
Training for new instructors assigned to teach the fully developed courses is
provided by ITDC. (Current DL information, including course offerings and students
data, at http://de.lbcc.edu/reports/2004-05)
BENEFITS - AN ALL-ENCOMPASSING APPROACH
• Students who otherwise cannot attend courses on campus are able to achieve
their academic goals online. All DL courses offered at LBCC are comparable and
equivalent to their on-campus versions (including their content, activities,
assessment, learning outcomes, quality, and integrity.)
• Students can include DL courses in their Ed Plans and rely on the courses to be
offered regularly.
• Course selection for a DL modality offering is based on students’ needs for
transfer, AA degree, or certificates.
• Sufficient course sections are offered in response to student demand and needs.
• Courses identified by the department for inclusion in its DL course offering plan
will be fully developed and available for department heads to provide to the
instructor assigned to teach the courses if necessary, anytime they are needed.
• The optional packaged courses will be developed through a collaborative effort to
ensure they are educationally sound as well as comparable and equivalent to their
on-campus version: department faculty will provide the content and instructional
activities, and ITDC professionals will design the Web pages (information, learning
and communication) as provided by the faculty content provider.
• Department heads will be able to accommodate short assignment windows and
last-minute assignments if necessary.
• Instructors assigned to teach the course will not need to invest time and effort
developing the course, as they will have the option of customizing the packaged
course to fit their instructional needs. Notice, instructors who wish to develop their
own version of the course will still be able to do so and retain their intellectual
property rights.
• The more courses are added and scheduled regularly, the higher is the need for
hiring additional full-time faculty to teach the courses.
• As more courses are offered regularly, LBCC would show increased number of
FTESs and minimized facility and overhead costs.
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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RISK MITIGATION
• With the ease of a mouse-click, students can enroll in other institutions that offer
DL courses that LBCC currently does not (e.g. see the California Virtual Campus
course catalog at http://www.cvc.edu/catalog). Ensure LBCC stays competitive in
our DL course offerings.
• Avoid situations in which DL versions of courses are not offered in certain
semesters due to DL faculty availability status at the time.
• Prevent rushed DL course development process, resulting in a lack of studentcentered design and fewer essential learning activities.
• Prevent burdening part-time faculty with extensive course development tasks
when they are assigned to teach the DL course on a temporary basis.
WHAT IS NEEDED
• Identifying the courses that current and projected students need most and would
take online in order to achieve their academic goals. Include the rationale for
selecting these courses (e.g. GE transfer level courses, or high-demand courses,
etc.).
• Planning a reliable schedule for developing and offering existing DL courses in the
academic departments.
• Working with the Director of Instructional Technology and Distance Learning to
prepare for the Curriculum Committee process of approving the DL modality of the
identified courses if they are not approved already.
• Recruiting faculty content experts to provide the course content. For the first
time, in 2006-07, the DL program was able to secure the budget allowing granting
faculty stipends to develop course content. Faculty providers of content must be
approved by the department; they do not have to teach the course that they
develop, unless they want to.
• Allocating ITDC team time for course development and packaging; coordinating
the teaming up of assigned faculty content providers with ITDC professionals to
develop and package the courses.
QUESTIONS / COMMENTS
• Address to: Amit Schitai, Director, Instructional Technology and Distance
Learning, samits@lbcc.edu, Ext. #4626
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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Appendix C - Legal Compliance: Web-site Accessibility Guidelines
Long Beach City College • Instructional Technology Development Center
These guidelines are for you to implement in your course Website in order to
ensure that it is accessible to students with disabilities and in compliance with
section 508 of the U.S. Rehabilitation Act and the CCC Access Guidelines.
Please follow the steps below as necessary for your course.
1.
DreamWeaver Preferences
Before creating Web pages in
DreamWeaver, you must choose the
correct Accessibility option (s) in
DreamWeaver’s Preferences
(Edit>Preferences).
Choose Accessibility and then make
sure the Media and Images options are
checked.
2.
Phrasing of Links : Quality Link Text
• Label links to describe where the link leads. Links should refer to their destination.
• Will the link make sense out of context?
• Avoid duplicate adjacent links in same sentence or paragraph.
• Links that are long should not be included as the text of the link.
• Refrain from using phrases like: “Click here,” or “More,” or “Read more”; include
these phrases in relation to the context they refer to.
• Identify links to downloadable files (text files, pdfs, etc).
Examples for correct link phrases:
LBCC Home page (http://www.lbcc.edu)
LBCC Home page
Course syllabus (PDF file)
Click here to access LBCC homepage
Click here to purchase your textbook (http://www.amazon.com/s/ref=nb_ss_gw/104-950027)
Example of incorrect link phrases:
Click here
http://www.amazon.com/s/ref=nb_ss_gw/104-950031127
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3. Image Description
Use ALT TAGS (Alternative Labels) to entitle any images used on your site.
In Dreamweaver, open the Properties window from the Window/ Properties pull
down menu on top and add a short description of the image in the Alt field. (e.g.:
Image of Instructor, Professor Smith). If you checked Media and Images in your
Accessibility Preferences (see item #1 above) you will receive a reminder to put the
Alt text in.
4.
Image Long Description
For an image that presents important information (i.e. analysis of a chart, table or
diagram) it is necessary to provide a detailed description of the image’s content to
supplement its alternative text (described in #2 above). This description is placed
in a separate Web page for this purpose and referenced by the “longdesc” attribute
of the IMG element.
For example:
<IMG SRC=”chart.gif” ALT=”Chart of cash flow for each month”
LONGDESC=“http://de.lbcc.edu/chart/chartanalysis.html”>
5.
Movies / Audio Files
When using Audio files, provide a text transcription. When using Movies provide
synchronized captions. Place “Text Version” link to a text-based page next to the
movie. Contact the ITDC Web Coordinator for audio / movie inclusive production
assistance.
6.
Hot Spots
When using “hot spots” on a graphic as triggers linking to different locations,
provide a menu of text-based triggers below the image.
7.
Interactive Content Processors
When using plug-ins for content processing activities (e.g. practices or self
assessment like Authorware drag & drop) provide alternative text-based version
with a separate link placed next to the practice link. For example; Add links to
separate pages with a summary of correct performance next to each content
processing activity.
8.
Frame Labeling
If you are using frames, label each frame. e -Zteach frames are already labeled. If
you need to create additional frames, please contact the ITDC for specific
directions.
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9.
Tables
Use Dreamweaver accessibility features on the table tool to ensure the correct
coding for screen reader. Set headers to the appropriate option (Left, Top, Both)
based on where you set your table headers. If you want, add a caption (or add the
caption separately on the page). Each time you create a new table, the Tables
Accessibility dialog box will automatically pop up.
Assistive technology reads tables from the upper left hand corner to the lower right
hand corner. Keep the simplest table structure possible — think about the
information you are presenting and offer it in the cleanest way.
Also, if you phrase the content in your table cells in a meaningful manner each cell
can be read independently, and as much as possible, without relying on the headers
in each cell.
Data Tables: tables used to organize information.
When creating a new data table in Dreamweaver, using the Table dialog box, select
the box with the type of heading information that is appropriate for your data. You
should choose a header type for the row, column or both.
Enter a brief description in the
Summary field. You do not have to
enter information in the Caption
field, however, it is important to
enter a summary of the information
contained within the data table.
The Summary is read aloud to users
with visual disabilities when they
first encounter the table.
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Tables from Word
When modifying existing tables on your page, highlight the row or column that you
designate as a header, and then check the Header box on the Property Inspector.
Accessible Layout Tables
Layout tables are used for presentation purposes only, for page layout.
In practice, layout tables are perhaps most commonly used for page layout. Keep
layout tables SIMPLE. You do not need to use the Summary function for layout
tables, unless a description will help users with disabilities understand a concept.
10.
Before you publish
Check your site’s accessibility status. Use one of the following options: (both tools
are available at the FRC)
 A-Prompt: http://aprompt.snow.utoronto.ca/ (PC platform only).
 Bobby: http://www.cast.org/bobby
11.
Browser
Ask your students to use current versions of Microsoft Internet Explorer, Mozilla
Firefox or Safari when accessing the site. Ensure that they are not using Netscape
Communicator, which may not provide accessible content. Place a disclaimer to that
regard in a central place on your Course Information page.
Please contact an ITDC Team member if you have any questions.
Faculty HelpLine: 562-938-4511.
Carmen Chestnut cchestnut@lbcc.edu
Leslie Heber
lheber@lbcc.edu
C.C. Sadler
csadler@lbcc.edu
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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All instructional materials– whether for distance, hybrid, or onsite courses – are
required to meet state and federal accessibility laws. Designing and using materials
that meet those standards helps many students; a lot of people have small deficits
in vision (such as color-blindness), hearing (such as limited tonal ranges), or
cognition (such as a need for visual and aural representation for adequate
learning). Designing for accessibility is designing for everyone.
The following key features are required to meet accessibility standards. For a full
description, refer to (1) CCC Distance Education Access Guidelines
(http://www.htctu.fhda.edu/publications/guidelines/distance_ed/disted.htm); and (2) CCC
Guidelines for Producing Instructional and Other Printed Materials in Alternate
Media for Persons with Disabilities
(http://www.htctu.fhda.edu/publications/guidelines/altmedia/altmedia.htm)
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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Appendix D - Legal Compliance: Copyright
COPYRIGHT INFORMATION FOR INSTRUCTORS OF DISTANCE
LEARNING AND WEB-ENHANCED COURSES
ITDC
Updated, May 2005
Copyright law provides educators with a separate set of rights in addition to
fair use, to display (show) and perform (show or play) others' works in the
classroom. These rights are in Section 110(1) of the Copyright Act and apply to
any work, regardless of the medium.
What is copyright?
In the United States, copyright is a form of protection provided by the government
to the authors of “original works of authorship, including literary, dramatic, musical,
artistic, and certain other intellectual works.” This protection is available to both
published and unpublished works, regardless of the nationality or domicile of the
author. It is unlawful for anyone to violate any of the rights provided by copyright
law to the owner of the copyright.
http://www.copyright.com/ccc/do/viewPage?pageCode=cr10-n
When in doubt, contact the copyright owner to verify that you can use the material
as a learning tool on your educational Web site.
Resources for Copyright Issues - Distance Learning Section
The Southeastern Wisconsin Information Technology Exchange (SWITCH) is a
consortium of seven academic libraries in the Milwaukee area sharing a single
unified database called TOPCAT.
http://caspian.switchinc.org/~distlearn/resources/copyright.html
_______________________________________________________
The TEACH Act (became law in late 2002.)
The TEACH Act expands the scope of educators' rights to perform and display works
and to make the copies integral to such performances and displays for digital
distance education, making the rights closer to those we have in face-to-face
teaching. But there is still a considerable gap between what the statute authorizes
for face-to-face teaching and for distance education. For example, as indicated
above, an educator may show or perform any work related to the
curriculum, regardless of the medium, face-to-face in the classroom - still
images, music of every kind, even movies. There are no limits and no permission
required. Under 110(2), however, even as revised and expanded, the same
educator would have to pare down some of those materials to show them
to distant students. The audiovisual works and dramatic musical works
may only be shown as clips -- "reasonable and limited portions," the Act says.
http://www.utsystem.edu/ogc/intellectualproperty/teachact.htm
LBCC Distance Learning Program: Overview and Three-Year Plan • May 2007
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• The TEACH Act - Copyright crash course
The University of Texas
http://www.utsystem.edu/ogc/IntellectualProperty/cprtindx.htm
• TEACH Act Checklist
NC State University Libraries
http://www.lib.ncsu.edu/scc/legislative/teachkit/checklist.html
National Education Association - TEACH Act Highlights and Resources
by Janis H. Bruwelheide, Ed.D.*
http://www2.nea.org/he/abouthe/teachact.html
President Bush signed into law the TEACH Act which enacts many of the
recommendations from the study conducted by the Copyright Office published in
1999 primarily the repeal of the former 110(2) which applied mostly to closed
circuit television environments and did not fit the present distance learning
technologies.
Educators should be reminded that there are still options to be explored outside of
the TEACH act which might apply to situations not covered. These are: fair use,
permissions, and creative use of library resources.
FAIR USE OF COPYRIGHTED MATERIALS
University of Texas System
The fair use statute does not give educators a blanket exemption from copyright
law. Educators, like everyone else, must keep their uses of others' works within
certain bounds. Each item to be included should be evaluated separately, except
where there are many items from the same source. In that case, the items from the
same source should be evaluated together as to the amount that will be used.
http://www.utsystem.edu/ogc/intellectualproperty/copypol2.htm
• FAIR USE OF COPYRIGHTED MATERIALS
• Copyright tutorial - University of Texas System
http://www.lib.utsystem.edu/copyright/index.html
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