1. Organization and Program Information 1.1 Submission Title Page
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1. Organization and Program Information 1.1 Submission Title Page Full Legal Name of Organization: Humber College Institute of Technology and Advanced Learning Operating Name of Organization: Humber Institute of Technology and Advanced Learning Common Acronym of Organization (if applicable): URL for Organization Homepage (if applicable): www.humber.ca Purpose of the Submission: Review of Humber’s Online Learning Practices and Policies against the PEQAB 2009 Internet Delivery Criteria Location (specific address) of programs where courses are/will be offered: Online courses will be offered to students registered for degree level study at Humber College Institute of Technology and Advanced Learning Contact Information: Person Responsible for This Submission: Name/Title: Rick Embree Associate Vice President, Planning and Development Full Mailing Address: Humber Institute of Technology and Advanced Learning 205 Humber College Boulevard Toronto, Ontario M9W 5L7 Telephone: 416-675-6622, ext. 4553 E-Mail: rick.embree@humber.ca Site Visit Coordinator (if different from above): Name/Title: Ann Dean, Associate Dean, Program Development Full Mailing Address: Humber Institute of Technology and Advanced Learning 205 Humber College Boulevard Toronto, Ontario M9W 5L7 Telephone: 416-675-6622, ext. 5142 E-Mail: ann.dean@humber.ca Chair, Board of Governors Name/Title: Mr. Dale Richmond Page i Chair, Board of Governors Full Mailing Address: Board Office, Room D167 Humber Institute of Technology and Advanced Learning 205 Humber College Boulevard Toronto, ON M9W 5L7 Telephone: 416-675-2284 Fax: 416-675-3154 Anticipated Start Date: September 2010 Anticipated Enrolment for the first 4 years of the program: per class Maximum 40 Page ii Table of Contents Submission Background and Overview Humber Services, Facilities and Committees Relevant to Online Learning Attachment A – List of Humber Online Courses and Programs Attachment B -- Humber Institute of Technology and Advanced Learning Information Technology Strategic Plan – Executive Summary, Nov 17, 2008 Section 1: Academic Honesty and Integrity Section 1: Attachments Attachment 1.1 Copyright Information for Faculty Attachment 1.2 Copyright Information for Students Attachment 1.3 Intellectual Property Policy Section 2: Student Protection Section 2: Student Protection Attachments Attachment 2.1 Humber Definitions for Online Delivery Section 3: Program Delivery Section 3: Program Delivery Attachments Attachment 3.1.1 Humber Program Review Policy Attachment 3.2.1 Online Course Development Checklist Attachment 3.3.2 Student Feedback Questionnaire for Fully Online Courses Attachment 3.2.3 Humber Submission for the CNIE Award Attachment 3.3.1 2009-2010 Online Development Request Form Attachment 3.6.1 Program Delivery Standard Attachment 3.6.2 Clinic for Online Learning Course Outline Attachment 3.6.3 Teaching with Blackboard – Online Resource Site (Table of Contents) Attachment 3.6.4 Supplementary Online Teaching Guidelines and Support Materials • Online Development Guidelines (page 73 - 84) • Instructional Support Studio Guide (page 85 – 115) • Online Development: Roles and Responsibilities (page 116 127) • End of Term Checklist (page 128) • Step Up Workshops (page 129) Attachment 3.7.1 Memorandum of Understanding – Off Campus Online Course Testing Attachment 3.7.2 Online Course Testing Procedure Page v vi Attachment A, Page 1 Attachment B, Page 1 Section 1, Page1 Attachments Page1 Page 6 Page 9 Section 2, Page 1 Attachments Page 1 Section 3, Page 1 Attachments Page 1 Page 3 Page 7 Page 9 Page 51 Page 56 Page 64 Page 67 Page 72 132 134 Page iii Section 4: Capacity to Deliver Section 4 Page 1 Section 5: Curriculum Vitae for On-line Learning Professional and Technical Staff Section 5 • • • • • • • • • • • Aqell, Naveed, Student Support Technician (page 2) Briggs, Scott, Chief Information Officer (page 3) Debly, Wayne, Instructional Designer (page 11) DeCourcy, Eileen, Director, Professional Development (page 13) Epner, Nancy, Consultant, Professional Development (page16) Ethier, Derek, Manager, Technology Integration, Information Technology Services (page 19) Hausman, Lynda, Multimedia Technologist (page 20) Hickey, Ruth, Director, eLearning (page 24) Schulte, Susan, Consultant, Professional Development (page 26) Warren, Dawn Marie, Multimedia Technologist (page 28) Webb, Katherine, Graphic Designer, Professional Development (page 32) Page iv Submission Background and Overview: This proposal is an amendment to Humber’s original 2007/2008 submission for the review of its online learning policies and activities as they were presented at that time. In November 2008, Humber received consent to offer the following courses for online delivery at the degree level: POLS 200 Introduction to Politics PSYCH 200 Psychology SCIE 200 Astronomy SOCI 201 Principles of Sociology At the time of that submission, Humber included the policies, procedures and details relating to its online learning practices which addressed its e-learning goals, delivery requirements, ITS technical support capacity, the HCnet Acceptable Use Policy, an overview of its information technology security practices as well as IT related polices and protocols. In its previous degree submissions for Ministerial Consent, Humber has noted that some on-line activity is frequently used as additional support for its degree-level courses. Given PEQAB’s revised online learning standards and benchmarks (September 2009), Humber wishes to have its capacity for the delivery of online courses pertaining to all of its degrees. Much of the relevant information can be found on a variety of Humber web pages and those are referenced in this submission. It is recommended that the reviewer for this submission explore the following web sites to get a better understanding of the online environment at Humber: Online Learning Web Site www.onlinelearning.humber.ca This site includes information regarding: Course information Frequently Asked Questions Tutorials Login information Contact information Student Services Library Services • • • • • • • Distance Learning Portal http://www.humber.ca/continuingeducation/distance.htm This portal includes information regarding: • Description of distance learning • Computer requirements for online learning • Types of assistance available to users and how to access that assistance • Exam information • Information about student systems at Humber • OntarioLearn information Page v Information Technology Services and Support Web Site http://its.humber.ca This web site includes information regarding: Classroom support (e.g., computer labs, eClassrooms, open access labs, printing, screening rooms) • Wireless Network – set-up and access • Support Centre – e.g., Equipment loans, customer care inquiries, news bulletins, reference guides • Other – policies, IT plans etc. • This is also the site which provides password protected remote access to student records systems, shared drives, the enterprise Wiki, media services and a variety of other tools and services. With respect to the capacity to deliver online learning, Humber currently has an inventory of 366 fully online courses with 5 more in the central development process at the time of writing (see Attachment A). In addition, Humber presently offers 44 fully online programs through the Continuing Education Departments found in each academic school. Not all courses are offered each term and more than one section per course may be available. Degree students who currently take, and who will take, online courses will have full access to the learning and information resources made available to students who take classroom-based courses. Humber Services, Facilities and Committees Relevant to Online Learning Information Technology Services Humber’s Information Technology Services is responsible for the management and delivery of all technology and information services at Humber. The Humber IT Strategic Plan which outlines the strategic priorities of the department is attached (Attachment B). Academic Computing Committee This committee is comprised of representatives from each academic school as well the Open Learning Centre, the Planning and Development Office, Registration Office, Centre for Learner Support and Information and Technology Services. The mandate of this committee is to: • • • Ensure that services necessary to curriculum delivery are appropriately addressed. Assess effectiveness of existing systems in addressing academic computing needs. Anticipate new software requirements for curriculum support. Page vi • • • • Anticipate new hardware requirements for curriculum support. Anticipate new computer technology trends and assess their eventual curricular impact. Determine on a school/college basis future computer development needs – hardware, software, network support, systems support, wireless etc. Provide a forum for discussion of academic computing needs and a single centralized focus for advising Information and Technology Services of needed changes and development to support the academic community. Humber’s eLearning Committee is a subgroup of Academic Computing. Some of its primary responsibilities are to monitor the e-learning development across the institution, manage the development of specific e-learning initiatives, and monitor and recommend updates to e-learning technologies and other requirements. The eLearning Committee brings recommendations forward to Academic Computing for approval. The eLearning Committee also works with, and has representation on, Humber’s Continuing Education committee. Institutional Units/Supports for Instructional Development and Online Learning Instructional Support Studio The Instructional Support Studio, "The Studio", is a facility to support Humber employees who are working to support the learning of our students. The Studio endeavors to support instructional development work by offering a range of learning activities, a place to network, meet with others, acquire resources and use various learning technologies such as Clickers (classroom response systems), digital video cameras, interactive whiteboards, digitizers, scanners etc. The Studio is equipped with a computer lab training facility as well as computers for faculty to use on a drop-in basis. As a part of the eLearning team, the Studio focuses on the faculty use of learning technologies and how those technologies are integrated into the classroom (for both traditional face-toface delivery as well as online learning environments). Faculty members are provided with flexible professional development opportunities through webinars, access to web-resources and face-to-face training sessions. The Studio supports the traditional professional development programs as well as learning related to on-line learning, distance education and information technology. Faculty members who are developing online courses work with instructional designers and graphics specialists who assigned by the Studio. The Studio has 2 facilities: One at the North campus location and the other at the Lakeshore campus. Technical support Technical support is also specifically available for Blackboard applications. This is given to faculty or instructional designers who need development sites and assistance with technical issues relating to development and implementation. This support is offered Page vii through the Studio and serves also in a liaison role with Information Technology Services and specifically the Humber Blackboard System Administrator. Open Learning Centre Humber’s Open Learning Centre (OLC) provides non-academic support to students registered in online courses and to faculty members offering those courses, throughout the year. The support services include: • Troubleshooting student login/access issues; • The provision of tutorial help for students using/navigating course web sites. • Uploading of students into online course sites. • Follow-up with inactive students upon faculty request. • Updating faculty members with changes to class lists. • Arranging final exams (i.e., room booking, test centre requests and off-campus proctor requests) In addition: • The OLC offers a drop in service for students wanting to know more about online learning. • Students may complete their online courses(s) off campus or they can use the services of the OLC Computer Lab. • The OLC Work study Lab Assistants provide tutorial assistance in the use of Blackboard and monitor the OLC Computer Lab. The Lab is open during the evening and on weekends. Page viii Attachment A Humber Online Course and Program List (Non-Degree Level) Attachment A -Page 1 of 13 Course Name/Title Abnormal Psychology Accounting 1: Introduction Accounting 2 Active Records Management Administrative Tribunals Administrative Tribunals Adult Learning Adults with Learning Disabilities Advanced Breastfeeding Strategies Advanced Fiction Workshop Advertising Air Fare — Canadian Domestic Annuals for Garden and Container Archives Assessment and Evaluation Astronomy Auditing Automated Air Reservation Automated Airfares and Tickets Automated Car Rental and Hotel Accommodations Course Code/Number PSYC 004 - 99 ACCT 111 - 33, 34 ACCT 211 - 33, 34 RIMC 101 - 99 BCTA 201 - 99 BICC 201 - 33, 34 OLC. 100 - 99 OLC. 101 - 99 OBST 206 - 90 CRWR 224 - 90 MKTG 300 - 33, 34 TRAV 611 - 99 GRND 311 - 99 RIMC 103 - 99 OLC. 102 - 99 SCIE 200 - 90, 99 ACCT 551 - 33 TRAV 614 - 99 TRAV 612 - 99 TRAV 615 - 99 Bar and Restaurant Operations Basic Anatomy and Physiology Basic Botany Border Crossing Brave New Worlds Breastfeeding Basics Building Science for Home Inspection Business Communications Business Communications Business Computer Applications Business Finance Business Finance Business Law Business Planning Business Systems Business Writing Business Writing Skills BPGM 507 - 99 MDEC 002 - 99 GRND 310 - 99 TRCK 001 - 97, 98, 99 GASA H90 - G1 OBST 106 - 90 HMIN 108 - 94, 95, 96, 97, 98, 99 BMGT 210 - 33, 34 HOTL 558 - 99 BISM 324 - 33 BACC 420 - 33, 34 BFIN 420 - 33 BLAW 100 - 33, 34 BCTA 402 - 33, 34 BISM 327 - 33, 34, 35 COM. 016 - 99 COMM 300 - 94, 95, 96, 97, 98, 99 Attachment A -Page 2 of 13 Canada's Health Care System - Part 1 Canada's Health Care System - Part 2 Canadian Criminal Justice Career Management 1 Career Management 2 Cargo Securement Caring for the Whole Person Case Management in Community Corrections Change Management Client Services Coaching and Developing People Collection Maintenance and Inventory Control College Writing Skills College Writing Skills: Police Foundations Communication Communications 1 Communication Skills in Hospice Palliative Care Community & Social Services Community Based Policing Community Policing 2 Computerized Accounting - Advanced Computerized Accounting: Intro. Conflict Management Contemporary Social Problems Continuous Improvement Processes Coronary Care Nursing 1 Coronary Care Nursing 2 Corporate: Law Clerks Cost Accounting 1 Cost Accounting 2 Court Preparation and Testimony Creative Book Publishing Creating a Positive Learning Environment Criminal and Civil Law Criminal Code Criminal Code and Federal Statutes Criminology Critical Thinking Critical and Creative Thinking Critical Thinking and IT Concepts Curriculum Development CWPG Studio MDEC 001 - 98 MDEC 005 - 99 PFP. 101 - 99 ATEC 100 - 99 ATEC 200 - 99 TRCK 002 - 97, 98, 99 PALL 204 - 90 FSW. 206 - 99 BMGT 400 - 99 LIBR 201 - 97, 98, 99 MLCP 102 - 97 LIBR 300 - 97, 98, 99 COMM 200 - 96, 97, 98, 99 COMM 207 - 99 OMDP 102 - 98 DMAS 004 PALL 205 - 90 PFP. 206 - 99 PFP. 306 - 99 PFP. 406 - 99 ACCT 421 - 33, ACCT 221 - 33, PFP. 405 - 99 PFP. 203 - 99 MLCP 104 - 97 CORN 101 - 90 CORN 201 - 90 LAWC 201 - 99 ACCT 341 - 33, ACCT 441 - 33, FSW. 108 - 99 TUTR 105 - 80 DEV. 007 - 99 PFP. 301 - 99 PFP. 302 - 99 PFP. 402 - 99 PFP. 201 - 99 DMAS 006 OMDP 131 - 98 CPAN 110 - 90 OLC. 103 - 99 TUTR A02 - 01 34 34 34 34 Attachment A -Page 3 of 13 Dealing with Difficult People Defensive Driving Delivering Instruction Designing, Managing / Implementing a GIS database Developing a Business Plan Destination Geography Developing Effective Teams Developing Leadership Capacity Developing Leadership Capacity Developing Specialty Vacation Packages Developmental Psychology Deviant Behaviour Disability Management Dispute Resolution Document Management Technology Dying, Grief and Bereavement OMDP 132 - 98 TRCK 003 - 97, 98, 99 DEV. 004 - 98, 99, C1, C2 CIVL 806 - 99 eCommerce Educational Strategies Electrical for Home Inspection Electronic Fetal Monitoring Basics Electronic Publishing Emergency Nursing 1 Emergency Nursing 5 Employment Law English 1 English 2 Environmental Citizenship Environmental Ethics Environmental Policy and Economics Ergonomics Essentials of Prenatal & Postnatal Care Estates: Law Clerks Ethical and Legal Issues in Forensic Social Work Ethics for Home Inspection Ethics in Hospice Palliative Care Evaluation Techniques BISM 450 - 33 DSW. 106 – 99/DSWA 106 HMIN 102 OBST 104 - 90 LIBR 301 - 97, 98, 99 EMGY 101 - 90 EMGY 501 - 90 LAWS 405 - 99 DMAS 001 DMAS 011 SOCI 027 - 95 PHIL 030 - 90 POLS 025 - 90 OHLT 104 - 91 OBST 102 - 90 LAWC 101 - 99 FSW. 203 - 99 MKTG 417 - 33, 34 TRAV 607 - 99 MLCP 103 - 97 LEAD 100 - 99 DMAS 020 TRAV 608 - 99 PSYC 002 - 99 SECN 522 - 99 OHLT 203 - 91 DMAS 032 RIMC 102 - 99 PALL 206 - 90 HMIN 201 - 94, 95, 96, 97, 98, 99 PALL 202 - 90 DEV. 005 - 99, C1, C2 Attachment A -Page 4 of 13 Fares and Tickets — International Feature Screenwriting 1 Feature Screenwriting 2 Financial Accounting 1 Financial Accounting 2 Finance for Health Services Fitness and Lifestyle Management 1 Fitness for Policing and Lifestyle Management Flowering Bulbs for the Garden Flowering Shrubs for the Landscape Food and Beverage Cost Controls Forensic Accounting Forensic Investigations Foundations of Gaming Front Desk and Housekeeping Operations Fundamentals of Golf Fundamentals of Volunteer Management TRAV 613 - 99 SCWR 200 - 90 SCWR 300 - 90 BACC 100 - 33, 34 BACC 200 - 33, 34 BACC 800 - NM PFP. 210 - 99 PFP. 410 - 99 GRND 316 - 99 GRND 315 - 99 HOTL 560 - 99 ACCT 800 - 33 SECN 521 - 99 CPAN 312 - 90 HOTL 551 - 99 BPGM 502 - 99 VOLM 001 - 99 Geography and Codes GIS Software — Arc View Globalization Global Positioning Systems (GPS) Global Warming Concepts Golf Operations Golf Club Administration Ground Transportation TRAV 610 - 99 CIVL 802 - 99 POLS 019 - 99 CIVL 804 - 99 SCIE 022 - 95 BPGM 504 - 99 BPGM 508 - 99 TRAV 603 - 99 Hardy Perennials for Gardens Health Care Procedures, Instrumentation and Devices HVAC for Home Inspection Hours of Service Hospitality How to Start a Small Business Hotel Operations Management HRM Finance Human Growth and Development 1 Human Relations Human Resource Administration Human Resources Administration [Nursing Students Only] Human Resource Planning Human Resource Research and HRIS GRND 313 - 99 MDEC 003 - 99 HMIN 203 TRCK 004 - 97, 98, 99 TRAV 604 - 99 OMDP 134 - 98 HOTL 559 - 99 BACC 201 - 99 DSW. 108 – 99/ DSWA 108 - 99 OMDP 103 - 98 BMGT 300 - 33, 34, 35 BMGT 800 - NM BMGT 206 - 33, 34, 35 BMGT 328 - 99 Attachment A -Page 5 of 13 Applications Humanities Immigration and Refugee Law Immigration and Refugee Law Procedures Income Tax 1: Intro Information Systems Concepts Instructional Techniques Integrative Seminar Intermediate Accounting I Intermediate Accounting II Internet Mapping Interviewing & Deception Interviewing and Investigations Introduction to Business Introduction to Clinical Research and Product Development Introduction to Critical Care Nursing Introduction to a Flight Attendant Career: Theory I Introduction to a Flight Attendant Career: Theory II Introduction to Forensic Practice Introduction to Freelance Writing Introduction to Geographic Information Systems Introduction to Home Inspection Introduction to Hospitality and Tourism Introduction to Hotel Accounting Introduction to Hotel Computer Applications Introduction to Information Network Introduction to Inspecting Existing Dwellings Introduction to Libraries and the Information Industry Introduction to Logistics Introduction to Logistics Introduction to Microsoft Outlook Introduction to Operations Management Introduction to Operation Room Nursing Introduction to Procurement Introduction to Microcomputer Applications Introduction to Politics Introduction to Politics Introduction to Project Management Introduction to Psychology HUMA 024 - 97, 98, 99 BCTA 302 - 33, 34 BCTA 404 - 33, 34 ACCT 461 - 33, 34 ACCT 108 - 33, 34 OLC. 104 - 99 DSW. 405 - 90 ACCT 331 - 33, 34 ACCT 531 - 33, 34 CIVL 805 - 99 SECN 523 - 99 PFP. 304 - 99 BMGT 100 - 33, 34 CLIN 500 - 50 RNCC 101 - 90 TRAV 802 - 99 TRAV 803 - 99 FSW. 101 - 99 JRNL 815 - 90 CIVL 801 - 99 HMIN 100 HOTL 550 - 99 HOTL 557 - 99 HOTL 556 - 99 LIBR 200 - 97, 98, 99 HMIN 506 - 99 LIBR 100 - 97, 98, 99 LOGI 101 - 99 SMC. 103 - 99 BISM 461 - 99 SMC. 102 - 99 OPER 501 - 90 SMC. 101 - 99 LIBR 102 - 97, 98, 99 POLS 104 - 80 POLS 200 - 99 DMAS 031 PSYC 200 - 99 Attachment A -Page 6 of 13 Introduction to Sales and Marketing Introduction to Public Relations Introduction to Transportation Investigation and Evidence Investigative Techniques Investigator's Powers Issues in Crime Issues in Diversity/First Nations Peoples HOTL 555 - 99 PRDS 105 - 90, 91 SMC. 104 - 99 PFP. 404 - 99 SECN 525 - 99 SECN 524 - 99 SOCI 036 - 98, 99 PFP. 107 - 99 Java Application Development Justice, Equality, and Rights Justice and the Law CPAN 222 - 90 POLS 024 - 99 GASA H91 - 99 Labour Economics Labour Relations Law and Society Lawn and Turf Management Leadership and Communication Leadership and Communication Leadership in the Hospitality Industry Leadership in the Hospitality Industry Leadership in a Team Environment Leadership in a Team Environment Learning Technology Legal Research Legal Research for Immigration Litigation: Law Clerks BECN 301 - 33 HRMS 205 - 99 HUMA 040 - 99 GRND 314 - 99 DMAS 021 LEAD 101 - 99 HOTL 571 - 99 HOTL 561 - 99 LEAD 102 - 99 DMAS 003 DEV. 006 - 99 BCTA 200 - 99 BICC 200 - 33, 34 LAWC 200 - 99 Macroeconomics Management/Leadership Skills Management Principles Management for Results Managerial Accounting Managing Pain and Symptoms Management of Beverage Operations Management of Food Operations Management of Human Resources Management of Hospitality Service Marketing Marketing: International Marketing Devices in Canada BECN 200 - 33, 34 DMAS 022 DMAS 030 OMDP 112 - 98 BACC 300 - 33, 34 PALL 203 - 90 HOTL 551 - 99 HOTL 553 - 99 HOTL 575 - 99 HOTL 552 - 99 MKTG 111 - 33, 34 MKTG 470 - 33, 34 MDEC 006 - 99 Attachment A -Page 7 of 13 Marketing for Golf Industry Marketing Research Mathematics of Finance Maternity Nursing 2 Medical Emergencies Microeconomics MS Access — Core MS Access — Expert BPGM 503 - 99 MKTG 310 - 33, 34 BMAT 220 - 99 OBST 201 - 90 EMGY 201 - 90 BECN 100 - 33, 34 CIVL 807 - 99 CIVL 808 - 99 Narrative Styles 1 Nephrology Nursing 1 Nephrology Nursing 2 Neuroscience Nursing Nutrition CWPG 100 NEPH 101 - 90 NEPH 201 - 90 NEUR 123 - 90 FITM 202 - 99 Object-Oriented Programming Using Java Occupational Health and Safety Occupational Health and Safety Law Occupational Health and Hygiene Surveillance Occupational Health Nursing 1 Onsite Inspections and Mentoring Operating Systems Operations Management Operations Planning Process Organizational Behaviour Organizational Behaviour Organizational Studies CPAN 140 - 90 BMGT 212 - 33, 34 OHLT 102 - 91 OHLT 103 - 91 OHLT 101 - 91 HMIN 505 - 50 CPAN 210 - 90 BMGT 305 - 33, 34, 35 DMAS 005 BMGT 310 - 33, 34, 35 BMGT 801 - NM DMAS 044 Pain, Labour & Birth Management Payroll Administration PC Essentials OBST 103 - 90 ACCT 351 - 99 BISM 120 - 33 Perioperative Component Personal Computer Applications Personal Computer Support Personal Success Philosophy and History of Hospice Palliative Care Philosophy of Love and Sex Plant Materials 1 Plumbing for Home Inspection OPER 504 - 90 ACCT 202 - 33, 34 LIBR 101 - 97, 98, 99 OMDP 129 - 98 PALL 201 - 90 PHIL 025 - 99 LAND 109 - 99 HMIN 101 Attachment A -Page 8 of 13 Police Powers 1 Police Powers 2 Political Geography: Conflict & International Affairs Preparing for Instructions Principles of Ethical Reasoning Principles of Ethical Reasoning Principles of Golf Management Principles of Management Principles Of Sociology Professional Conduct, Authorized Practice and Ethics Pro. Conduct: Authorized Practice & Ethics for Immigration Professional Practice Professional Practice for Pharmacy Technician Bridging Professional Selling Project Economics Project Management Project Management Principles Project Management Skills Development Project Resources Planning and Scheduling Provincial Offences Psychology - An Introduction Psychology: Social Public Administration Purchasing PFP. 303 - 99 PFP. 403 - 99 GEOG 012 - 90 Quickbook Introduction ACCT 901 - 99 Racism and Discrimination Real Estate: Law Clerks Regulations, Guidelines, and Standards Researching and Reporting Respiratory Nursing 1 Records and Information Management Fundamentals Recruitment & Selection Relational DB Design and SQL Remote Sensing Resource Allocation Risk Assessment/Management in Forensic Mental Health DMAS 042 LAWC 100 - 99 CLIN 502 - 50 RIMC 104 - 99 RESP 120 - 90 RIMC 100 - 99 DEV. 003 - 99 DMAS 040 PFP. 106 - 99 BPGM 500 - 99 BMGT 201 - 33, 34, NM SOCI 201 - 99, 9U BCTA 102 - 99 BICC 102 - 33, 34 DSW. 805 - 99 PHAR 310 - 99 MKTG 311 - 33, 34 CNST 703 - 99 BMGT 405 - 99 CNST 701 - 99 CNST 704 - 99 CNST 709 - 99 PFP. 401 - 99 PSYC 001 - 98, 99, AD PSYC 003 - 99 PFP. 205 - 99 LOGI 200 - 99 BMGT 202 - 33, 34, 35 CPAN 260 - 90 CIVL 803 - 99 NUBM 500 - 90 FSW. 110 - 99 Attachment A -Page 9 of 13 Risk Management in Health Care Rudiments of Music MDEC 004 - 99 MUSC 010 - 99 Salary Compensation Sales and Marketing Management Self Care and Burnout Prevention Selling Vacation Packages and Tours Services Marketing Small Business Bookkeeping Small Group Tour Leadership Sociology: Introduction Sociology of Learning: Portfolio Development Special Event Planning 1: Theory and Practice Special Event Planning 2: Conferences to Galas Special Event Planning 3: Entertainment and Sports Events Sponsorships and Promotions Starting a New Business Strategic Communications Structures for Home Inspection Supervision Supervisory Skills Surgical Emergencies Surgical Specialties and Related Anatomy Part 1 Surgical Specialties and Related Anatomy Part 2 Surveying Society BMGT 204 - 33, 34, 35 HOTL 562 - 99 FSW. 102 - 99 TRAV 606 - 99 MKTG 211 - 33, 34 OMDP 136 - 98 TRAV 609 - 99 SOCI 002 - 98, 99 SOCI 030 - 99 PRDS 118 - 90 PRDS 119 - 90 Tactical Communications Taking off in Travel Technical Communications 1 Technical Communications 2 Technical Editing Technical Mathematics Technical Writing: HTML Introduction Technical Writing: Introduction Technical Writing: Marketing Technical Writing Technical Writing: Principles of Project Management Technical Writing: Print and Online Design Technical Writing: Quality & Production SECN 531 - 99 TRAV 601 - 99 COMM 213 - 99 COMM 313 - 98, 99 CCL. 215 - 99 DMAS 041 CCL. 209 - 99 CCL. 213 - 90, 98 CCL. 208 - 99 CCL. 207 - 99 PRDS 120 - 90 PRDS 121 - 90 MKTG 415 - 33, 34 SECN 526 - 99 HMIN 107 BMGT 424 - 33 MLCP 101 - 97 EMGY 301 - 90 OPER 502 - 90 OPER 503 - 90 BEH. 002 - 99 CCL. 214 - 99 CCL. 206 - 99 Attachment A -Page 10 of 13 Theatre History 1 The Business of Tomorrow The Cruise Market The Environment The Healthy Garden The Newborn: Assessment & Initial Management The Political Game Theories of Beauty Traffic Management Training & Development Transportation Transportation of Dangerous Goods Travel Sales and Trends Turf Management THTR 310 - 99 MLCP 106 - 97 TRAV 605 - 99 SCIE 021 - 90 GRND 312 - 99 OBST 112 - 90 Understanding, Assessing and Managing Violent Offenders FSW. 204 - 99 VB .NET Volunteer Management, Fundamentals of CPAN 220 - 90 VOLM 001 - 99 War and Terrorism Warehousing Web Programming and Design Wedding Planning Working with Offenders with Special Needs Working with Sex Offenders Writing Fiction 1 Writing Grammatically Windows XP POLS 023 - 90 LOGI 102 - 99 CPAN 240 - 90 PRDS 123 - 90 FSW. 205 - 99 FSW. 106 - 99 CRWR 222 - 90 DMAS 002 BISM 462 - 99 XML CPAN 330 - 90 Youth in Conflict with the Law PFP. 305 - 99 POLS 107 - 99 PHIL 405 - 99 PFP. 307 - 99 HRMS 403 - 33, 34, 35 LOGI 103 - 99 TRCK 005 - 97, 98, 99 TRAV 602 - 99 BPGM 506 - 99 Attachment A -Page 11 of 13 Program List Accounting Certificate Advanced Accounting Certificate Advanced Bookkeeping Certificate Business Studies Certificate Computerized Accounting Clerk Certificate Golf Operations Certificate Human Resources Management Certificate Entrepreneurial Studies Certificate Immigration Consultant Leadership Library Skills Certificate Management Studies Certificate Professional Golf Management Certificate Records and Information Management Certificate The Small Business Certificate Manufacturing Leadership Certificate (MLCP) Leadership Skills Certificate (OMDP) Institute of Law Clerks of Ontario - Law Clerks Certificate Technical Writing Certificate Canadian Medical Device Industry Management of Volunteers Small Business Management for the Trucking Industry Breastfeeding Support Certificate Nursing Management Hospice Palliative Care Maternity Nursing Certificate Police Foundations Teaching Effectiveness Certificate Teacher/Trainer of Adults Certificate Gardening Expert Certificate Geographic Information Systems Certificate Home Inspection Certificate Home Inspection Certificate (Outside Ontario) Project Management Certificate Attachment A -Page 12 of 13 Airline Products and Distribution Hotel Operations Certificate Restaurant Management Introduction to a Flight Attendant Career Tour Specialist Travel Agency Operations Travel Basics Certificate in the Study of Human Behaviour Environmental Studies: An Interdisciplinary Approach Diploma Military Arts and Science Attachment A -Page 13 of 13 Attachment B Humber Institute of Technology and Advanced Learning Information Technology Strategic Plan Attachment B - Page 1 of 25 Humber Institute of Technology & Advanced Learning Information Technology Strategic Plan Executive Summary November 17, 2008 1 Attachment B - Page 2 of 25 TABLE OF CONTENTS A. B. C. IT Strategic Plan Process for developing the IT Strategy The path to Enterprise Systems at Humber 2 Attachment B - Page 3 of 25 SECTION A: IT STRATEGIC PLAN VISION Technology and information solutions that empower teaching, learning, and discovery. STRATEGIC PRIORITIES & GOALS CLIENT FOCUSED SERVICE PROVIDER TEAM VISION Serving as trusted partners, we use our talent, industry knowledge, and experience to transform ideas into practical results for our clients. Focused on excellence, we are responsive to the unique and changing needs of our clients. We enable success by providing technology and information solutions that help others meet their objectives. We are results-oriented and professional in all that we do. STRATEGIC FOUNDATION TEAM MISSION We enable student success by delivering technology and information solutions that support Humber's mission of teaching, learning, and research. TEAM VALUES Integrity ● Collaboration ● Innovation ● Professionalism ● Passion IT GOVERNANCE TECHNOLOGY INFRASTRUCTURE 3 Attachment B - Page 4 of 25 VISION The vision describes the role technology plays at Humber in the future and in support of the Humber strategy. It describes the outcomes of effective and well‐executed governance, delivery, and use of technology and reminds the community of the goals and outcomes that are anticipated through the implementation of the IT Plan. Key to the vision is the notion of a solution: the blending of people, process and technology to achieve a desired business or academic outcome. Technology and information solutions that empower teaching, learning, and discovery. 4 Attachment B - Page 5 of 25 STRATEGIC PRIORITIES Four strategic priorities are identified, each with corresponding goals that will function as guideposts for operational activities over a five‐year timeline. These priorities provide a high‐level focus for technology planning and resource alignment. They are linked to the Humber Strategic Plan and define how information technology will be deployed in service of the Humber mission. Strategic Priority 1 Student engagement and success. Leverage technology to enable student engagement and success. Promoting student learning and personal development is the essence of student engagement, and student success. The student experience, both inside and outside of the classroom, is of primary importance. Recent research conducted by the Indiana University Center for Postsecondary Research has identified several factors. The best known and largest of these projects is the National Survey of Student Engagement (NSSE). Results from this work suggest five key things that contribute to student engagement and student success: ensuring appropriate levels of academic challenge, providing active and collaborative learning, fostering student interactions with faculty, providing enriching educational experiences, and supportive campus environments. Goals 1. Deliver technology services aligned with curriculum and the way students learn. 2. Provide the technology environment for students to pursue purposeful learning and personal development activities. 5 Attachment B - Page 6 of 25 Strategic Priority 2 Empower Scholarship. Provide the technology services to support students and faculty through the journey of discovery. Scholarship plays a vital role in faculty, program, and curriculum development, contributing to faculty professional development, teaching excellence and student success. To date, a broad definition of scholarly activity has been accepted by academic leaders at Humber. This definition encompasses teaching mastery, knowledge and awareness of current developments in one’s field of expertise, as well as research, creative endeavours, and distinguished professional and public service contributions. As Humber grows and evolves its vision as a polytechnic, technology can support scholarship by: facilitating the gathering of information, data analysis, learning management systems, and instructional design; enabling access to knowledge, and by fostering information sharing across the organization. Goals 1. Collaborate with the academic community to identify and implement innovative instructional technology to support teaching and learning. 2. In response to enrolment growth, implement instructional technology in new virtual and physical academic spaces. 3. Enable Humber's eLearning goals. 4. Design and implement technology to support Humber’s developing research agenda. 6 Attachment B - Page 7 of 25 Strategic Priority 3 Transform business processes. Improve processes, implement new Enterprise Systems, and enable improved decision making and measurement of outcomes. The effective use of technology is more than simply automating manual processes: it can fundamentally change the way business is done. This transformation can have a significant and positive impact on how students, faculty and staff interact with the institution: the delivery of services and the ability to offer services, the use of data for planning and decision making, and using information to evaluate and improve performance. Implementing technology solutions to change processes and enable more informed decision making and outcome measurement, however, is only part of the equation. Key to the success of these goals is the community aligning service delivery approaches with best practices enabled by technology to reduce bureaucracy and release staff to focus on value‐added activities and using information to forecast and plan for the future in ways not previously possible. These shifts involve changes in how people think and work, and will require support from leadership across Humber. Goals 1. Partner with academic and business leaders to improve academic and business processes. 2. Implement new Enterprise Systems (student, finance, and human resource information systems) that are current, sustainable, and reliable, and that are aligned with improved academic and business processes. 3. Provide access to integrated institutional information. 7 Attachment B - Page 8 of 25 Strategic Priority 4 Collaboration and Communications. Deliver integrated technology solutions to enhance collaboration and communication across the Humber community. An outcome of the adoption of information technology is increased information sharing and communication. This has enabled collaboration across time and space and permitted immediate access to knowledge resources. The proliferation of communication devices and platforms has also introduced problems of compatibility and requires end users to master an array of tools. Humber will continue to experience enrolment growth and geographical expansion. The need to enable communication and collaboration will continue to grow presenting an opportunity to improve access to communication tools in ways that increase efficiency and ease of use. Through a platform of reliable communication choices, the institution can increase dialogue and input within the community around important issues and broaden conversations beyond the community to ensure that critical stakeholders are included. Goals 1. Support integrated collaboration and communication across campuses and within the academic and business realms using tools such as email, calendaring, video, discussion groups, and personal electronic device synchronization. 2. Develop a web strategy to integrate, deliver, and manage content. 8 Attachment B - Page 9 of 25 Alignment to Humber Strategy The table that follows depicts the relationship between the Strategic Priorities in the IT Strategy with the Humber Strategic Plan. Enrolment Growth Teaching & Learning Excellence Student Success ✔ ✔ Empower Scholarship ✔ ✔ Transform business process ✔ ✔ Collaboration & communication ✔ Human Resource Planning High Quality Services ✔ ✔ ✔ ✔ 9 Attachment B - Page 10 of 25 STRATEGIC FOUNDATION The strategic priorities described above address the needs of clients and technology end users. The following strategic foundations provide direction to institutional leadership responsible for setting future directions for technology as well as for Information Technology Services (ITS) leadership and staff as they work to fulfill priorities by ensuring ongoing planning, agenda setting, and preparation for the future while meeting current needs. Strategic Foundation 1 Client Focused Service Provider. Transform the Information Technology Services department into a client‐focused service provider. Technology departments are evolving from functions that are driven by technology to service providers that are client driven and seek to add value to the organization. The potential for adding value increases as the relationship between clients and the technology service providers is characterized by increasing credibility and trust (see figure below). 10 Attachment B - Page 11 of 25 As a result, developing close relationships with clients will be fundamental to the future of Information Technology Services (ITS) becoming a client focused service provider. A proactive approach will result in a better understanding of client priorities – both short term needs and long term strategies and ambitions. The dialogue will also educate clients about technology as well as the capacity and abilities of ITS. As a part of the journey to becoming client‐focused and in the context of IT Strategy development, the ITS team articulated a team vision, mission and values as well as specific goals that will align services, resources and processes with the goal of becoming client focused. ITS TEAM VISION Serving as trusted partners, we use our talent, industry knowledge, and practical experience to transform ideas into results for our clients. Focused on excellence, we are responsive to the unique and changing needs of our clients. We enable success by providing technology and information solutions that help others meet their objectives. We are results oriented and professional in all that we do. ITS TEAM MISSION We enable student success by delivering technology and information solutions that support Humber’s mission. 11 Attachment B - Page 12 of 25 ITS TEAM VALUES “Values are principles, beliefs, or standards of excellence you believe in and choose to represent to others. Values are deeply rooted and connect individuals to things that give them energy and vitality. Values help to bring out our best and contribute to creating high performance and high fulfillment in our work and life. Values are important to recognize because they are key anchors and help individuals and teams make decisions. Values are important to leaders to help them better understand what motivates their team members personally.” 1 The ITS Team values will enable the organization to continue to strive for higher standards of Values provide a excellence, shape behaviour with clients, increase window into the culture credibility, and inspire staff in making a meaningful of a team. “They remain contribution to Humber as an organization. They stable even when will also help clients understand what the strategies, projects and organization stands for, guides day‐to‐day personnel change.” behaviour and decisions, and will inform strategic (McCredie) decisions. These values are important since they contribute to building and sustaining Humber's unique organizational culture, a culture of collaboration, and a culture of excellence. Integrity With honesty, caring, and respect for differences, we act with integrity and hold ourselves accountable. We are trustworthy: we keep our promises, we follow through. These high standards for ethical behaviour guide our actions. Collaboration We listen, communicate with clarity, ensure transparency, and solid relationships. Respectful of diverse perspectives, we work collaboratively with others to bring together our combined academic, business and technology expertise, overcome obstacles, and discover solutions that fit. Innovation In collaboration with our clients, we research, evaluate, and educate the community about leading practices, and deliver state‐of‐the‐art solutions. 1 Izzo, John B. and Withers, Pam. Values Shift: "Recruiting, Retaining and Engaging a Multigenerational Workforce. Lions Bay: Fair Winds Press, 2007. 12 Attachment B - Page 13 of 25 Professionalism We respond to client requirements in a timely and professional manner. Consistent, reliable and competent, we combine our analytical skills and a practical approach to deliver results. Committed to learning with our clients, colleagues and leading edge experts, we build knowledge and capability across the organization. Passion We care about our clients. We are passionate about technology. We are relentless in our quest for the best solutions. We believe that what we do makes a meaningful difference. Goals 1. Develop new channels and skills to improve the quality and impact of communications. 2. Review services and implement changes to ensure efficiency and client focus. 3. Create a framework to manage projects through the lifecycle of concept, approval, implementation, and evaluation. 4. Leverage industry best practices to foster a climate of continuous improvement. 5. Align investments in the development of people with the Information Technology Strategy. 13 Attachment B - Page 14 of 25 Strategic Foundation 2 IT Governance. Align technology planning and resources with Humber's mission and strategic priorities. Researchers at the MIT Sloan School of Management concluded that effective IT governance is the single most predictor of the value an organization generates from IT investments2. An IT governance framework clarifies decision rights and accountability related to the use of technology in an organization. IT governance is essential to ensure the alignment of technology resources with the institutional strategic goals and objectives and managing risk. Governance is a shared responsibility involving institutional and technology leaders in decision making. Technology leaders are responsible for presenting technology options, value, risks, and costs while institutional leaders evaluate the information and determine the course of action aligned with strategy. This approach applies not only to infrastructure and operational projects, but also to innovation efforts, which must be driven by client needs and supported in the context of overall institutional goals. An emphasis on IT governance will be a cornerstone to the execution of the IT Strategy. 2 Weill P, Ross J. (2004). IT Governance: How Top Performers Manage IT Decision Rights for Superior Results. Boston, MA: Harvard Business School Publishing. 14 Attachment B - Page 15 of 25 Goals 1. Design and implement a new IT governance model. 2. Develop quality, timely, and fiscally responsible planning and decision‐making processes around research and innovation, and the management of the project lifecycle. 3. Manage and mitigate risk, including information security, privacy, and business continuity planning. 4. Review, recommend, or approve (as appropriate) IT architecture, policy, services, and infrastructure. INFORMATION TECHNOLOGY GOVERNANCE STRUCTURE Board of Governors Executive Technology Group Technology Council Information sharing and feedback President’s Executive Committee Academic Council Deans’ Council Academic Operations Committee Academic Computing Committee Enterprise Systems Selection Team Administrative Computing Committee Operations Committees – Student & Corporate Services – Finance & Administration Notes Identify issues and provide input * Executive Technology Group includes President, VPs, AVPs and CIO The Office of the CIO will support the work of the Technology Council (e.g. strategic planning, decision making, portfolio & project management office). 15 Attachment B - Page 16 of 25 Strategic Foundation 3 Technology Infrastructure. Grow, sustain, and renew the technology infrastructure as the foundation for the IT Plan and delivery of reliable technology services. A reliable, well‐designed and documented technology infrastructure is the foundation of all technology services and a key enabler to the strategic priorities. The technology infrastructure must be cost effective, accommodate changing priorities, growth, and cyclical upgrades while minimizing risk to basic operations. Goals 1. Create an infrastructure renewal plan to accommodate growth, minimize risk, and sustain the technology infrastructure in part through the lifecycle replacement of obsolete technology. 2. Develop an identity management strategy that encompasses people, process, and technology. 16 Attachment B - Page 17 of 25 SUCCESS FACTORS Support and Ownership by the Humber community – As the use of technology becomes increasingly strategic, its impact is felt and reaches further within Humber. As a result, the Humber community needs to understand the goals of the IT Strategic Plan, the personal implication, and how it changes their interaction with peers and clients. Technology departments can provide leadership and tools, but the entire institution must embrace and leverage the solutions to implement change and realize value. IT Governance – The development of this IT Strategy demonstrates a new approach to shared decision making for key technology decisions at Humber. Continued application of a shared decision making model in the form of a functioning IT Governance model will be essential to guiding the evolution of the strategy, policy, risk management and the development of operational plans. Executive Management Support – This IT Strategic Plan signals change in how technology will be used at Humber. Change can be confusing, uncomfortable, and difficult for those affected. Humber’s executive management can play a key role in helping the institution understand the benefits of strategically using technology and supporting the changes and impact within their areas of responsibility. Executive management must communicate technology’s strategic benefits and support changes within units and across the organization. Communication – Clear, frequent, and ongoing communication will be crucial to the acceptance and implementation of the IT Strategic Plan. Communication must be two way, helping individuals understand what the plan means to them individually, and it affects their role and interactions with the institution. The message must not only get out ‐ it must be received and understood. Communication cannot be an afterthought – it is critical to the understanding, acceptance, and success of the plan. Change – Implementation of this IT Strategic Plan will affect teaching, learning, research and how Humber “does business”. Change will come in the form of new technology or processes that are enabled by technology. Change will also be evident in how ITS provides services to clients. Actively managing the change and transition process will be a fundamental requirement for the success of the initiatives within the strategy. Resources – Success will require resources generally in the form of funding, people, technology and space. In addition to the allocation of new resources, the alignment of existing resources with the IT Strategy will be essential to ensuring the goals are achieved. 17 Attachment B - Page 18 of 25 Professional Development and Training – As the institution and processes change, individuals and teams will need to change and grow. Professional development and training will be critical. Technology professionals will need to upgrade skills to implement strategic initiatives; staff will need to develop new skills as processes change; teams will need to learn new and different teamwork skills as service levels and models evolve; and faculty will need training to implement new eLearning strategies in their curriculum. Integrate and Continually Revise Plan – The value of this plan will be realized when it is integrated into the institution’s strategic and tactical planning as well as operations. Executive management should oversee the plan’s implementation on an ongoing basis to measure the success of initiatives. The plan must also be reviewed and updated on an ongoing basis to assure it is continually aligned with institutional goals. "To be built to last, you have to be built to change." Jim Collins, Built to Last 18 Attachment B - Page 19 of 25 SECTION B: PLANNING PROCESS The basis for the development of a new Information Technology Strategic Plan was the input provided by clients during the IT Review. In addition, trends in enrolment, faculty, and financial supports were explored by an environmental scan facilitated by external consultants. Survey data was reviewed to learn trends from a student perspective as well as the top ten technology issues facing higher education institutions. Finally, a dialogue with Gartner Group provided a perspective on trends facing internal IT service delivery organizations. The development of the strategy is the result of the contributions of staff from Information Technology Services during facilitated focus groups and retreats. In part, the development process is the beginning of a journey to become a client focused service provider – serving students, faculty, and staff. To ensure that stakeholders continue to be consulted in the development of the strategy, over 14 client interviews as well as presentations to many committees were held including: • Humber Students Federation Executive • Academic Operations Committee (AOC) • Academic Council • Technology Council • Academic Computing Committee • Administrative Computing Committee The new Information Technology Strategic Plan will guide decision making over the next five years to ensure technology resources are aligned with the strategic priorities at Humber as well as to shape the development and aspirations of the Information Technology Services team. 19 Attachment B - Page 20 of 25 The planning process is shown below: Input Clients ‐Humber Strategy ‐IT Review ‐CIO Client Feedback Development Approved Plan Presentations to IT Governance Committees and others (PEC, AOC, AC) ITS ‐Retreat ‐Focus Groups Analysis Environmental Scan ‐ Higher Education ‐ IT Service Delivery Obtain endorsement from Executive 20 Attachment B - Page 21 of 25 SECTION C: READY! SET! GO! The path to new Enterprise Systems at Humber New Enterprise Systems will provide Humber with modern, state of the art, reliable and sustainable information systems for student information, finance, and human resources. Students, faculty and staff will have access to the latest technology providing access to timely and accurate information across the institution. The acquisition and implementation of new Enterprise Systems is an institutional initiative that will touch all members of the Humber community. Developing a shared vision of the future and a commitment to organizational change are critical for success for this complex initiative. To ensure that Humber is well prepared, the path to new Enterprise Systems begins with the project planning (getting Ready!) and is followed by system selection (Set!) and implementation (Go!). READY! – Project Planning Project planning and readiness is the critical first phase of this project. Crafting a vision of Humber’s future state business processes supported by modern information technology will be the foundation of all project activities. Using the vision as a guide, the project charter will be developed that describes the scope of the Enterprise Systems project, resource requirements, key assumptions and the project structure. Through this work, the team will begin to understand the gap between where the college is today and the vision of the future and establish a scope to the project. The project charter will describe approaches to change management, risk analysis, identify key enablers, training and education strategies and high level communications plans. 21 Attachment B - Page 22 of 25 The new Information Technology Governance structure includes a prominent role for the Enterprise Systems selection team. This team will be responsible for evaluating and recommending which Enterprise System will best match Humber’s vision. During the Ready! phase, the Enterprise Systems selection team will be recruited and identification of the implementation project teams will begin. A project of this size and scope is similar in scale to the major capital building projects that Humber has engaged in over the past number of years. Accordingly, managing the resources of the project is very important. A solid understanding of start-up and ongoing costs as well as the total cost of ownership will be developed. Financial costs for software, hardware, network and consulting expenses need to be identified. Additionally, the team will need to begin to identify and manage staff and space requirements as the project proceeds. The resulting roadmap will represent a high level timeline for implementation. To focus the resources and energy of Humber on the Enterprise Systems Project, development of current systems must come to a conclusion. A systematic plan for ramping down developing activities will be created as part of the Ready! phase. The “Freeze Development Plan” will examine the environment, risk, and current development plans as well as anticipated requirements prior to the arrival of new systems. SET! – Software Selection and Acquisition The next phase in the path is software selection and acquisition where the Enterprise Systems selection team will define the detailed requirements and developing the Request for Proposal (RFP) for the vendor community to respond. Selecting a new Enterprise System represents the acquisition of hardware, software, and services. Above all, the selection of a new Enterprise System represents a selection of a new business processes. It is vital that our new systems bring best practices to Humber and can facilitate the diverse nature of our business. 22 Attachment B - Page 23 of 25 In this procurement stage, the team will view product demonstrations, conduct site visits to other educational institutions, engage in extensive product evaluation and carry out gap analysis between the vision and the proposals. With multiple vendor proposals, establishing a best fit with the Humber vision will be the goal of the team. This is the opportunity to contact and research reference sites and to learn from the greater user and education community prior to product selection. In conjunction with this process, the team will begin to develop the architecture through an understanding of the required infrastructure, integration requirements, data and conversion. Proceeding through this stage, the team will need to review and refine the financial, space and staffing resource requirements that were outlined in the first phase. This will include establishing a skills matrix and support models. At this point, the high level roadmap developed in the Ready! Phase will be replaced with a detailed project plan. The final steps in this phase will be to negotiate appropriate software, hardware and consulting contracts, complete the selection and recruitment of the implementation team and develop evaluation criteria. To ensure the business impact of the project can be measured, baseline measures will be obtained prior to changing business processes or systems. GO! – Begin Implementation The final and most exciting phase of this initiative will be the Go! Phase – the implementation of new Enterprise Systems in support of the shared vision and to meet the current and future business requirements. 23 Attachment B - Page 24 of 25 The team will work closely with the successful vendor and the Humber community to install and build the new systems. The conversion of data from existing systems and parallel systems integration will be very challenging. A greater challenge will be to facilitate the change at Humber to align business processes and practices to the software package that is selected. All major systems, Student Information including EIS, SRS, and LIS; FRS and Purchasing; and the Human Resources management system including Payroll, will be affected. This implementation and transformation in business process is expected to take several years. Ensuring a good communications strategy is in place will be required. Change will come in many forms whether it is the need to understand new features and functionality or the requirement for redesigning business processes to meet the ERP system design and business challenges. The training and education requirements for both the technical and front line staff will be significant and will need to be planned and staged accordingly. Undertaking a large planning and implementation project across the institution will require structured project and change management practices. The establishment of checkpoints, integration of ongoing learning and re-assessment will help ensure a successful implementation. Once all of these hurdles have been crossed the team will begin parallel testing and the evaluation stage of the implementation. This will continue until it is determined that the new systems are ready to GO LIVE. 24 Attachment B - Page 25 of 25 Section 1: ACADEMIC HONESTY AND INTEGRITY PEQAB Benchmarks: 1. There are appropriate policies and procedures concerning compliance with copyright law; 2. Where courses/programs are delivered using online delivery, the institution has appropriate policies and procedures to address copyright and intellectual property issues (eg., digital rights management and the use of object learning repositories). Humber’s copyright processes and procedures regarding course/program copyright compliance for faculty and students are addressed by Humber’s library copyright department. These are available on the Humber web site and are outlined in the following attachments: Attachment 1.1 Copyright Information for Faculty Attachment 1.2 Copyright Information for Students Attachment 1.3 Intellectual Property Policy See section 3.6 for further details pertaining to IT security management and privacy. Section 1 – Page 1 Attachment 1.1: Humber’s Copyright Processes and Procedures Regarding Copyright Compliance in the Classroom for Faculty Available on the Humber College web site: library.humber.ca>just for faculty>copyright issues Print to print copying The Library's copyright department (copyright@humber.ca) will answer any questions about using material in the classroom. We will also work with you on permission requests. • What is Access Copyright? Access Copyright is a collective that licenses copying and collects royalties for many publishers. The college has signed an agreement with Access Copyright that sets the limits on the type and amount that can be copied on campus. • What can I copy under the Access Copyright agreement? Our agreement covers copying from print materials to print/overheads only. Copying is classified into two categories: o Copying for class distribution You are allowed to make 1 copy for each student in the class and 2 copies for each instructor. No copying shall exceed 10% of a published work or the following, whichever is greater: An article from a journal issue (including a set of conference proceedings) An entire short story, play, poem, or essay from a book One chapter, if it is not more than 20% of the book An entire newspaper article or page An entire entry from an encyclopedia, dictionary or similar reference book A single item of print music from a book or journal containing other kinds of works The following information should be included on the front page of the copy: The international copyright symbol Credit to the author and publisher A notice which reads This material has been copied under licence from Access Copyright. Resale or further copying of this material is strictly prohibited. o Copying for sale Course packs and custom publications of materials collected for a course belong in this category. Attachments, Section 1 - Page 1 of 16 Contact the Humber Bookstore's Textbook dept. at ext. 4987 (North) or ext. 3566 (Lakeshore) about copying limitations for course packs. Give 68 weeks notice. • What can't I copy under the Access Copyright agreement?? o Course packs or custom publications. o Harvard or Ivey business case studies. o Systematic or cumulative copying of the same published work, which would exceed the limit. o Letters to the editor and advertisements in newspapers and journals. o Sheet music, workbooks, examination papers, instruction manuals, newsletters. o Government publications. However, you can copy federal and Ontario laws and judicial decisions without asking permission, provided the copy is accurate and is not represented as an official version. o Access Copyright does not represent all publishers. You can not copy any material from the publishers on the exclusions list. Please contact us for information. • Who do I contact for permission to copy outside the agreement? Email copyright@humber.ca for assistance with o Contacting publishers on the exclusions list for copyright clearance. Additional payment of royalties may be required. o Getting exception clearance for copying more than what is allowed. o Obtaining written permission from Access Copyright to copy up to the whole of an out of print book. o Using work in Blackboard. Please let us know if you choose to get the permissions yourself. We would like to keep a record of copyright activity on campus. Scanning work • Is scanning covered by the agreement? No. Permission is needed depending on the end use of the scanned work As an overhead in the classroom. Cite the source. In Powerpoint for a lesson. Cite the source. In Blackboard without permission. We'll help with the request. Attachments, Section 1 - Page 2 of 16 On a website without permission. We'll help with the request. Image use Don't assume you can use images you find. Always check a site's terms and conditions and credit the source. There are educational alternatives such as: • • • • • Search the library databases found at our Images subject. Check the Creative Commons Directory for image sources. Wikimedia Commons has freely usable image files. Museum photography can be found at Flickr Commons. Images Canada covers Canadian content. Blackboard issues Humber's Access Copyright agreement does not cover the online environment so think about the resources you plan to use in Blackboard. Print sources You need permission to use scanned articles and chapters because of the possibility of content redistribution by others. • • • PDF articles from journal databases can not be uploaded because of licencing restrictions. Add the citation and/or article link instead. Use article links from the Library's full-text databases instead of asking for permission to use the scanned print equivalents. Email us at copyright@humber.ca and we'll show you how to create online reading lists of newspaper and journal articles. Internet sources You need to check if the content can be used for educational purposes. Credit the source of any used content. • Some web sites provide flexible use of their content. The most popular is the Creative Commons (read about the CC). o Check the Creative Commons Directory for licensed images, text, audio and video. o Wikimedia Commons has freely usable media files. o Find public domain works at Project Gutenberg. o Museum photography can be found at Flickr Commons. YouTube and copyright • YouTube and other video sharing sites may contain content not uploaded by the copyright owner. o If you find a CBC news show uploaded by newsjunky45 then any use of this content endorses copyright infringement. Attachments, Section 1 - Page 3 of 16 o o o Many content creators like the CBC have channels on YouTube. The videos found on these channels can be used. Check who uploaded the video for its legitimacy. Watch this 2 minute YouTube and Copyright video for details. Videos in the classroom In order to show a film to your class, the film must include public performance rights. • • • • • Library-owned DVDs and videos have public performance rights. You don’t need to report these titles. Public library videos are for home use only. Humber has license agreements with AudioCine and Criterion that allow for classroom screening of feature films (not documentaries) bought or rented from Blockbuster, Rogers, etc. AudioCine and Criterion require faculty to report the films used and the date of the screening. o North Media Resources at videonorth@humber.ca o Lakeshore Library Services at videolake@humber.ca You need permission to copy video segments for use in presentations. One alternative is to borrow the video and cue it to the relevant section. Taping TV and radio shows • Faculty can show a television program or play a radio broadcast while it is being aired. • News programs or news commentaries can be taped for one year without paying. After the year a tariff is paid to the ERCC or the tape must be destroyed. o News examples: the National (first 30 mins only), BBC World Report, Global News, Le telejournal o Commentary examples: the Editors, Larry King Live, As It Happens • Documentaries: there are no exceptions so you must pay a tariff to the ERCC to use taped documentaries. o Examples: 20/20, 60 Minutes, 48 Hours, Dateline o Examples: W5, 5th Estate, Rex Murphy, Life & Times, the Nature of Things, Venture, Marketplace • Series: there are no exceptions so you must pay a tariff to the ERCC to use taped shows. o Examples: ER, Six Feet Under, Saturday Night Live The Educational Rights Collective of Canada (ERCC) is a non-profit Canadian copyright collective society that administers the Educational Rights Tariff. o o The price structure is $2.00/min for television and $0.17/min for radio. Contact us for the reporting form. Please be aware that most TV programs can be purchased through the Library instead of going through the ERCC. Attachments, Section 1 - Page 4 of 16 Music in the classroom • Section 29.5 of the Copyright Act allows an educational institution to play music and other sound recordings in class for educational purposes. • The Act does not cover converting musical formats (CDs to mp3s). • Copying music for private use is allowed but section 80 of the Act limits distribution of the copied work even if the distribution is not for trade. • You need permission to copy/download recorded music. Try these sites for free music: o CC Mixter o Jamendo o Mutopia Project o Creative Commons Directory Attachments, Section 1 - Page 5 of 16 Attachment 1.2: Humber’s Copyright Processes and Procedures Regarding Copyright Compliance in the Classroom for Students Available on the Humber College web site: library.humber.ca>research help>copyright and plagiarism Print sources • What can I copy under Humber's Access Copyright agreement? o No copying shall exceed 10% of a published work or the following, whichever is greater: An article from a journal issue (including a set of conference proceedings) An entire short story, play, poem, or essay from a book One chapter, if it is not more than 20% of the book An entire newspaper article or page An entire entry from an encyclopedia, dictionary or similar reference book A single item of print music from a book or journal containing other kinds of works o Remember to include the source information (title, author, year) on the copies. o Whether the copying is for a research project or for a presentation - overheads included - the amount of copying must be kept within the limits. • What can't I copy? o Access Copyright (a collective) does not represent all publishers. You can not copy any material from the publishers on the exclusions list. The current list is in effect as of April 2007. Please contact us for information. o Systematic or cumulative copying of the same published work which exceeds the required limit. o Course packs or custom publications. o Harvard or Ivey business case studies. o Letters to the editor and advertisements in newspapers and journals. o Sheet music, workbooks, examination papers, instruction manuals, newsletters. o Government publications. However, you can copy federal and Ontario laws and judicial decisions without asking permission, provided the copy is accurate and is not represented as an official version. o The agreement does not cover computer software but under the federal Copyright Act you can make a backup copy from your personal original copy but you can't share the copy with others. Images and the Internet • What about scanning and class presentations? o Scanned images from journals and other published works can only be used on overheads and in powerpoint for the intended project. These files cannot be stored and/or used for other purposes (portfolio use, websites). o The library has a copyright-free series of books with design stock images which Attachments, Section 1 - Page 6 of 16 can be scanned. • Can I use text/images I find on the Internet in my presentations and assignments? o It depends on the website. Since Internet content is not covered by the agreement nor specifically by the Copyright Act you need to check if the content can be used for educational purposes. o You must credit the source of any used content. o Search the library databases found at our Images subject for images that you can use in presentations and Blackboard. o The sites below provide images for educational use: Wikimedia Commons Creative Commons Flickr Commons Images Canada School Clip Art Videos and music • Can I use rented DVDs or videos in class? o Rented or purchased video recordings are for home use only, however the College now has license agreements that allow for classroom screenings of feature films bought or rented from suppliers such as Blockbusters, Rogers, etc. o These agreements require students to report the titles of any feature films used in the classroom and the date of the screenings. Email: North Media Resources at videonorth@humber.ca Lakeshore Library Services at videolake@humber.ca o You need permission to copy video segments for use in presentations. One alternative is to borrow the video and cue it to the relevant section. • YouTube videos are okay to use, right? It depends on who owns the rights to the video. o If the copyright owner uploaded the video on YouTube then go ahead and use it. o If the entry is from Cherrycoupe and it is a Nike ad then any use of this content supports copyright infringement. o Watch this 2 minute YouTube and Copyright video for details. • What about music? o The Act does not cover converting music from cds to mp3s for presentations. o You need permission to copy/download recorded music. Try these sites for free music: Attachments, Section 1 - Page 7 of 16 Wikimedia Commons Creative Commons Free Play Music Mutopia Project Plagiarism • Plagiarism is the act of submitting as your own, material which is in whole, or in substantial part, someone else's work. Students are expected to acknowledge the sources of ideas and expressions they use in essays, reports, assignments, etc. Failure to do so constitutes plagiarism and is punishable by academic penalty. o Academic Regulations http://fulltimestudents.humber.ca/academicregulations.htm o Charter of Student Responsibilities and Rights http://www.humber.ca/charter • Go to our Cite Sources page for help in avoiding plagiarism. Attachments, Section 1 - Page 8 of 16 Attachments, Section 1 - Page 9 of 16 Attachments, Section 1 - Page 10 of 16 Attachments, Section 1 - Page 11 of 16 Attachments, Section 1 - Page 12 of 16 Attachments, Section 1 - Page 13 of 16 Attachments, Section 1 - Page 14 of 16 Attachments, Section 1 - Page 15 of 16 Attachments, Section 1 - Page 16 of 16 Section 2: STUDENT PROTECTION PEQAB Benchmarks: 1. For courses and/or programs that incorporate web-facilitated, blended, hybrid, or online delivery, the information provided to potential students is accurate and sufficient for informed decisions about the costs and commitments associated with participation in the course/program. This includes that students (a) are fully informed about the technological requirements of participation and the technical competence required of them; and (b) receive adequate information about: i. the nature of learning and the personal discipline required in an anytime/anywhere environment; and ii. any additional costs, beyond tuition and ancillary fees, associated with elearning aspects of course/program delivery. Definitions: Humber has adopted the PEQAB’s definitions for course delivery. (See Attachment 2.1) Humber has a distance learning portal http://www.humber.ca/continuingeducation/distance.htm) where students can find the answers to many of their questions pertaining to online learning including: 1. Technological Requirements 2. Information about the nature of online learning 3. Fees and additional costs The Open Learning Centre website provides students with the information they need prior to starting an online course. The course information pages are linked to the Humber calendar which provides course availability and tuition costs. Additional technological support is available to students through the Information Technology web site (http://www.its.humber.ca/support/tips). These tip sheets provide users with directions and information pertaining to a number of technical support issues as listed below. Tip sheets relevant to the online learning environment specifically are as follows (these are available online and printed copies are available upon request): Tip Sheets Archiving Files in PowerArchiver and Adding Encryption.pdf - 299.03 K Automatically Moving Sent Mail to Another Firstclass Folder.pdf - 141.29 K Backing-up Internet Explorer Favorites.pdf - 164.6 K Benefits of Using the H-drive.pdf - 74.18 K Blocking Pop-ups in Internet Explorer.pdf - 302.14 K Booking Events Using the Punch-through Calendaring Feature in FirstClass.pdf 441.92 K • Bulk E-mailing with gravityMail.pdf - 303.71 K • Burning a Disc with Windows Explorer.pdf - 225.14 K • Calling Features of a 2000 and 3900 Series Telephone.pdf - 82.31 K • Calling Features of a 2500 Series Telephone.pdf - 43.67 K • Changing an Unexpired HCnet Password Over the Web.pdf - 206.54 K • • • • • • Section 2 – Page 1 • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • Changing the Default Browser in Windows.pdf - 146.44 K Changing the Home Page in Internet Explorer and Firefox.pdf - 133.99 K Checking Your Workstation for the Latest Version of Trend.pdf - 26.26 K Configuring Desktops and Laptops to Conserve Evergy.pdf - 87.96 K Connecting a Computer to RezNet.pdf - 1052.17 K Connecting to Server MUNRO using PuTTY.pdf - 82.94 K Connecting to the Wireless Data Network.pdf - 496.98 K Creating an Auto-reply in Firstclass.pdf - 59.38 K Creating an E-mail Signature in Firstclass.pdf - 57.34 K Defragmenting Your Home Computer's Hard Drive.pdf - 102.08 K Detecting and Removing Spyware from Your Home Computer.pdf - 533.48 K Embedding Custom Fonts in Word Documents.pdf - 136.33 K Enabling Online Access to H-drive, I-drive, or DropBox Files.pdf - 187.17 K Entering Grades in LIS.pdf - 1319.96 K File Management with Windows Explorer.pdf - 116.49 K Filtering Spam Using SonicWALL.pdf - 459.94 K Forwarding Mail from FirstClass to Another Address.pdf - 56.38 K Forwarding Mail from HMail to Another Address.pdf - 148.91 K Importing an Academic Calendar into HMail.pdf - 601.65 K Installing a Networked Printer.pdf - 284.33 K Installing Firefox on a Mac Workstation.pdf - 472.04 K Installing Firefox on a WinTel Workstation.pdf - 490.45 K Installing PC-cillin on Your Home Computer.pdf - 532.27 K Installing the Firstclass Client.pdf - 559.54 K Introduction to Meridian Mail.pdf - 72.04 K Logging into an Academic Workstation.pdf - 98.93 K Logging into Blackboard.pdf - 41.86 K Logging into HMail.pdf - 259.42 K Looking-up User Information in Active Directory.pdf - 115.29 K Managing a Computer Lab with NetOp.pdf - 680.92 K Managing Spam with IronPort.pdf - 503.96 K Mapping to a Folder on the H-drive.pdf - 236.41 K Mapping to a Folder on the I-drive.pdf - 231.45 K Optimizing Your Home Computer with CCleaner.pdf - 361.38 K Passwords are Like Underwear.pdf - 86.98 K Placing Calls from an On-campus Phone.pdf - 25.7 K Posting Information on Humber's Wiki.pdf - 742.85 K Printing a Course Outline off Blackboard.pdf - 177.55 K Printing a PDF as an Image to Overcome Driver Issues.pdf - 159.22 K Printing PowerPoint Slides.pdf - 71.28 K Printing the Screen.pdf - 331.92 K Publishing PowerPoint Presentations in PDF for Easy Printing.pdf - 231.19 K Re-securing Outlook to Work with Firstclass.pdf - 159.24 K Recovering Deleted Files with Recuva.pdf - 269.54 K Renaming a Group of Files in Sequential Order.pdf - 280.8 K Resetting Your HCnet Password Over the Web.pdf - 255.56 K Restoring Firstclass as the Default E-mail Client.pdf - 352.56 K Restoring the English Keyboard Layout in Windows.pdf - 179.03 K Retrieving Your Timetable Over the Internet.pdf - 245.35 K Scanning an Item in an E-link Lab.pdf - 177.88 K Searching for Internet Resources Using Google.pdf - 84.13 K Section 2 – Page 2 • • • • • • • • • Sharing Your Firstclass Calendar with Other Users.pdf - 67.48 K Starting a DVD with VLC Media Player.pdf - 61.17 K Top 10 Computer Security Mistakes Made by Individuals.pdf - 29.02 K Updating Firefox on a WinTel Workstation to the Latest Version.pdf - 407.02 K Updating Your Home Computer's Operating System.pdf - 59.49 K Uploading a Course Outline to a Blackboard Course.pdf - 376.82 K Uploading and Downloading Munro Files with WinSCP.pdf - 60.35 K Viewing Firstclass Mail as a Web Page.pdf - 151.13 K Working with H-drive, I-drive, and DropBox Files Online.pdf - 970.95 K Section 2 – Page 3 eLearning Delivery Definitions On recommendation from the eLearning Committee, the Academic Computing Committee supports college wide adoption of the following definitions of delivery modes in relation to the use of Blackboard in teaching. These definitions were derived from the PEQAB standards identified in its Criterion for the Review of Program Delivery Using the Internet. Web-Facilitated Delivery: The use of web resources and technologies to facilitate and contribute to the learning that essentially takes place in a face to face course through the use of tools available in a course management system. For example, an instructor may use a course site to post a course outline; supplemental course material; links to readings and other web resources; accept electronic assignments and/or facilitate self assessments. Some or all of these activities happen without a decrease in time spent in the classroom. Hybrid Delivery: In addition to the elements noted in web-facilitated delivery, hybrid delivery blends online/e-learning and face to face delivery in that substantial parts of the course content are delivered online. The online element should equate to approximately 1/3 of the scheduled time that would typically be spent in an in face to face course. Activities may include web-casts, chat sessions, discussions and/or team projects and activities that contribute to the learning. Fully-Online Delivery: An Instructor-led learning experience using a variety of learning technologies to deliver the content and facilitate learning for an entire course. Online students are provided the opportunity to actively interact with the course content, classmates and the instructor through the effective design of learning material and supportive learning objects. Instructors build a learning community using a variety of interactive media including, but not limited to, webcasting, chat, wikis and discussions. Throughout the term students can expect to complete online assignments, assessments and participate in content specific discussions. Students are not expected to attend classes on campus, but are required to complete a proctored evaluation. Attachment, Section 2 - Page 1 of 1 Section 3: PROGRAM DELIVERY PEQAB Benchmarks: 3.1. The institution conducts sustained, evidence-based and participatory inquiry as to whether courses and programs (whether delivered using traditional, web facilitated, blended, hybrid, or online methods) are achieving the intended learning outcomes. The results of such inquiry are used to guide curriculum design and delivery, pedagogy, and educational processes. 3.2. Assessment of the quality and effectiveness of the delivery methods includes consideration of: a) standardized and regular feedback from students; b) provisions for pre-registration and ongoing academic advising; c) policies concerning interventions for poor student progress; and d) availability and suitability of technical and other supports; At Humber, all forms of classroom delivery are assessed as part of the normal program review process (see Attachment 3.1.1 Program Review Policy). Student Feedback and Online Courses There is a student feedback mechanism in place for online learning. Each course presently has a course evaluation survey built into the assessment feature. The same strategy will be employed for future degree level courses. The online courses are reviewed based on the course development checklist (see Attachment 3.2.1). The eLearning committee at Humber is working on streamlining the process and the most recent version of the standard Student Feedback Questionnaire (SFQ) is attached (Attachment 3.2.2) At the time of submission, the SFQ was being piloted with the approved online Liberal Arts and Science courses. The questions on the online SFQ were approved by the Academic Computing committee and are aligned, as much as possible, with the in-class feedback questionnaire. Based on the feedback from the current pilot, the questionnaire will also be administered over the summer of 2010. Any final edits of the questionnaire will be completed after this period with the intention of using it for all online courses (degree and non-degree) in the fall of 2010 pending approval of the Academic Computing Committee. Student Advising Online students have access to the same resources as they would if completing a program inclass. These resources include: access to program coordinators and other school level support who help with academic advising as well as access to the Open Learning Centre (OLC) staff who assist students when they are making an informed decision about learning online. Students can access assistance in a variety of ways including Web-based tutorials, online chat support, drop-in service, phone and email support both before and while taking an online course. Faculty monitor student progress through the courses as they would with face-to-face instruction and all students have access to student support services. Section 3 – Page 1 The OLC recently received the 2009 Canadian Network for Innovation in Education Award for Exemplary Student Services for the OLC’s services. Humber’s submission for the award is included as Attachment 3.2.3. Further information about the Canadian Network for Innovation in Education (national body “committed to innovation in education in Canada) can be found at its website: http://www.cnie-rcie.ca/?q=node As previously mentioned, students can gain access to technical assistance through the OLC and ITS and the OLC Website www.onlinelearning.humber.ca provides details pertaining to: • Student self-assessment survey • Demo course so that students can experience the environment before deciding to learn online • Tip-sheets/tutorials on specific tools within Blackboard • Links to other valuable student services (i.e library, career centre, etc.) • FAQ’s pertaining to course access, resources etc. PEQAB Benchmark 3.3. Where an institution offers both classroom-based and online programs, there is a clear and integral relationship between those responsible for electronically offered programs and the classroom-based academic structure. It is up to each academic school (of which there are 8 at Humber) to determine which of the courses they wish to offer online. Typically, the school reviews the demand/need for the course as well as the suitability of the course for online delivery. Funds for the development of online learning are limited so the Schools are careful in their determination of which courses should be, and will be, offered online. In the most recent past the eLearning Committee had the funds to support the development of 15 online courses each term. The committee would solicit requests from the schools accompanied by a current course outline (see Attachment 3.3.1). Across Humber, the same course outlines are used for face-to-face delivery and online delivery. To date, the postsecondary courses Humber offers online have all been developed by faculty who teach (or have taught) a face-to-face version of the same course. The faculty member, who is the content expert, is provided with development support from eLearning team through its online course development team (instructional designers and graphics specialists), the Open Learning Centre, and the Technical Support Services department. The faculty academic qualifications needed to teach online learning as well as Humber’s faculty policies are the same for faculty who teach online and those who teach in the regular program classrooms. PEQAB Benchmark 3.4. The delivery methods contribute to and enhance the creation of academic community among students and between students and faculty. For online learning elements, this includes that the (a) program/course design and the course syllabus make appropriate provisions for instructor-student and student-student interaction; (b) technologies used to achieve interactions among faculty and students (e.g., email, telephone office hours, phone conferences, voicemail, fax, chat rooms, web-based discussions, computer conferences and threaded discussions, etc.) are adequate; Section 3 – Page 2 BlackboardCE8 is a learning management system which has a variety of features that can help a faculty member enrich all aspects of the academic experience for his/her students. The system provides a variety of interactional tools such as: • discussions, • blogs, • assessments, • assignment drop-box, • mail, • announcements and facilities for sharing content; and • an online grade book for students to track their progress. As per the Humber Online Course Development Checklist, each of these tools can/should be utilized in a fully online learning environment. In addition, the BlackboardCE8 system provides faculty members with access to a tracking tool that allows them to measure the students’ level of interaction with the course site on a broad or more detailed level. With regard to the enhancement of academic community, the following text was submitted in the 2007/2008 PEQAB submission: Appendix 7.2.2 Building Academic Community in an On-line Environment Description of how on-line learning methods etc., contribute to and enhance the creation of academic community among students and between students and faculty • • • • • • The synchronous and asynchronous discussion tools promote enhanced discussion among learners and between the teachers and the learners. Before students respond to an instructor’s discussion question or to classmates’ posted comments, they can refer to their course materials and think through their answers. As a result, students have the opportunity to post well-considered comments without the demands of the immediate anxiety-producing face to face (F2F) discussion. Shy students are also more likely to participate in a discussion in an on-line environment. Discussion boards/forums provide opportunity for teachers/learners to tackle topics in more depth at a higher level (i.e., Bloom’s); students with physical disabilities say they feel they are participating more as equals in the on-line environment than in face to face discussions. On-line courses also assist second language learners as they may reread and/or repeat parts of the lesson and can work at their own pace. Blackboard (CMS) tools allow the creation of sub-groupings of learners who have their own on-line space for small group learning activities and group project collaboration. The collaboration tools used to live “chat” help build community and extend learning by creating a structure whereby learners can learn from formal as well as “informal” interactions. Synchronous chat/conferencing provides access for a wide range of learners (local, national, international) to interact and build community. In asynchronous class discussions, student can attend class from anywhere and they can do so at anytime that fits their schedule, which is ideal for a geographically dispersed group. E-mail provides a means for enhanced and timely feedback. Section 3 – Page 3 • • • Course Management Systems (CMS) localizes and organizes course material creating a virtual learning environment (safe and inviting). The “Classroom” is open 24/7. Learners can share ideas with one another through e-mail and document exchange. Web quests and on-line research assignments promote interactive, active, creative and independent learning as well as collaboration among students. PEQAB Benchmark 3.5. The responsibility for program quality remains with the applicant institution. Accordingly, consortial agreements for programs delivered online: (a) reflect that the applicant institution(s) is fully engaged in the consortial process and shares responsibility for all aspects of program delivery, including but not limited to ongoing oversight of the curriculum and program design decisions; responsibility for financial, human, and physical resources; resource upgrading; setting the qualifications and training required of faculty and staff; ensuring data integrity and students’ privacy; (b) include clearly defined performance expectations concerning all aspects of program delivery, including but not limited to those matters identified in (a); (c) specify the conditions for the termination of the contract between the parties; (d) include provisions to ensure quality control of all aspects of program delivery; (e) ensure the financial arrangements among the parties to the consortial agreement provide for adequate participation and management by the applicant institution. The only “consortial” arrangement that Humber participates in is the one organized through Ontario Learn (http://www.ontariolearn.com) which is a system wide partnership across the Ontario colleges. The following description of Ontario Learn is taken from its web site: OntarioLearn.com is a consortium of 22 Ontario Community Colleges who have partnered to develop and deliver on-line courses. Each partner college selects courses from the OntarioLearn.com course inventory that will complement its existing distance education offerings. This partnership approach has allowed member colleges to optimize resource use, avoid duplication and, more importantly, increase the availability of on-line learning opportunities for their students. Through this virtual classroom environment, students can pursue their educational goals - whether that be the completion of a single course or the fulfillment of a college certificate or diploma. Students can take courses from their home or office, accessing their course at their convenience. Learning is facilitated by an instructor who is available to answer questions, encourage discussion on course topics, and provide feedback. Course instructors and fellow classmates may live anywhere in Canada, the U.S. or somewhere else in the world. (Boundaries are endless on the Web). To participate in a OntarioLearn.com on-line course, students are required to register through one of the Partner Colleges. Each college in the Ontario Learn consortium is responsible for the all aspects of the courses it delivers. Section 3 – Page 4 There is a QA specialist hired by OntarioLearn to complete a review of the online courses delivered through the consortium. The Humber Online Course Development Checklist evolved from the OntarioLearn checklist so all colleges offering courses follow the same quality criteria for course development. The consortium also provides a number of resources to faculty (e.g.,. faculty portal and web-based teaching resources) to assist the delivery process. Ultimately since each host college hires their own faculty, each institution is independently responsible for ensuring that the course and faculty meet the standards for delivery. The Academic Regulations of each host college supersede any OntarioLearn policies. However, there are OntarioLearn policies which are both academic and procedural in nature and can be found on the OntarioLearn web site (http://www.ontariolearn.com/Policy/ol.htm). These include polices for: ACADEMIC POLICIES A-1 Course Section Maximums A-2 Student Complaints A-3 Academic Appeals A-4 Withdrawals and Refunds A-5 Grading A-6 Course Extensions A-7 Examinations A-8 Prior Learning Assessment & Recognition A-9 Transfer of Academic Credit A-10 Course Evaluation A-11 Course Review A-12 Students with Disabilities A-13 International Students A-14 IT Acceptable Use/Code of Conduct Policy A-15 Course-Standards Evaluation A-16 Plagiarism (NEW) PROCEDURAL POLICIES OntarioLearn.com - Terms of Reference P-1 Claiming Courses P-2 Publishing Courses P-3 Role - OntarioLearn College Coordinator Section 3 – Page 5 P-4 Textbooks P-5 Role - OL Administrator The Ministry of Training, Colleges and Universities has provided some guidance in the development of OntarioLearn and funding for its quality assurance initiatives. PEQAB Benchmark 3.6. Policies pertaining to technology-, computer-, and web-based learning modes of delivery ensure: a) student and faculty preparation and orientation to existing technologies; b) adequate resources and processes to acquaint faculty, students, and course designers with new software or systems as they are adopted; c) regular opportunities for ongoing professional and course development for faculty and others responsible for program development; d) reliable, sufficient, and scalable course- management systems to meet current and projected needs, including: i) a robust and secure technical infrastructure, providing maximum reliability for students and faculty and ii) emergency backup provisions; e) accessible technical assistance for students and faculty for all hardware, software, and delivery systems specified by the institution as required for the program; f) 24 hrs/day 7 days per week access to secure online databanks for web-delivered courses; g) well-maintained, current and appropriate hardware, software, and other technological resources and media; h) risk assessment and planning that includes: i) a disaster recovery plan to ensure consistency of operational capacity; ii) back-up and storage technology protocols; and iii) a requirement for historical logs and physical documentation of exceptions, breaches, capacity usage, upgrades, workarounds, bolt-ons etc. For specific ITS standards, see Attachment 3.6.1. These standards were submitted and reviewed as part of Humber’s 2007/2008 online learning application. Highlighted sections have been updated since last submission. For information pertaining to student orientation, see section 3.2 above. Faculty Orientation & Preparation There are a number of strategies and resources in place to assist faculty with the development of online courses and the delivery of those courses. These include: Section 3 – Page 6 • • • • Clinic for Online Learning – A facilitated 6 week online program for online faculty (see Attachment 3.6.2) Teaching with Blackboard – Resource Site (see Attachment 3.6.3 for the Table of Contents). Online teaching guidelines and support materials (see Attachment 3.6.4) The Instructional Support Studio – As previously mentioned, the Studio is a facility to support Humber employees who are working to support the learning of students. The Studio offers a range of services, workshops, courses, resources relating to face-to-face and online delivery. These services include: • Consultation on course or project design, production and delivery • The opportunity to learn specific computer applications through scheduled and customized workshops, tutorials and one-to-one training. • The chance to explore and test “non-standard” software and new media tools. • Assistance with the location, production, editing and incorporation of medial files for instructional materials. • The opportunity to investigate new technologies and applications. • The Studio has 2 on-site facilities: one at the North campus and one at Lakeshore where faculty can obtain assistance in the effective use of Blackboard and attend other training sessions to learn about technologies (e.g. Learning Management System) which impact the use of Blackboard. This facility is currently staffed by faculty consultants, web designers, and multi-media and graphics specialists. • The Open Learning Centre – There are 4 student support advisors who provide nonacademic support to faculty and student throughout the year. • Technical Support – Technical support is available upon request by the faculty or instructional designer) to troubleshoot application issues. This support group functions as the user liaison with IT services and, specifically, the Blackboard System Administrator. Humber’s Technical Services and Infrastructure In addition to the information provided in Attachment 3.6.1, the following section includes specific information pertaining to Humber’s Technical Services and Infrastructure: The current learning management environment is comprised of 10 physical servers (8 application servers, 1 administration server and 1 database server) and two hardware load balancers. All server hardware resides on a protected server network behind both hardware and software based firewalls. The learning management system runs in a cluster mode with session migration enabled. In the event of a server failure, existing sessions will be automatically migrated to another application server. Some of the physical servers support multiple product instances which assist in scaling the product. It currently supports approximately 5500 concurrent connections (approximately 25% of FTE). IT staff also regularly attend product vendor conferences and have received vendor-supplied product training. Section 3 – Page 7 All servers and network appliances are actively monitored by both internally and externally hosted monitoring applications. IT staff are automatically alerted in the event of a detected failure in any of the underlying architecture components for the learning management system. Infrastructure Monitoring • Service Monitoring by an external company (Siteuptime) • Various internal monitoring systems that report on usage statistics, equipment health, and security breaches. (Solarwinds, Epicenter) • Security information and event management solution via network forensics and trending tool. (QRadar) Security Systems • Perimeter based firewalls • VLAN security • Secure server network • Host based firewalls on all of our servers All learning management servers are currently under vendor supported warranty. The hardware specifications match learning management software vendor hardware specifications. The software is also licensed on a yearly basis which includes yearly product support and updates. The learning management system is updated regularly based on vendor product releases. All product releases are tested prior to production installation using a test environment that closely mirrors the production environment to ensure product reliability. INFORMATION TECHNOLOGY SECURITY MANAGEMENT 1.0 Introduction Humber’s mission to provide an educational environment that is responsive to the needs of our students, faculty, staff, and community depends on the reliable access and use of information. Information can exist in many forms, such as electronic databases, magnetic and optical media, printed or written on paper, and can be transmitted through computer networks, the mail, or even in conversation. Information managed electronically requires additional information technology resources including databases, computer application and file servers, software, voice services, network services and all associated equipment. This information is the property of Humber and may be used within the limits of the Freedom of Information and Privacy Protection Act (FIPPA) Information can range from open, public data intended for distribution to a wide audience to sensitive data requiring legislated privacy protection. Similarly, the information technology resources used to support the academic and administrative business functions of the college have varying degrees of protection requirements. Security measures put in place must be appropriate to the importance of the information, the level of threat and the degree of acceptable risk. Section 3 – Page 8 As more information is stored electronically, as information technologies advance and develop, and as network bandwidth both within the campus and to the Internet increase, the need to be vigilant and pro-active about protecting and securing the information technology resources also increases. Exploits such as computer viruses, denial of service attacks, unauthorized intrusions, malicious misuse or inadvertent compromise not only threaten our own information technology resources, but could also threaten other sites reachable from our network. Information Security is the preservation of: • Availability ensuring the information or resource is available to authorized users • Confidentiality ensuring only those authorized can access the information or resource • Integrity ensuring the information is accurate and complete Humber is committed to providing a secure, yet open learning environment, while protecting its information technology resources assets from a wide range of threats. 1. Policy Statement Each member of the Humber community is responsible for the security and protection of information technology resources over which he or she has control. Each member of the Humber community is granted the privilege to use information technology resources to access the information they need. In addition, each member of the Humber community has the right to expect that their personal and private information, managed by Humber will be adequately protected and secured. The Information Security Policy consists of this policy and associated controls that include Federal and Provincial Laws, Humber Policies, Standards, Guidelines and Procedures that act together to safeguard Humber’s information resources. These controls address broad categories that include Security Organization, Information Asset Classification and Control, Personnel Security, Physical and Environmental Security, Communications and Operations Management, System Access Control, Systems Development and Maintenance, Business Continuity Planning and Compliance with Federal and Provincial Laws. It is assumed that references to the Information Security Policy include all of these associated controls. 2. Roles and Responsibilities Responsibilities range in scope from security controls administration for an enterprise-wide system to the protection of one’s own access password. An individual can have more than one role. 2.1. Humber Administration (individuals with administrative responsibility for organizational units [e.g. President, Vice Presidents, Deans, Associate Deans, Directors, Managers] or individuals having functional ownership of data) are responsible for securing the information technology resources within areas under their control (e.g. computer labs, applications, databases, servers, networks) 2.2. The Chief Information Officer (CIO) is responsible for advising the Humber Administration, Technical staff, and other suitable persons on how to comply with this Section 3 – Page 9 policy and the associated Security Principles, Controls, Policies, Standards and Guidelines 2.3. Technical Staff (individuals who design, manage and operate electronic information resources, e.g. System Analysts, Project Leaders, Application Programmers, Computer Operators, System Administrators or individuals assigned responsibility for information technology resources) are responsible for preserving information technology security as job duties require access to Humber information resources 2.4. Users (individuals who have access to and use Humber electronic information resources) are responsible for protecting the resources under their control, such as access passwords, computers and the data accessible to them 3. Key Security Elements 3.1. LOGICAL SECURITY Devices (computers, servers, network components, etc.) connected to the network must comply with the associated device standard. Device standards describe how a device should be configured to preserve the security of our information technology resources, by minimizing the chances for a device to participate in a security incident. 3.2. PHYSICAL SECURITY Controls must be in place to protect physical access to resources, based on acceptable risk. These may range in scope and complexity from extensive security installations to protect a room or facility where servers or network components are located, to simple measures taken to protect a user’s display screen. 4. Privacy and Confidentiality Applications must be designed and computers must be used so as to protect the privacy and confidentiality of the electronic data they process, in accordance with applicable laws and policies. Users who are authorized to obtain data must ensure it is protected to the extent required by law or policy after they obtain it. For example, when sensitive data is transferred from a central database to another location, adequate security measures must be in place to protect this “downstream data”. Technical staff may have confidential access to sensitive information. Technical staff may be requested by the Humber Administration to search the contents of electronic communications or related transactional information in diagnosing or investigating suspected breaches. Humber’s information resource usage is monitored and logged. This information may be used in security incident investigations. 5. Compliance with Law and Policy Additional policies that apply to the Humber information technology resources include, but are not limited to • HCnet Acceptable Use Policy • Copyright Policy Section 3 – Page 10 • Intellectual Property Policy Information is subject to laws including, but not limited to • Freedom of Information and Privacy Protection Act • Copyright Act Safeguarding the information and resources available is a responsibility shared by everyone in the Humber community. Freedom to access information for which you are authorized, to distribute this information as part of the learning environment, and to maintain Humber information databases is integral to our mission, and such activities are supported and endorsed. However, the following activities are specifically prohibited under this policy • Disclosing or distributing any information/electronic data you do not have the right to disclose because of privacy, copyright or intellectual property rights • Unauthorized downloading or distribution of materials that are protected by copyright or intellectual property rights • Knowingly enabling inappropriate levels of access or exploitation of resources by others • Downloading sensitive or confidential or protected electronic information/data to computers that are not adequately protected from unauthorized access 7. ENFORCEMENT Insufficient security measures at any level may cause resources to be damaged, stolen, or become a liability to Humber. Therefore, responsive actions may be required. Information and Technology Services (I&TS) will negotiate a satisfactory solution that meets legal and policy requirements with the user of the resource so that service can be restored as quickly as possible. If a situation is deemed serious enough, device(s) posing a threat may be temporarily blocked from network access to prevent an extension of the attack. Suspected violations of this policy will be confidentially reported to the Humber Administration. I&TS will monitor network activity, reports from Humber Administration and reports from security agencies and will take action appropriate for the security risk. Violations of these policies will be dealt with in the same manner as violations of other Humber policies and may result in a disciplinary review. Section 3 – Page 11 PEQAB Benchmark 3.7. Appropriate safeguards are in place to assure the authentication of student identity and the integrity of student work for online courses/programs. Policies and procedures assure: a) the security of students’ confidentiality and privacy when conducting assessments and evaluations, and in the dissemination of results; b) the secure destruction of personal data when it is no longer needed; c) the verification of student identity for coursework and examinations, and for the control of examinations, including but not limited to security; time limits; the selection of proctors/invigilators; and the requirements for, and weighting of, evaluations conducted face-to-face. All students are provided with personal credentials to access online resources which includes the learning management system. Access to course data in the learning management system is based on "near real-time" activity within our student information system which is the authoritative source for all enrolment data. Every attempt is made to ensure that course entitlements are based on authoritative enrolment information across all online services. Password resets are only possibly by either providing identification in person or by providing biographical data for person identification (eg. self-service). The Blackboard Backup Cycle is as follows: • Nightly full @ 8pm • Differential @ 2pm daily • Hourly SQL transaction log backups hourly from 8am to 8pm • Offsite rotation – Friday’s full backup is shipped offsite • Onsite retention (magnetic, library & cabinet) - 31 days of full backup capabilities Testing All faculty members are expected to supervise an on-site final exam. The testing procedures for online course testing are outlined in Attachment 3.7.1. In extenuating circumstances, as in the face-to-face environment, students may be directed to complete exams in the college’s test centre or off-site at an approved proctoring site. Students are expected to adhere to the same rules/policies as developed by the Humber’s test centre. The link to the off-campus testing procedure is as follows: http://onlinelearning.humber.ca/proctoring_procedure.html The Open Learning Centre has a list of approved proctors. In order to approve a site, a representative from Humber’s Open Learning Centre OLC researches the validity of the institution on the Internet and then contacts the Institution to review and confirm the proctoring arrangements at that site. Normally, all postsecondary institutions have a Test Centre or equivalent which provides this service. Academic Institution Test Centres are typically the only other option available to students other than coming to Humber to complete examinations. Section 3 – Page 12 However, in exceptional cases, Humber will approve non-academic institutions to invigilate an exam after completing an assessment which includes: 1. An assessment of the institutional relationship with the student, the available facilities at institution and the timelines to complete the test. 2. If satisfied with the service available, the Proctor MOU is forwarded (see attachment 3.7.2) which must be signed and returned to the OLC rep. No exam information will be forwarded without a returned MOU. 3. Once everything is in order, the paper-based version of the test is shipped by courier with a postage paid addressed return envelope so that they exam can be returned to the OLC for distribution to the faculty member for grading. Section 3 – Page 13 Attachment 3.1.1 Periodic Review Policy and Schedule Humber College Title/Subject: Policy Manual Program Review Authority: Board of Governors Code: Contact: Vice President, Academic Approval Date: Amended Date: Amended Date: 2002-04-24 Peer Review Process April 22, 2002 April 2005 November 2009 Approval By: Vice President, Academic It is Humber’s policy to review academic programs every five years through a process of program self-assessment and internal and external review. The process of the review for degree programs is as follows: a. A Self Study b. Review by a Program Evaluation Committee c. Receipt of Report of the Committee a) The Self Study Faculty members, program coordinators and administrators of the program complete a selfstudy. The self-study is managed by the Program Coordinator of the relevant department and the school head. In conformity with the PEQAB requirements, the self study includes an assessment of: • The strategic fit of the program with the organization’s mission, educational goals, and longrange plans. • The learning outcome achievements of students/graduates by comparison with: • the program’s stated learning outcome goals and standards; • the degree-level standard; • the opinions of employers, students/graduates; and • the standards of any related regulatory, accrediting or professional association; • (where appropriate) i) graduate employment rates, (ii) graduate satisfaction level, (iii) employer satisfaction level, (iv) student satisfaction level, (v) graduation rate, (vi) the default rate on the Ontario Student Assistance Program or other student loan plan; and (vii) student retention rates. Attachments, Section 3 - Page 1 of 140 • the continuing relevance of the program to the field of practice it serves, including evidence of revisions made to adapt to changes in the field of practice; • the continuing appropriateness of the method of delivery and curriculum for the program’s educational goals and standards; • the continuing appropriateness of admission requirements (i.e. achievement level, subject preparation) for the program’s educational goals and standards; • the continuing appropriateness of the program’s structure, method of delivery and curriculum for its educational goals and standards; • the continuing adequacy of the methods used for evaluating student progress and achievement; • the efficient and effective utilization of existing human, physical, technological and financial resources; • indicators of faculty performance, including the quality of teaching and supervision and demonstrable currency in the field of specialization; and • individual student work in the terminal stage of the program, that reflects exemplary, average, and minimally acceptable performance, and demonstrates that the degree level standard has been achieved. A template for the completion of the self study is provided to the department by the Planning and Development office. Additional data relating to KPI findings and program enrolment is also provided by the Planning and Development office. Focus groups with students are also conducted by this office for inclusion in the self-study data. b) Review by a Program Evaluation Committee As per the PEQAB requirements, the committee is identified by the senior administration to evaluate the program based on (a) the self-study and (b) a site visit. For degree programs, the committee is composed of one member from industry, one senior academic peer from a degree program within the discipline, and one from a degree level institution who has experience in doing assessment. Copies of the self-assessment report are distributed to the program evaluation committee prior to the site visit. At the site visit the committee members normally meet with faculty members, students, graduates, employers and administrators to gather information. A majority of the members must be senior academic peers with relevant expertise from outside the institution and free of any conflict of interest. A template for the assessment of the program is provided to the Program Evaluation Committee. c) The Report of the Committee As per the PEQAB requirements, the purpose of the committee is to assess program quality and recommend any changes needed to strengthen that quality. The self-assessment reports, internal and external review assessments, and the program response are forwarded to the Vice President Academic and the Program Administrators. The results of the program reviews are used to make appropriate planning decisions and changes to the program. A summary of each review is presented to the Academic Council and Board of Governors with any plans of action required. Attachments, Section 3 - Page 2 of 140 Attachment 3.2.1 Online Course Development Checklist Attachments, Section 3 - Page 3 of 140 ONLINE COURSE DEVELOPMENT CHECKLIST This checklist adheres to Chickering and Gamson’s Guidelines for a Good Online Course and is in compliance with Humber’s online course template. Faculty and developers are encouraged to leave all communication tools enabled. Mandatory Recom'd Criteria General Overview X X X X X X Course information is logically positioned and easy to find within the Learning Materials linked from the Course Content/Homepage. All site Content is free of grammatical, punctuation & spelling errors. All course content adheres to accessibility standards (such as ADOA). All course content adheres to Humber’s copyright standard. General use of the Gradebook to allow students to track their progress in the course. Use of the Discussion and Mail tools for communication purposes. Navigational Simplicity X X X It is obvious to the student how to get started. The learner can move freely among all course, module and lesson parts URLs or links to other web sites are all working. Structural Integrity X X X X The content is segmented into coherent sections and can be found in the Learning Materials learning module. The segments of the course are sequenced in a logical order. The content to be covered each week or in each module is clearly identified. Instructions on how to proceed are included or navigation to next component is clear. Getting Started Welcome A “Welcome Message” from the Instructor which includes the following elements is posted in the Getting Started section (template available): X Course code and title Brief course description Brief description of Instructor’s expertise in related field Instructor’s availability How to find help How to get started Statement to encourage success Acceptable Use and Policy X Students are provided with a link to the college’s Acceptable Use Policy and given direction regarding appropriate interaction in the online environment (Netiquette document already in template). X Navigation X Course Outline Navigational instructions are provided (document already in template). A current and official outline is posted in the site Online Course Development Checklist Attachments, Section 3 - Page 4 of 140 Page 1 Mandatory Recom'd Criteria Getting Started (Cont’d) X Critical Path Contains the following elements (template available): A schedule of due dates for assignments, assessments and other learning activities. X X X Chronological listing of readings. The weighting of assignments, assessments and other learning activities are noted. Roster Profile Learners are requested to update their Roster Profile and/or to introduce themselves in the appropriate Discussion topic area (i.e., the request may be incorporated into a welcome X message from the instructor or as a requirement for their first assignment). Study Buddy X Learners are encouraged to find a Study Buddy in the course (This is noted as an effective retention strategy when supported by the use of private discussions and/or the chat tool). Learning Materials X Create a discussion topic: Introductions (i.e. This allows you to customize how the students introduce themselves – template available) X X Include an Activity Checklist at the end of each module/week (template available in each site). Add Content Links as identified on the module /weekly Activity Checklist. Lesson Level (template available in the site) Each lesson contains a(n): o Introduction/overview of the lesson. o Outline of the measurable learning objectives and topics to be covered. o At least one interactive learning activity (ex. interactive learning object, Discussion, wiki, blogs, journal, self-test, etc..) o Instructor notes (course content) to compliment the readings. o Textbook references (when relevant) o Supplemental readings (when relevant) o Web Links, including direct Library links (when relevant) o A summary/next steps o Activity Checklist X (all elements are mandatory) X X Where appropriate, attachments should use accessible formats such as pdf, rtf or html. X Content pages are created in html with limited scrolling where possible. There is a consistent layout for each lesson. Online Course Development Checklist Attachments, Section 3 - Page 5 of 140 Page 2 Mandatory Recom'd Criteria Assignments X Assignments are posted in Assignments section X X X X X X X X Assignment details are presented in an organized fashion using either the Assignment Template or an attachment which includes: Availability / Due dates are noted Learning outcomes Clearly Stated Detailed instructions Resources, if necessary Evaluation details (recommend the use of rubrics or grade form) Submission instructions (students should be directed to submit assignments using this tool). Availability and Due Dates are set using the Edit Properties function in the Assignment tool. Other Text Presentation X All text is written for web viewing X There is sufficient contrast between the text and the background and is compliant with usability standard. X The font style, font size and color of text are suitable, consistent and professional in appearance. X The formatting style is consistent throughout the course. X Judicious use of white space is practiced. Graphics X Graphics support comprehension of the content in which they are referenced. X All graphics must be appropriately tagged for accessibility X X Clickable regions of image maps are clearly delineated. Time to download has been kept to a minimum. Animations (when used) X Animations support comprehension of the content in which they are referenced. X Animations are under user control. X If narrated script, must be posted (as per ADOA standard) X Time to download has been kept to a minimum. Audio and Video (when used) X Audio and video support comprehension of the content in which they are referenced. X Reference is made to special software requirements and clear instructions provided. X X Time to download must be kept to a minimum. X Audio and visuals are under user control. X Where possible, transcripts are posted Special effects draw attention to critical aspects of the course content. Online Course Development Checklist Attachments, Section 3 - Page 6 of 140 Page 3 Attachment 3.3.2 Student Feedback Questionnaire for Fully Online Courses Attachments, Section 3 - Page 7 of 140 SFQ Fully Online Courses DRAFT 4 ‐ December 2009 Strongly Agree In class 1. (1) 2. (2) 3. Content My course site was up to date and ready as of the start date of the course. The learning materials were presented in a clear manner. My course site was well organized and easy to navigate. The learning activities (e.g. assignments, discussions, etc.) helped me think critically about the topics in the course. A variety of teaching methods (e.g. group work, multi‐media, case studies, weblinks, etc) were used in the course. There were opportunities for me to actively participate in the course as a learning partner. Professor The pace the professor set for completing the course was appropriate for me. The professor responded to me with a courteous tone and professionalism. The professor provided clear direction about how student work would be evaluated. The professor interacted with me and contributed to the experience in a manner that helped me learn. The professor provided me with useful feedback about my progress. The professor appropriately managed student behavior/interaction within the course site. Always 4. (4) 5. (5) 6. (11) 7. (3) 8. (6) 9. (7) 10. (8) 11. (9) 12. (10) 13. (12) 14. (13) The professor responded to my course‐related questions within 24‐48 hours (except on weekends). The professor returned assignments and tests within a 2‐week period. 15. (14) Compared with other courses I have taken, my effort in this course was… Agree Disagree Strongly Disagree Not Applicable Almost Always Rarely Never Not Applicable Greater than in Other Courses Excellent The Same as in Other Courses Above Average Fair Less than in Other Courses Below Average Poor 16. Overall, the learning experience in this course (15) was… 17. Overall, the quality of the course was… 18. Overall, the professor’s performance was… Comments: Your comments are highly values and will assist the professor with this course 19. What did you like most about the course? 20. What would make this course a better learning experience? 21. Other comments you would like to share with your professor. Attachments, Section 3 - Page 8 of 140 Attachment 3.2.3 Humber Submission to CNIE Attachments, Section 3 - Page 9 of 140 HUMBER COLLEGE INSTITUTE OF TECHNOLOGYAND ADVANCED LEARNING The Open Learning Centre at Humber The Online Learner’s Concierge Attachments, Section 3 - Page 10 of 140 Table of Contents Entry Form .................................................................................................................................................... 1 An Abstract ................................................................................................................................................... 3 Project Description and Evidence ................................................................................................................ 5 Supporting Documentation ....................................................................................................................... 17 Manual .................................................................................................................................................... 17 Supporting Letters ................................................................................................................................... 29 Attachments, Section 3 - Page 11 of 140 CNIE 2009 Awards of Excellence Program Entry Form Please print all details: Project Title: The Open Learning Centre at Humber: The online learner’s concierge. Stipulate language of category: English X French Award category (check one): X Excellence Excellence Excellence Excellence and and and and Innovation Innovation Innovation Innovation in in in in Instructional Design Partnership/Collaboration Student Services Use of Technology for Learning and Teaching Ruth Hickey Submitted by Manager, Open Learning Centre Position Feb. 20, 2009 Date Humber Institute of Technology & Advanced Learning Sponsoring Institution 205 Humber College Blvd, , ON Business Mailing Address Toronto City Ontario Province M9W 5L7 Postal Code 416-675-6622 ext.4752 Phone 416-674-5811 Fax ruth.hickey@humber.ca Email I authorize printing of the submission for adjudication purposes. I authorize the printing of the abstract for distribution at the CNIE conference and for posting on the Web site. In the eventuality that I win an award or honourable mention, I authorize the use of photographs of the acceptance taken during the Awards ceremony to be used by CNIE for publicity purposes. I will forward $50.00 plus GST or HST entry fee for each submission. Ruth Hickey Name (printed) Feb 20, 2009 Date Manager, Open Learning Centre Position Title Humber ITAL Institution Submission Components Checklist Please include the following in your submission: X The completed entry form; X An Abstract (not to exceed 250 words). X The project description; X Supporting evidence for each of the criteria in the respective award; (Identify the reasons why and how this project meets each of the criteria of excellence for the given category); Attachments, Section 3 - Page 12 of 140 X Confirmation of project’s implementation by a CNIE organization; and X (Optional) Supporting documentation. Materials to be submitted electronically in addition to the Entry Form: (Note: Submissions that do not address all of the category criteria will not be judged.) Item PDF Other (i.e. Web site, etc.) 1. All material is provided in the attached PDF. 2. 3. 4. 5. If a Web site is submitted as an additional resource, please provide username and password if required. I hereby submit this project including the entry form, abstract, project description, supporting evidence, and confirmation of implementation (or a letter of recommendation from the thesis supervisor or school of graduate studies where the student is registered) for the consideration of the CNIE Awards committee. Please remit your payment to the Canadian Network for Innovation in Education by e-mail (cnie-rcie@cnie-rcie.ca), FAX (613.241.0019) or mail: Canadian Network for Innovation in Education 260 Dalhousie Street Suite 204 OTTAWA ON K1N 7E4 To make your online submission. Please login to the CNIE Web site ( www.cnie-rcie.ca/?q=/user/login). If you have not created an user account you will need to do this first ( www.cnie-rcie.ca/?q=/user/register). Next, please click on Create Content (on the right-hand side of the page), then please click on Awards. On the subsequent screen please complete the fields and include the necessary attachments. Please remit your project entry form electronically to the two e-mail addresses below. Tim Howard, CNIE Secretariat, at cnie-rcie@cnie-rcie.ca and Carolyn Nobes, Awards Committee Chair, at carolynnobes@eastlink.ca Deadline for receipt of entries: Monday, 23 February 2009 Attachments, Section 3 - Page 13 of 140 Abstract The Open Learning Centre at Humber: The online learner’s concierge. The Open Learning Centre (OLC) is an integral service for students at Humber. Growth in online development generated a need for services to support students in fully-online courses. Humber has an inventory of 330 online courses and 42 fully online programs, including general interest, non-credit, credit, post-graduate and degree level offerings. This activity will continue to grow as online learning is a core component of the college’s strategic plan. The OLC is a concierge service for online students; however, its services are applicable/relevant to all students. Staff are equipped with the information and tools to take a student from inquiry to the completion of a course or program. The OLC has a physical presence at Humber’s main campus but fundamentally offers its array of services via its award winning website (www.onlinelearning.humber.ca). In 2007 the website was provincially recognized as an Exemplary Web Application. The CONNY submission was judged on criterion including accessibility, innovation, readability, content and graphic design. The OLC supports students in courses delivered on seven learning management systems. Working with corporate clients and consortia can make it a challenge to present accurate information; however the innovative web-based processes of the OLC make it possible. Using a template to generate course information for the website makes the CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Page 1 Attachments, Section 3 - Page 14 of 140 Abstract centre responsive to curriculum updates and course additions; the PHP technology in the interactive web form creates efficiencies in processing proctor requests and the OLC’s user-friendly chat service are examples of services that contribute to the success of online learners at Humber. CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Page 2 Attachments, Section 3 - Page 15 of 140 Project Description & Supporting Evidence Student Services Defined In recent years, the OLC has seen a steady increase in the number of online courses being developed at the institution that rivalled the increase in enrolment. In 2007-2008 academic year, the OLC serviced 12, 272 registrants in more than 700 fully-online course sections. In a decentralized operation like at Humber, the OLC supports the online activities of eight academic schools along with two non-academic departments. So far in the current academic year (2008-2009), Humber has seen a 20% increase in online activity with more than 10, 000 registrants to date. This is comparable to the percentage of increase experienced at the college in the last five years. In Fall 2008 the college’s senior administrative team introduced the requirement of a minimum web presence in all courses offered at Humber. This meant an increase in demand on the services of the centre. Now, full-time on-campus students, in addition to the growing number of fully-online students require the assistance of the OLC to become familiar with the online learning environment. To be responsive to this change, the centre had to refocus its original mandate to ensure it was meeting the needs of all learners. Prior to this announcement, the OLC staff noticed a steady increase in the number of fulltime on-campus students who were registering in online courses. These students were looking for ways to supplement their existing course load or for more flexibility in their schedules. Recognizing this shift early in the process allowed the OLC to be proactive in developing consistent non-academic support services that could meet the needs of the true distance learner as well as the on-campus student population. CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Attachments, Section 3 - Page 16 of 140 Project Description & Supporting Evidence The centre uses its website not only to disseminate information, but to also gather feedback from students. Towards the end of each term, the OLC Services Survey is made available on its website. Faculty encourage fully online students to complete this survey by placing an announcement and link within their course sites. The feedback provided in this web survey is used to guide the future direction of the centre and indentifies areas for improvement and change. It is through this feedback that the OLC was able to develop the innovative services put forward in this award submission. Online Proctor Request One of the goals of the OLC is to take away some of the administrative tasks associated with teaching online from the faculty member, thus allowing him/her to focus on teaching. As participation in online courses has increased, so too has the demand for off-campus testing. To keep with our philosophy of one point of contact, students who can not come to Humber to complete their online exam are directed by their teacher to contact the OLC to make the necessary arrangements to complete an exam at an approved location. To expedite this process and to ensure the centre has the necessary information to process the off-campus Proctor Request, the OLC’s Student Support Technician developed an interactive PHP web form that is accessible from the OLC’s website. Using dHTML, students are provided with instruction through pop-up messages as they move through the required fields of the form. JavaScript is used for field validation, specifically when it comes to information such as email address, student number and course code. The PHP on the back-end routes the submission to the appropriate Student Support Advisor and CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Attachments, Section 3 - Page 17 of 140 Project Description & Supporting Evidence generates an automatic reply to the student to confirm receipt. The OLC’s Student Support Advisor will then contact the instructor for permission to move forward with the request. Once the advisor has this confirmation, s/he will follow up with the student to ensure everything is in place for a smooth testing experience. It has been our experience that validation by the teacher is an important part of this process. When the student is aware that the faculty member is involved there is increased credibility and efficiency in the process. In terms of scope, the OLC received 350 online proctor requests in the Fall 2008 term. This process allowed the centre to efficiently distribute examination information nationally and internationally, including areas such as Vancouver, Nunavut, Yellowknife, Dubai, Brazil, Hawaii and places in the US. Online Orientation Sessions In 2005, the OLC began to collect information around the typical and most frequently asked questions students have about online learning at Humber. The OLC team then used this information to develop an orientation session for online students. In Fall 2006, the OLC officially launched its face to face sessions. Throughout the term the team hosted 70 orientations. While the centre’s website provided access to excellent resources such as demo online courses and other tutorials, it was clear to the OLC team that some students needed the extra personal touch to help them deal with the fear of learning online. CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Attachments, Section 3 - Page 18 of 140 Project Description & Supporting Evidence In Summer 2007, the OLC added online chat support to its repertoire of services using the inexpensive Help-on-Click application software. This service was overwhelmingly received by students. During the first fulll semester start-up with this tool (Fall 2007), the OLC staff fielded 558 chat inquiries in the first two weeks. While the number of requests dropped as the term progressed, there was a similar spike during subsequent start-up periods. Students knew they could contact an operator and get an immediate response to an inquiry without having to wait in a phone queue. That was especially important for them. As time progressed, the OLC’s orientation sessions increased in popularity and students were becoming more aware of the chat service. In a perfect storm of circumstance, the team knew it had to find a way to bring the two services together. Students who visited the OLC website could see the sessions were available, but due to time constraints and geographical challenges they could not avail of the service; they began to ask why. The OLC seriously considered this question and began to investigate ways they could meet this obvious need. In the Winter of 2008, the OLC staff revisited the information used to deliver the existing face to face orientation session and made the necessary modifications to ensure it would be effective when facilitated in the chat environment. By the end of Summer 2008, the team developed an Orientation Manual* for facilitators and in Fall 2008, the OLC fielded its first requests for online orientation sessions. To date the OLC staff have hosted more than 150 one-on-one online sessions. * Note: a copy of the orientation manual is provided in the Supporting Documentation for this submission. CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Attachments, Section 3 - Page 19 of 140 Project Description & Supporting Evidence On average, the sessions lasted between 15-30 minutes; dependent upon the need of the student. Reviewing the logs of the sessions indicated that the sessions were as diverse as the student requesting them. Primarily the sessions focused on accessing, navigating and using the LMS; however others addressed access to other support areas and tips for online success. Fortunately the support manual is designed in a way that the operator could easily move through the material and deliver the content as required. Through the innovative use of the chat application, the OLC staff created efficiencies in the sessions. For example, all staff have access to an electronic version of the orientation manual so they can copy and paste specific responses into the chat window to ensure the speed of the interaction. Gradually, certain responses were added to the chat tool as “canned messages” which also improved the timeliness of replies. Another helpful feature of the tool is the ability to push links to the student in a new window. This saves the student from typing or copying and pasting long URLs into the browser’s address bar. The chat window remains open at all time, thus allowing the student stay in contact with the OLC chat operator. Below are some anonymous comments gather from participants of the OLC’s orientation sessions, both face to face and online. Based on this feedback, it is clear that this continues to be effective support service for online students. CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Attachments, Section 3 - Page 20 of 140 Project Description & Supporting Evidence “The learning environment was very well explained and the examples were very helpful” “Explanation on how to use and navigate the site was excellent.” “I really appreciated the tips on keeping information up to date and organized.” “It’s very helpful to have a person at the beginning to provide an introduction. Also having access to resources to assist during the course is helpful.” “It was a great help to get familiar with online courses as I am taking one for the first time.” “The session was somewhat useful, but not exact to course information.” “I was able to speak one-on-one with detail on how to use the system.” “Very helpful. I now feel more comfortable with taking an online course. Easy to understand orientation. The teacher took the time to explain all.” “Good to know we have some support.” “This should be done before you pay for the course.” “All information, booklet and step-by-step/one-on-one was very helpful. Great Job! Thanks.” “I was able to access my course with the great help provided online from you guys. Take care.” Outcomes advance our understanding of student services in open and distance education Through direct feedback from students, the OLC is able to assess their true needs when it comes to the services and the support they prefer. Research has shown that online learners tend to be busy people, so creating efficient and accessible services is certainly a necessity for institutions that want to increase participation in online learning. The OLC is very mindful of this fact and makes every effort to be respectful of the learner’s time by putting relevant information and support at their fingertips. CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Attachments, Section 3 - Page 21 of 140 Project Description & Supporting Evidence In addition to collecting feedback on the effectiveness of the OLC’s services, in Winter 2006 the centre asked students to identify the support services they would use if available online. Forty-five percent of respondents indicated they would avail of program advising; while thirty-eight percent wished for peer tutoring services. Armed with this information, the OLC approached the responsible areas to engage them in a discussion on how the college could make some level of these services online. Due to the fact that program advising is discipline specific, it was difficult to move this initiative forward. The OLC made the academic departments aware of this request; however immediate action was not possible. This type of support is being carefully considered by the college. Capitalizing on the successful implementation of its own chat service, the OLC shared its expertise and experience with other academic support areas in the college including the Peer Tutoring, the Math Centre and Accounting Centre. The Peer Tutoring area is still investigating the option. The Math Centre introduced a minimum level of service in Winter 2008; while the Accounting Centre has been providing web support for just over a year. This type of collaboration creates a consistency in service and eliminates the learning curve for students when the same application is used. This collegiality shows that the college community is responsive to changing student needs. CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Attachments, Section 3 - Page 22 of 140 Project Description & Supporting Evidence Library Services at Humber introduced a variety of virtual services and was grateful to link with the OLC to ensure information about the services were reaching distance learners. In Fall 2007, the OLC added two questions to the OLC Services Survey in an effort to gather information about the use of the virtual services. Surprisingly, sixty-five percent of the respondents indicated that they did not use the virtual services of the library. This gave the OLC and the Library team a clear indication that more had to be done to bring this service to the attention of the learner. The Virtual Services Librarian worked with the college curriculum development team to raise the profile of the service with faculty and to add library and research resources to the college approved course template. The OLC prominently placed information about the library on its website in an effort to raise the profile of the virtual services profile with students. This is another example of how collaboration and responsiveness is allowing Humber to build a better understanding of the online/distance learner and to advance services to this group. Evidence of the project’s sustainability The government of Ontario has clearly indicated that flexible learning opportunities will be one of the agents to help the province through these tough economic times. Investing in skills and knowledge is the number one priority in Ontario’s “5 Point Economic Plan “. The strategic objectives of this point includes finding and supporting flexible ways to retrain the provinces laid-off workers. The implementation of a variety of initiatives including eLearnnetwork.ca ; the Second Career program and the Reaching Higher plan all show that post-secondary institutions and specifically student support areas such as CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Attachments, Section 3 - Page 23 of 140 Project Description & Supporting Evidence the OLC will continue to be in high demand. (More information about government initiatives that support distance education in Ontario is available at: http://www.edu.gov.on.ca/eng/relsites/distance.html ) At the internal level, Humber’s 2008-2013 Strategic Plan has a distinct objective of increasing distance education opportunities. The college is committed to the development of 110 online courses and 10 new online programs by 2013. The innovative services of the OLC will play an integral role in ensuring the college meets this target by providing the necessary assistance to attract and retain students. In addition to the college commitment to distance education, the steady increase in online registration and development also ensures the centre’s sustainability. The following graphs clearly depict registration and development trends that reinforce the need to continue to be proactive and innovative in developing and implementing services to meet the needs of this student group. CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Attachments, Section 3 - Page 24 of 140 Project Description & Supporting Evidence Figure 1: Annual registration per academic year. *Note: 2008-2009 is showing incomplete data as W09 data is subject to change and S09 data is not available. Figure 2: Fully online course sections available per semester. CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Attachments, Section 3 - Page 25 of 140 Project Description & Supporting Evidence In the past year, Humber has received ministry approval to develop and deliver online degree level courses. The OLC will continue to support the college as it move deeper into this programming direction. This is combination with the other online initiatives are clear indicators that the services provided by the OLC are sustainable. Benefits to the student demonstrated. The most obvious way to demonstrate the benefit of the OLC services for the student is to include the direct feedback provided in the OLC Services Survey. I am grateful I have taken the O L Learning course. I started developing how to learn independently w/ the use of diff. tools. I appreciated the exceptional services that the OLC staff provided to the students especially to the new online learners. Many, many thanks. – Winter 2007 I have had to use your online support and phone support and have found everyone that I had to deal with excellent. I am as impressed with the online instructors as well. They are truly an asset to your organization. Thank you for a most enjoyable experience. – Winter 2007 This is my first online course so I can't really tell if it will be a great experience yet. But staff was very helpful and the website was up to date. – Summer 2007 There are few staff at Humber who have been exception in their services. Christine Augustine (OLC Advisor) - she had been most helpful and understanding with my questions about arranging a proctor for my final exams. – Fall 2007 “I have received more help from OLC than I have from the school. The workers have been very patient with me. Thank you for your time and attention and keep up the great work!” – Fall 2007 “I have really enjoyed my online course. Thanks to all those people who are giving their valuable time behind OLC” – Fall 2007 The goal of independent study is achieved and I am really enjoying the online course of study. – Winter 2008 CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Attachments, Section 3 - Page 26 of 140 Project Description & Supporting Evidence Sorry I can’t remember the name, but I had to call in once, and the person helping me went out of their way to assist me...very helpful – Winter 2008 … online courses are incredible. They have given me the opportunity to achieve my goals later in life and not have to give up the dream that I couldn't afford earlier in life. Thank you - your online courses have given be both knowledge, and a chance to increase my potential at work. – Winter 2008 The staff that I talked to at student services were exceptional in service provision. The program was user friendly and I hardly experienced any downtimes during the course. – Winter 2008 I had some technical problems online which I had to have fixed by the open learning centre before I could start. Overall it was ok! – Summer 2008 Every time I phone for anything, I got great help, fast and friendly. I did not feel rushed off the phone ever! The staff that helped me with the proctor request has been great in taking the time to set it up and explain it. Thank you to the whole staff, as this is my first online course I did call a few times with 'silly' questions and never was made to feel like they were. – Summer 2008 Thank you for your past assistance and looking forward to working with you in the future. – Summer 2008 To OLC Staff, thank you for the help at the beginning of the term and also at the end of the term in arranging my proctor and guiding. – Fall 2008 Great site, easy to navigate, and I didn't experience any technical issues with it. Thanks for such a convenient learning experience! - Fall 2008 “I have enjoyed my online studies with Humber. Any problems experienced were minor and were corrected promptly. I look forward to more online studies, they work perfect with my schedule.” – Fall 2008 I have just completed my fourth on-line course. I really enjoy it because of my work schedule and it also allows me to work independently. I plan on taking another on-line course in the New Year!! I have had overall positive experiences! - Fall 2008 CNIE Nomination Submission for Excellence and Innovation in Student Services Feb. 2009 Attachments, Section 3 - Page 27 of 140 HUMBER COLLEGE INSTITUTE OF TECHNOLOGYAND ADVANCED LEARNING The Open Learning Centre at Humber The Online Student’s Concierge Supporting Documentation Attachments, Section 3 - Page 28 of 140 Open Learning Centre Online Orientation Information Booklet Open Learning Centre – D225H (North Campus) 205 Humber College Boulevard, Toronto ON M9W 5L7 Telephone: 416.675.5049 Toll Free: 1.877.215.6117 Email: olc@humber.ca Attachments, Section 3 - Page 29 of 140 After greeting… Can I get your course code please? Search the OLC website (www.onlinelearning.humber.ca) for the Course Information Page. Click on Login From the drop down menu, select the course you are searching for. For example: ACCT 108 33 Attachments, Section 3 - Page 30 of 140 The Course Information Page will open up and it contains the following information: Course start & end date Locating Username & Password Platform course is offered through *Inform the student that they will gain access to the course site 3 days prior to the start date - no earlier Do you know your HCNet ID? It consists of four letters and four numbers. For example: hmbr0064 If the student does not know their HCNet ID, provide them with the following: To locate your HCNet ID, please login to your Student Record Service at www.srs.humber.ca Under My SRS you will see the link, My HCNet / Other ID’s. Please click on that. Once you have written down your HCNet ID, you can Logout of SRS. If the student has never logged into their Student Record Service, provide them with the following: Website: www.srs.humber.ca Username: Student number OR OCAS number (no spaces or hyphens) Password: Date of Birth YYYYMMDD For example, if your birth date is January 1, 2009, you will enter 20090101 **continue with steps mentioned previously Attachments, Section 3 - Page 31 of 140 Please click on the following link to login to your course site >> www.mycourses.humber.ca Have you logged into Blackboard or accessed a computer on campus within the past year? If Yes – You will enter in the password you have created as it is good for one year. If the student has forgotten their password, please follow the steps for ‘No’ If No – Below the login box, click on the link ‘First time logging in / Forgot your password’ Once the window opens up, please fill in each of the fields with the appropriate information. When you are done, please click Reset. Attachments, Section 3 - Page 32 of 140 If you have entered in the information correctly, you will receive a message that says Your password has successfully been reset. The automated password assigned is case sensitive so be sure to write it down EXACTLY as you see it with the capital letters, lower case letters and numbers. To change your password to something that is easier to remember, please click on Log In, which is located on the top right hand side of the page. HCNet ID: four letters and four numbers (hmbr0064) Password: the automated password assigned to you Next, click on Log In Attachments, Section 3 - Page 33 of 140 Ignore the message that comes up in the red box on click on My Account, located on the top hand side. Scroll down the page until you get to the heading Password Attributes and Management. Enter in your current password (the automated password) and create a new password. You will enter in the new password twice. Your new password must contain a capital letter, lower case letter, a number and must be at least 8 characters long. Next, click on Change to change your password. Attachments, Section 3 - Page 34 of 140 If you have entered in the information correctly, you will receive a message in a green box that says Your password has been reset successfully. Be sure to write down your new password. You can now click on Log Off. hmbr0064 HUMBER HUMBERCOLLEGE COLLEGE HMBR0064@humbermail.ca Now that you have your HCNet ID and password, you are able to login to the course site >> www.mycourses.humber.ca Enter in your credentials and click Log In: HCNet ID: four letters and four numbers (hmbr0064) Password: your new password Attachments, Section 3 - Page 35 of 140 Under your Course List, you should see your online course. Please click on your course link. **If the students’ online course is not available yet, provide them with the information to login the Blackboard Demo Account: Username: bbdemo Password: p-Humb3r The course homepage will appear and under the heading Course Tools you will see the following the links going down on the left hand side of the page: Course Content – learning materials, course outline, critical path Announcements – posts made by the instructor regarding the course Assessments – quizzes and tests Assignments – retrieval and submission of assignments Chat – instant chat sessions with instructor and classmates Discussions – public mail box Mail – private mail box Roster – profiles of students in the course Attachments, Section 3 - Page 36 of 140 Under the heading My Tools you will see the following the links going down on the left hand side of the page: My Grades – overall view of your grade My Files – files you have uploaded into the course site My Progress – your activity within the course site **You may be required to walk the student through a few of the links and show them how it functions. Additional Information: Direct the students to the OLC website (www.onlinelearning.humber.ca) where they can access the Tutorials link which contains the Quick Tips E-Brochures for Mail, Discussions, and Roster. I hope that you found this online orientation beneficial and are more confident in navigating through your online course site. If you require any additional assistance or have any further questions regarding your online course, please come back and chat with us. Attachments, Section 3 - Page 37 of 140 STRATEGIES FOR ONLINE SUCCESS 1. Communicate with your Instructor and Classmates 2. Organize your Workspace 3. Manage your Time Appropriately 4. Print the Critical Path/Due Dates Document 5. Understand the Expectations for the Course 6. Take Part in all Activities 7. Embrace the Challenge 8. Read all Course Material 9. Show the world you can do it! For more information about success strategies visit the online Anti-Flunk Book: http://studentservices.humberc.on.ca/antiflnk/index.html Attachments, Section 3 - Page 38 of 140 TIPS FOR USING DISCUSSIONS AND MAIL Before responding to a Discussions posting, familiarize yourself with the topic. If your response is lengthy or if you are uncomfortable with grammar and spelling, it might be helpful to create your response in MS Word, then copy and paste it. When replying to a Mail or Discussions message, use the Reply button (rather than just making a post). This way the original message will appear at the bottom of the screen. Add your response above the original message to give your reader a better understanding of the context of your message. This will also help you to communicate your response more efficiently and effectively. Be sure to keep the thread! This will help direct or streamline the conversation. The learning management system typically allows you to view an entire thread, which makes it much easier than opening & closing individual messages. Netiquette In your online course environment, there are some common courtesies and informal “rules of the road” that should be observed. The term "Netiquette” has been coined to mean network etiquette. It is essentially, the do's and don'ts of online communication. The golden rule of netiquette is remember the human! When communicating electronically, remember that your message is being read by real people with real feelings and egos. Be sensitive to the feelings of others. What you may have intended to say in jest, may be interpreted differently when the reader cannot see your facial expression or body language. Funny as it may have been to you, the humour may not have been conveyed in the text. Some Netiquette Guidelines: Typing in all caps is equivalent to SHOUTING! Only type in all caps if you mean to SHOUT! In a learning environment, it is NEVER acceptable to use profanities. Also, the slang and terminology that you would use in a casual online Chat Room might be inappropriate within your course. Be respectful. Never post unsolicited advertising messages within your course. These communication tools are to be used to enhance the learning experience within the framework of the context of your course. In netiquette, messages that express a strong opinion or criticism are called “flames”. It is bad netiquette to insult others publicly online! Flames are only acceptable when they add value to the topic at hand. When responding to a discussion another “netiquette” guideline is, “lurk before you leap”. This means think about what you have to say and read the responses posted previously by others in the group. Save yourself the embarrassment of posting an off-topic message or a question that has already been answered. Following netiquette guidelines will help you to look good online and will avoid wasting time and effort of yours and others in the course. The communication tools are a privilege. Your instructor reserves the right to restrict your use of these tools. Attachments, Section 3 - Page 39 of 140 STUDENT SERVICES Accounting Centre - http://business.humber.ca/resources/accounting-centre 416.675.6622 Ext. 4929 The Accounting Centre is a resource available for students enrolled in accounting courses/programs. They provide assistance with textbook concepts, homework questions and your overall understanding of course material. Chat live with a representative by clicking on the link within their webpage. Information and Technology Services - http://its.humber.ca 416.675.6622 Ext.8888 Information and Technology Services provide effective, easy-to-use, efficient information technology services to students in accessing their online course site. Library - www.library.humber.ca 416.675.5079 This site includes links to the Library's catalogue, web resources, learning and study guides and general Library information. Chat live with askON’s librarians and get help finding research and information. Peer Proctor Request Form - www.onlinelearning.humber.ca/proctor.php 416.675.5049 This form is to be submitted if you live more than 100 km from the college or if you want to write the exam at a Humber Test Centre due to a conflict with the exam schedule. This form must be completed 1 month before the scheduled exam date. Peer Tutoring - www.studentservices.humber.ca/peertutor 416.675.6622 Ext. 4616 The Peer Tutoring Program provides one-on-one assistance for students having difficulties with a specific course. Peer Tutoring is available to any full-time or part-time student who needs help. NOTE: For more services offered to students, please visit our website (www.onlinelearning.humber.ca) and Click on the Student Services tab. Attachments, Section 3 - Page 40 of 140 Attachments, Section 3 - Page 41 of 140 Humber’s OLC Nomination for CNIE award. Kent Enns Professor, Political Theory Co-ordinator, Online Learning, General Education & the Institute of Language & Culture Humber College Upon learning that Humber’s Open Learning Centre would be nominated for a Canadian Network for Innovation in Education award, I immediately took it as a welcome duty to write in support of this nomination. For almost four years I have been co-ordinator of online courses for the Liberal Arts and Sciences and as the second largest recipient of the OLC’s services in Humber College, I am well situated to understand and appreciate the excellent work carried out on a daily basis by the Open Learning Centre (OLC). The Centre has consistently demonstrated commitment to conscientious student service and innovation in adopting new technologies and sharing their expertise with students and faculty alike. In supporting this nomination I’ll follow the guide questions provided by CNIE. 1. The objectives for providing the new student services are stated and clearly reflect the values and mission of the organization. 2. The new student services are clearly defined. 3. Outcomes advance our understanding of student services in open and distance education. 4. Services effectively support the needs of the targeted student population. 5. Evidence of the project's sustainability is provided. 6. Benefits to the students are demonstrated. 7. Project demonstrates innovative uses of new or existing methods or technologies for supporting students. 1. On a daily basis the OLC supports student learning and their adoption of online learning practices that consistently put student needs and concerns first. This central value in education is clearly reflected in their website which facilitates a successful start to online learning with online orientation and tutorials. This is supplemented with “live”online support as well as telephone and in-person support in the OLC itself. As an organization, the OLC fulfills its mission of serving the needs and interests not only of students but of faculty and administrative staff as well. Their service hours from early morning to evening reflect an awareness of the different types of students that come to online learning and the extremely variable schedules of their clients. 2. The OLC’s website and printed material are very successful in marking pathways for student learning, whether it be finding their online course, login information, online or telephone support, or online tutorials. The clarity and success of their communication to students is to me evident in the fact that in almost four years of regularly referring students to OLC services and support, not one student has ever come back to me indicating dissatisfaction with their services. Attachments, Section 3 - Page 42 of 140 3. In various forums at the college – the E-Learning Committee, the Corporate and Continuing Education Committee, Academic Computing – representatives of the OLC regularly confer with other college staff and administrators on student experience, preferences, outcomes in terms of success and retention rates, and overall student satisfaction. Since OLC staff are on the “front-lines” of all distance education at Humber, they gather valuable information about student experiences with distance learning. This has allowed the OLC to not only regularly adapt best practices in student services but also, with regard to other sectors of the college community, to become a leader in innovation for the improvement of student learning experiences. 4. Whether students in contact with the OLC are full-timers in a diploma or degree program, or part-time Certificate students, or simply an occasional general interest learner, the OLC successfully adapts its services to particular student cohorts and groups. One service that seems to function particularly well is the facilitation of proctored final exam settings for online courses (a requirement here at Humber). While logistically this can be complicated enough at a college with high demand on available classroom space, the OLC also seamlessly facilitates the proctoring of online exams off-site at other post-secondary institutions – whether the student is in Saudi Arabia, Germany or Florida. 5. The OLC certainly has grown in scope and size over the years that I’ve had professional dealings with it. As the number of online courses has grown and as the college has moved from one learning system (WebCT) to another (Blackboard), the OLC has proven to be utterly indispensable in helping students and faculty adapt to online environments. Due to both the projected continuing growth of our student population and the limitations on physical space, Humber has been prompted to move to much more online delivery of courses. What once was an option is now a necessity. Since the OLC is the nexus point for students and Humber’s online learning environments, the sustainability of this organization is not only highly likely, it is essential! We’re fortunate to be so well served. 6. Student satisfaction in online courses delivered and supported through the OLC consistently meets or exceeds that of in-class courses. This is due certainly to the quality of course content and instruction, but also to the fact that the students’ access point to our courses (the OLC) has meticulously facilitated their learning experience at the level of reliably functioning technology, student support, and even faculty mentoring since they too must adapt to emerging online challenges. 7. Whether it’s regularly updating the OLC website or introducing new technologies (e.g. Blackboard and its expanded ranged of functionalities) to the college community, or actively supporting online learners, the OLC has consistently focused its energies and resources on improving the learning experience of online students. The collective wisdom of the OLC has been to recognize early on that student learning is supported and enhanced not only by directly aiding students but also by supporting all those who contribute to the student’s online experience – course developers, multimedia technologists and instructional designers and instructors. By participating in the successful co-ordination and integration of the efforts and expertise of many individuals, the OLC continues to eminently serve its most important constituency: our students. Attachments, Section 3 - Page 43 of 140 February 17, 2009 Alvina Cassiani Dean, Business School 205 Humber College Boulevard Toronto, ON M9W 5L7 Attention: CNIE Award Nomination Panel Please consider this as a letter of support for the CNIE Award for Excellence and Innovation in Student Services. It gives me great pleasure to recommend Humber’s Open Learning Centre (OLC) for this award as the Business School benefits and is well served by the services of this Centre. The OLC is integral to the effective operation of Humber’s Distance Learning Portfolio in supporting the college in its delivery of quality education to prepare learners for a wide range of careers. The Centre’s approach is student-focused. I believe that Humber’s centralized model of student support is unique to the college system as it is a one-stop service approach for students. The centre consistently receives exceptionally strong feedback from both students and faculty. Individuals repeatedly report to me the centre’s strong organizational culture and customer service approach. Without the centre, the Business School would be challenged to meet the needs of its 2500+ distance learning students each semester. As Humber moves in the direction of an e-learning institution, the OLC’s role has increased with the centre servicing our distance learning portfolio as well as supporting many of our postsecondary students who choose to take a component of their education online. The Centre is to be commended for their continuous work on redesigning and developing processes (which include off-campus proctoring and online orientation sessions) to increase student satisfaction. The centre has also developed a comprehensive website with a click on chat features as well as answer many telephone inquires to help students deal with any technical issues. If you have any further questions, please contact me at 416-675-6622 extension 4644. Sincerely, Alvina Cassiani Dean, Business School Attachments, Section 3 - Page 44 of 140 February 9, 2009 Dear Members of Awards Review Committee: I am writing to support the nomination of the Open Learning Centre’s services, particularly those offered online. As Humber’s online course offerings have expanded, services via phone have become stressed. The staff in the OLC have developed a series of online services to supplement phone and in-person service. These services are user friendly and simple to use. Help On Click (HOC) allows students to reach live help online. Staff in the OLC can assist students directly and/or connect them to other appropriate college services. Students are able to do Orientation Sessions online and can arrange for proctored exams off campus. These new services are tailored to the online student and have been extremely well-received. While I believe the quality of Humber online courses is high, student success is positively impacted by the OLC. These services are a wonderful example of “high-tech/high-touch” creating a truly student-centred approach. Students clearly benefit from these services but faculty do so as well. The support/administrative functions are handled by the OLC, enabling faculty to focus on course content. I wholeheartedly support this nomination for Excellence and Innovation in Student Services. Sincerely, Pamela Hanft Associate Vice President, Academic 416.675.6622 extension 4570 pamela.hanft@humber.ca Attachments, Section 3 - Page 45 of 140 Attachments, Section 3 - Page 46 of 140 Attachments, Section 3 - Page 47 of 140 To the OLC, I want to express my sincere gratitude for the exceptional service you provide our students in the Home Inspection program on a daily basis. The innovation and creativity incorporated into OLC’s myriad of online services is testament to your awareness that students should not be intimidated by technology in the learning environment. Your commitment to ensuring a smooth transition into the online environment for our students is aptly demonstrated through the online learning orientation program that you offer both online or in person. The Dynamic Proctoring Form and the Online Testing Procedure has had a positive impact on everyone associated with the examination process virtually eliminating the anxiety associated with exam security, administration and that of the student from an expectation point of view. In closing, I would like to thank the OLC for its innovative products and services and impress upon you a quote from Steven Jobs “Innovation distinguishes between a leader and a follower” and you have certainly demonstrated that you are truly leaders. Best Regards, Guy Battaglini Home Inspection Program School of Applied Technology Attachments, Section 3 - Page 48 of 140 To: The Canadian Network for Innovation in Education Letter of Recommendation The Open Learning Centre Since its inception in 1995, the Open Learning Centre has provided the following invaluable professional services to me as an online professor. Frequently, many students require assistance in navigating the online learning environment .The staff have supported many of my students by providing them with personalized training sessions on Webct, and most recently Blackboard. This has reduced the frustration level for those student who needed this guidance. In addition, they track those students who have enrolled in online learning but have not yet signed in to their courses. Through their diligent work, via emails and phone calls, they contact students and provide them with the necessary technical support. Their intervention helps smooth the transition for those vulnerable students who are anxious about making the transition from the familiarity of a classroom environment to a virtual one. The Centre has an efficient organizational system that provides help for online teachers to arrange for on-site proctoring and on campus final exams. It is not an easy task to facilitate due to the large volume of online learners in the system. This also includes arranging off campus proctoring for those online learners who live more the 100 km from campus. Due to their professionalism in dealing with multiple requests and inquiries from both students and faculty on a daily basis, the Centre has gained a very positive reputation for providing outstanding student services. I highly recommend the staff of the Open Learning Centre as ideal candidates for the Excellence and Innovation in Student Services award. Sincerely, Neil McGrenaghan, Professor, School of Liberal Arts & Sciences, Humber Institute of Technology & Advanced Learning, 205 Humber College Blvd, Toronto, Ontario, M9W 5L7 Tel: 416 675 6622 ext: 2123 Email: neil.mcgrenaghan@humber.ca Attachments, Section 3 - Page 49 of 140 Attachments, Section 3 - Page 50 of 140 Attachment 3.3.1 2009-2010 Online Development Request Form Attachments, Section 3 - Page 51 of 140 A full current course outline must be attached for this request to be considered. PART 1: Course Details 1. This course is a: □ New fully-online course □ Redevelopment of an existing fully-online course. If new fully online: Has this course been taught before in a face to face mode? □ Yes □ No Has this course been offered through a distance education mode (i.e. correspondence)? □ Yes □ No If redevelopment: When was the course developed (year)? Was the development funded through the eLearning Committee? □ Yes □ No Briefly describe the nature of the redevelopment. 2. Please indicate the number of credits & the hours of instruction for this course. Attachments, Section 3 - Page 52 of 140 3. Is this course part of a certificate/diploma/degree program? □ Yes □ No 3b. Is it a □ Full-time OR □ Part-time program. If yes, please identify the certificate/diploma/degree programs: List the courses in the program and identify those already available in a fully-online format. (You may attach a copy of the curriculum from the college calendar) 4. Do you foresee multiple sections (Note: the college recommendation for fully online courses is no more than 40 students/section)? □ Yes □ No 5. Identify any commitments or contracts you may have made to professional associations, online consortia, etc. for development of the course online. Part 2: Resource Material 6. Briefly describe the resource material that you would expect to use within this course. (i.e. Required Text, Course Pack, CanCopy items, Web Articles, Existing Learning Objects, Reading List (using Humber Library Databases), etc.. ) Attachments, Section 3 - Page 53 of 140 7. Do you have copyright approval for the resources noted above? □ Yes □ No □ Don’t Know Part 2: Subject Matter Expert Details • • • It is in the school/division’s best interest to identify the Subject Matter Expert (SME) who has experience in the delivery and/or development of online courses. It is expected that the SME will be available to teach the course for its first offering. It is strongly recommended that the SME will complete the Clinic for Online Teaching before the initial delivery date of the course. Name of SME: SME’s Email: SME’s Contact #: SME’s Availability: □ 9am -5pm Mon. to Fri. □ 5 – 9pm Mon. to Fri. Please identify any other scheduling details that may need to be considered. SME Skillset (check all that apply): □ Mac User □ PC user □ MS Word □ MS Excel □ Email □ Internet □Blackboard □ Other Skills (note below) Part 3: Delivery and other details. Please provide any other details about your request that were not covered in the questions above. When do you plan to offer this course for the first time? □ F09 (Sept – Dec) □ W10 (Jan – Apr) □ S10 (May - Aug) Attachments, Section 3 - Page 54 of 140 School/Division Contact Signature Please remember to attach a course outline attached to this proposal Attachments, Section 3 - Page 55 of 140 Attachment 3.6.1 Program Delivery Standard Attachments, Section 3 - Page 56 of 140 Attachment 3.6.1 Program Delivery Standard 7.0 Program Delivery Standard The data submitted in this section was also included in the 2007/2008 submission. Areas which have been updated are highlighted. This section also includes copies of Humber’s HCnet Acceptable Use and Information Technology Security Policies. Humber ITAL has on file and available upon request, copies of current software, hardware, and systems agreements that pertain to the delivery of electronic/on-line learning. As part of the professional development requirements of faculty members during their 2 year probationary period, they are expected to identify a personal learning plan related to educational technology. All new faculty members are trained in the Learning Management System which is used for on-line delivery. Attachments, Section 3 - Page 57 of 140 Humber Services, Facilities and Committees Relevant to Online Learning Information Technology Services Humber’s Information Technology Services is responsible for the management and delivery of all technology and information services at Humber. The Humber IT Strategic Plan which outlines the strategic priorities of the department is attached (Attachment B). Academic Computing Committee This committee is comprised of representatives from each academic school as well the Open Learning Centre, the Planning and Development Office, Registration Office, Centre for Learner Support and Information and Technology Services. The mandate of this committee is to: • • • • • • • Ensure that services necessary to curriculum delivery are appropriately addressed. Assess effectiveness of existing systems in addressing academic computing needs. Anticipate new software requirements for curriculum support. Anticipate new hardware requirements for curriculum support. Anticipate new computer technology trends and assess their eventual curricular impact. Determine on a school/college basis future computer development needs – hardware, software, network support, systems support, wireless etc. Provide a forum for discussion of academic computing needs and a single centralized focus for advising Information and Technology Services of needed changes and development to support the academic community. Humber’s eLearning Committee is a subgroup of Academic Computing. Some of its primary responsibilities are to monitor the e-learning development across the institution, manage the development of specific e-learning initiatives, and monitor and recommend updates to elearning technologies and other requirements. The eLearning Committee brings recommendations forward to Academic Computing for approval. The eLearning Committee also works with, and has representation on, Humber’s Continuing Education committee. ITS Technical Support Capability for Online Learning Information Technology Services (ITS) provides a number of strategic and operational IT services within Humber. Humber’s IT strategic vision is to provide technology and information solutions that empower teaching, learning, and discovery. ITS has a staff complement of 84 and a fully funded professional development program for its technical staff. • Online learning environments require support of the learning management system, support of the underlying IT infrastructure, and service support for students and faculty. • Learning Management Systems support – Currently Blackboard o ITS has one System Administrator (Blackboard) 5 years applications support experience. o ITS has one Application Integrator to integrate other College systems with Blackboard (ex. Central directory of students and faculty) 7 years development experience. 4 years specific experience in application integration. Attended SANS, PHP, .Net and Java training courses. Attachments, Section 3 - Page 58 of 140 o Application specific training Attended a number of Blackboard developer conferences • Infrastructure Support o Linux/Unix Administration (Operating platform for Blackboard and student record system) Two RHCEs (Red Hat Certified Engineer) o Windows Administration (Operating platform for other core IT services) Two MCP/MCSA o Network Storage Administration Three DELL/EMC SAN trained support specialist Certifications in SAN Management and SAN Protection o Backup Administration One CommVault trained service development specialist o Network Administration Two Extreme Networks (ENA/ENS eligible) trained enterprise support specialists Two Aruba (wireless) Networks trained enterprise support specialists Two Fortinet Firewall trained enterprise support specialists o Information Security Numerous members of the group have received SANS Institute training in topics ranging from Windows Active Directory to Deep Packet Analysis. • ITS Support Centre o Drop-in, phone, and e-mail support o Five full-time and 1 contract analyst on staff (no students) o 98% of staff fully certified in ITIL (Information Technology Inrastructure Library collection of industry best practices) o Open Mon-Fri 7:30AM – 8:00PM and Sat/Sun 8:45AM – 4:15 PM The organizational chart for the Information Technology Services department follows. Attachments, Section 3 - Page 59 of 140 Attachments, Section 3 - Page 60 of 140 Current Status of e-Learning The list below reflects an overview of some of the e-learning projects, creations, developments and initiatives that are currently on-going at the College. This has been achieved through the participation with the College of constituents in several committees and other collaborative mechanisms dedicated to the implementation and creation of elearning initiatives. Academic • • • • • • • Faculty use of a variety of e-learning options in course delivery, communication and course management supported by WebCT/Blackboard. “e-“training available to all faculty through the Centres for Learner Support and the Open Learning Centre. Over two hundred Humber courses available on-line, with thousands of students enrolled annually. Participation and leadership in provincial e-learning consortia such as Ontario Learn. The creation of many well-designed on-line courses supported by the technical and design expertise offered through the Centres for Learner Support. Continued investigation and acquisition of high quality on-line materials. Development of an on-line teaching clinic for all faculty delivering in an on-line environment. Service • • Direct on-going technical, tutorial and general inquiry supports provided through ITS Support Centre and the Open Learning Centre and various School-based initiatives. Continued development of infrastructure and on-going support for e-learning activities. Attachments, Section 3 - Page 61 of 140 Humber College Policy Manual HCnet Acceptable Use Authority: Code: Contact: Approval Date: Approval By: Vice President, Business Development 655 Chief Information Officer May 22, 2002 Kris Gataveckas, Vice President, Business Development 1. Definitions HC is Humber College of Applied Arts and Technology. HCnet is the entire Humber College computer and telecommunications system, including all Humber-owned and Humber-leased computer hardware and software, the campus data and voice networks, the campus Internet and Intranet circuit(s), and all dial-up, other remote-access hardware and software or other computer facilities. 2. Policy Requirement All users of HCnet must comply with the terms outlined in this Policy, as well as any additional guidelines established by the administrator of the system. By using any of these systems, users agree that they will comply with these policies. 3. Purpose In support of its mission of teaching and serving the community, Humber College provides access to information technology resources to students, faculty and staff, within institutional policies, priorities and financial capabilities. All members of the Humber College community who use HCnet must do so responsibly. All users of college-owned, college-leased or operated information technology including voice systems, must respect the rights of other users, respect the integrity of physical facilities and controls, and comply with all pertinent licenses and contractual agreements. All users of information technology are bound by applicable local, provincial and federal laws and regulations, and by other Humber policies and procedures. 4. Acceptable Use It is acceptable to use HCnet: For purposes relating directly to the learning process. In the case of employees and contractors, for the performance of necessary job-related tasks For reasonable amounts of personal use of e-mail, telephones, voice mail and Internet access providing such activity does not interfere with the person's job responsibilities or the mission of the college. 5. Unacceptable Use Examples of unacceptable use are: For any illegal purposes. To interfere with or disrupt network users, services, or equipment, either within or outside the College. To gain unauthorized access to hardware or software resources, either Attachments, Section 3 - Page 62 of 140 within or outside the college. For business or political reasons, which are not directly in support of learning or the administration of the college. To distribute unsolicited advertising unless prior approval is received from the College. To intentionally transmit, receive or display threatening, obscene, hate, and anonymous or harassing materials. To propagate computer worms or viruses or other disruptive or destructive constructs. The foregoing list is illustrative and should not be construed as exhaustive. 6. Privacy Guidelines All reasonable attempts have been made to ensure the privacy of user accounts and user electronic mail. This is not a guarantee that user accounts or user electronic/voice mail are private. Programs and files (including email/voice mail files) are confidential unless they have been made available, with the owners' written permission, to other authorized individuals. Humber College reserves the right to access all information stored on HCnet. Files may be released as required by the Courts. File owners will be notified of file access and/or maintenance, in advance, if such notice is practical. When performing maintenance, every effort is made to respect the privacy of a user's files. However, if policy violations are discovered, they will be reported immediately to the appropriate systems administrator for appropriate action. 7. Enforcement Suspected violations of this policy will be confidentially reported to the appropriate systems administrator and an individual's computer/telephone privileges may be suspended if warranted. Violations of these policies will be dealt with in the same manner as violations of other Humber College policies and may result in disciplinary review. In such a review, the full range of disciplinary sanctions is available including the loss of computer/telephone use privileges, dismissal from Humber College, and legal action. Violations of some of the above policies may constitute a criminal offense. HCNet Acceptable Use Policy has not been modified since this version in 2002 Attachments, Section 3 - Page 63 of 140 o Application specific training Attended a number of Blackboard developer conferences • Infrastructure Support o Linux/Unix Administration (Operating platform for Blackboard and student record system) Two RHCEs (Red Hat Certified Engineer) o Windows Administration (Operating platform for other core IT services) Two MCP/MCSA o Network Storage Administration Three DELL/EMC SAN trained support specialist Certifications in SAN Management and SAN Protection o Backup Administration One CommVault trained service development specialist o Network Administration Two Extreme Networks (ENA/ENS eligible) trained enterprise support specialists Two Aruba (wireless) Networks trained enterprise support specialists Two Fortinet Firewall trained enterprise support specialists o Information Security Numerous members of the group have received SANS Institute training in topics ranging from Windows Active Directory to Deep Packet Analysis. • ITS Support Centre o Drop-in, phone, and e-mail support o Five full-time and 1 contract analyst on staff (no students) o 98% of staff fully certified in ITIL (Information Technology Inrastructure Library collection of industry best practices) o Open Mon-Fri 7:30AM – 8:00PM and Sat/Sun 8:45AM – 4:15 PM The organizational chart for the Information Technology Services department follows. Attachments, Section 3 - Page 64 of 140 Attachments, Section 3 - Page 65 of 140 Current Status of e-Learning The list below reflects an overview of some of the e-learning projects, creations, developments and initiatives that are currently on-going at the College. This has been achieved through the participation with the College of constituents in several committees and other collaborative mechanisms dedicated to the implementation and creation of elearning initiatives. Academic • • • • • • • Faculty use of a variety of e-learning options in course delivery, communication and course management supported by WebCT/Blackboard. “e-“training available to all faculty through the Centres for Learner Support and the Open Learning Centre. Over two hundred Humber courses available on-line, with thousands of students enrolled annually. Participation and leadership in provincial e-learning consortia such as Ontario Learn. The creation of many well-designed on-line courses supported by the technical and design expertise offered through the Centres for Learner Support. Continued investigation and acquisition of high quality on-line materials. Development of an on-line teaching clinic for all faculty delivering in an on-line environment. Service • • Direct on-going technical, tutorial and general inquiry supports provided through ITS Support Centre and the Open Learning Centre and various School-based initiatives. Continued development of infrastructure and on-going support for e-learning activities. Attachments, Section 3 - Page 66 of 140 Humber College Policy Manual HCnet Acceptable Use Authority: Code: Contact: Approval Date: Approval By: Vice President, Business Development 655 Chief Information Officer May 22, 2002 Kris Gataveckas, Vice President, Business Development 1. Definitions HC is Humber College of Applied Arts and Technology. HCnet is the entire Humber College computer and telecommunications system, including all Humber-owned and Humber-leased computer hardware and software, the campus data and voice networks, the campus Internet and Intranet circuit(s), and all dial-up, other remote-access hardware and software or other computer facilities. 2. Policy Requirement All users of HCnet must comply with the terms outlined in this Policy, as well as any additional guidelines established by the administrator of the system. By using any of these systems, users agree that they will comply with these policies. 3. Purpose In support of its mission of teaching and serving the community, Humber College provides access to information technology resources to students, faculty and staff, within institutional policies, priorities and financial capabilities. All members of the Humber College community who use HCnet must do so responsibly. All users of college-owned, college-leased or operated information technology including voice systems, must respect the rights of other users, respect the integrity of physical facilities and controls, and comply with all pertinent licenses and contractual agreements. All users of information technology are bound by applicable local, provincial and federal laws and regulations, and by other Humber policies and procedures. 4. Acceptable Use It is acceptable to use HCnet: For purposes relating directly to the learning process. In the case of employees and contractors, for the performance of necessary job-related tasks For reasonable amounts of personal use of e-mail, telephones, voice mail and Internet access providing such activity does not interfere with the person's job responsibilities or the mission of the college. 5. Unacceptable Use Examples of unacceptable use are: For any illegal purposes. To interfere with or disrupt network users, services, or equipment, either within or outside the College. To gain unauthorized access to hardware or software resources, either Attachments, Section 3 - Page 67 of 140 within or outside the college. For business or political reasons, which are not directly in support of learning or the administration of the college. To distribute unsolicited advertising unless prior approval is received from the College. To intentionally transmit, receive or display threatening, obscene, hate, and anonymous or harassing materials. To propagate computer worms or viruses or other disruptive or destructive constructs. The foregoing list is illustrative and should not be construed as exhaustive. 6. Privacy Guidelines All reasonable attempts have been made to ensure the privacy of user accounts and user electronic mail. This is not a guarantee that user accounts or user electronic/voice mail are private. Programs and files (including email/voice mail files) are confidential unless they have been made available, with the owners' written permission, to other authorized individuals. Humber College reserves the right to access all information stored on HCnet. Files may be released as required by the Courts. File owners will be notified of file access and/or maintenance, in advance, if such notice is practical. When performing maintenance, every effort is made to respect the privacy of a user's files. However, if policy violations are discovered, they will be reported immediately to the appropriate systems administrator for appropriate action. 7. Enforcement Suspected violations of this policy will be confidentially reported to the appropriate systems administrator and an individual's computer/telephone privileges may be suspended if warranted. Violations of these policies will be dealt with in the same manner as violations of other Humber College policies and may result in disciplinary review. In such a review, the full range of disciplinary sanctions is available including the loss of computer/telephone use privileges, dismissal from Humber College, and legal action. Violations of some of the above policies may constitute a criminal offense. HCNet Acceptable Use Policy has not been modified since this version in 2002 Attachments, Section 3 - Page 68 of 140 Attachment 3.6.2 Clinic for Online Learning Course Outlines Attachments, Section 3 - Page 69 of 140 HUMBER INSTITUTE OF TECHNOLOGY AND ADVANCED LEARNING Course Outline 2009-2010 COURSE NAME: Clinic for Online Teachers COURSE CODE: DEV.014 TOTAL HOURS: 28 hours (6 weeks) PROGRAM COORDINATOR: Nancy Epner September 7, 2009 APPROVED BY: Director, eLearning I Date COURSE DESCRIPTION Becoming a student in an online course is the best way to gain an understanding of the online learning environment. The Clinic for Online Teachers provides faculty members with the opportunity to become familiar with the student experience from pre-to post registration. Then changing hats, the participants will focus on developing the instructor skills required to use a Learning Management System (LMS) to effectively deliver an online course. The clinic highlights the typical characteristics of an online learner, online instructor and a quality, online course. In doing so, participants are introduced to effective communication techniques and strategies for using the tools of Blackboard to create a supportive and engaging learning environment. Participants are expected to apply the material delivered in this clinic to their own online course site. II CORE LEARNING OUTCOMES Upon completion of this course, participants will be able to: Identify components of the standard Humber course template. Define the basic terminology of Blackboard and online education. Describe the registration process and the roles of the Open Learning Centre and the Library Services for students and online faculty. Identify characteristics of a successful online learner and instructor. Articulate the roles and expectations of both an online student and instructor. Utilize the principles for communicating effectively in an electronic medium in preparing to teach online. Effectively use the Blackboard tools in the following areas: o Communication o Managing the Course o Course Settings o File Manager Apply the factors that create a positive online learning environment. Complete the key tasks associated with online course preparation and management. Manage challenging online students. Attachments, Section 3 - Page 70 of 140 III COURSE CONTENT Module 1 2 3 4 IV Topic Orientation to Blackboard at Humber Overview of Humber Course Template Blackboard Terminology Semester Logistics Online Instructor’s Responsibilities Pre-Start-up Activities Overview of Registration Process, Open Learning Centre & Library Student Frequently asked Questions Establishing Student and Instructor Roles & Expectations Updating the Critical Path, Welcome Letter, Course Calendar & Date Roll-over. Pre-course check. During the course Introduction to online learners Characteristics of a good online instructor Online Communication - Styles and Tips Communication tools: Email, Discussions and Chat Social Networking Managing the Course and Post-Delivery Use Help Viewlets Using Announcements Create Quizzes and Edit Quiz Settings Create a Back-up of Course Site Manage Student Grades in Blackboard Use the Assignment Drop-box Create and View Results of Surveys Tracking Students Using the Tracking Tool Tips for Managing Challenging Students Basic Customer Service Skills # of Hrs 7-9 14-18 14-18 7-9 EVALUATION PROCEDURE Participants will be expected to complete a series of activities and assignment at the end of each module. **NOTE: To successfully complete the clinic, an overall grade of 80% is required. 4 Quizzes 20% Reflective Journal 15% Mandatory Chat 5% 5 Assignments 45% Participation* 15% 100% *Includes study buddy activities, contributions to general discussions and the completion of the SFQ V REQUIRED TEXTS AND OTHER LEARNING MATERIALS None. Required reference material will be provided from within the course site. -2- Attachments, Section 3 - Page 71 of 140 Attachment 3.6.3 Teaching with Blackboard Attachments, Section 3 - Page 72 of 140 Teaching with Blackboard_TOC 1 Getting Started 1.1 About this site 1.2 Quick Start Checklist 1.3 Navigation 1.4 Tabs 1.5 Netiquette 1.6 Preparing Your Computer 1.7 Changing a Password 2 From a Student Perspective 2.1 Overview 2.2 Action Menu 2.3 Media Library 2.4 Try a Discussion 2.5 A Vision of Students Today 3 Basic Design 3.1 Edit Header and Footer 3.2 Welcome Letter 3.3 MyCourses Page 3.4 Course Menu Tools 3.5 Action Link Menus 4 Presenting Content 4.1 About online content 4.2 Learning Modules 4.2.1 Learning Module 4.2.2 Uploading and Linking Content Files 4.2.3 Add Content Links 4.2.4 Hiding Content 4.2.5 Organizing a Learning Module 4.2.6 Action Menu 4.2.7 Resources 4.2.8 Copyright 4.2.9 Images in Blackboard 4.3 Uploading a Course Outline 4.4 HTML Files 4.4.1 HTML Files 4.4.2 HTML Creator 4.4.3 Creating a Clickable Link 4.4.4 Style Sheets 4.4.5 Flash objects 4.5 Folders Attachments, Section 3 - Page 73 of 140 4.5.1 Folders 4.5.2 File Management 4.5.2.1 About File Manager 4.5.2.2 Organizing Your Files 4.5.2.3 Uploading Files 4.5.2.4 Using Web Folders (WebDAV) 4.6 Media Library 4.6.1 Media Library 5 Importing Media Library Entries 5.1 Importing Media Library Entries 6 Linking to HTML pages 6.1 Linking to HTML pages 7 Web Links 7.1 Web Links 8 Selective Release 8.1 Selective Release 8.2 Individual Items 8.3 Selective Release Tool 9 Mail 9.1 Overview 9.2 Creating 9.3 Inbox 9.4 Folders 10 Communicating (Announcements, Calendar, Chat) 10.1 Announcements 10.2 Calendar 10.3 Chat 10.3.1 Chat Room Logs 11 Discussions 11.1 Discussions 11.2 Managing Discussion 11.3 Compile and Save Discussions 11.4 Grading Discussions 12 Group Manager 12.1 Group Manager 12.2 Sign-Up Sheets 12.3 Group Activities 13 Assessments (Quizzes, Surveys, Self-tests) 13.1 Assessments 13.2 Question Database 13.3 Creating Questions Attachments, Section 3 - Page 74 of 140 13.4 Question Types - Self test 13.5 Importing Questions and Assessments 13.6 Formatting for Respondus 13.7 Grade/Re-grade Assessments 13.8 Performance Reports 13.9 Using Online Assessment in Face-to-Face Courses 14 Assignments 14.1 Assignments 14.2 Group Assignments 14.3 Grading Assignments Online 14.4 Offline Grading 14.5 Publishing Assignments 14.6 Assignment Instruction Sheet 15 Grading Forms (Rubrics) 15.1 Grading Forms 15.2 Rubric LInks 15.2.1 Assessment and Rubric Information 15.2.2 Teachnology 15.2.3 Rubrics for Web Lessons 15.2.4 Rubistar 16 Grade Book 16.1 Grade Book 16.2 Creating Columns 16.3 Column Settings 16.4 Adding and Editing Grades 16.5 Backup the Grade Book 16.6 Managing Members 16.7 Class Lists 17 Resources 17.1 Screen Capture - Windows 17.2 Screen Capture - Mac 17.3 Student Login Instructions 17.4 Changing a Password 18 Managing Your Sites 18.1 How Do I Get Started 18.2 Obtaining new sites 18.3 Customizing Course List 18.4 Adjust Course Dates 18.5 Course_checklist 18.6 Reducing File Sizes 19 Template Files Attachments, Section 3 - Page 75 of 140 19.1 Welcome Letter 19.2 Critical Path 19.3 Checklist for Getting Started 19.4 Checklist Week 1 19.5 Lesson Plan template for Totally Online course 19.6 Assignment Instruction Sheet 19.7 Obtaining Sites 20 Blackboard Resources 20.1 Teacher's Reference Guide 20.2 Dr C 20.3 Blackboard Product Request Site 21 New Technologies 21.1 rss 21.2 YouTube and copyright Attachments, Section 3 - Page 76 of 140 Attachment 3.6.4 Supplementary Online Teaching Guidelines and Support Materisl Attachments, Section 3 - Page 77 of 140 Humber College 205 Humber College Boulevard Toronto, Ontario, Canada M9W 5L7 Tel 416.675 6622 Web site http://humber.ca Online Developer’s Guidelines Nancy Epner Professional Development Consultant Professional Development Tel: 416.675.6622, ext. 4375 Fax: 416.675.3876 Email: nancy.epner@humber.ca Attachments, Section 3 - Page 78 of 140 Table of Contents Online Developer’s Guidelines ............................................................................................ 1 Table of Contents ................................................................................................................. 2 Introduction ......................................................................................................................... 3 Design Team Roles .............................................................................................................. 4 Curriculum Designer (CD) ................................................................................................... 4 Graphic Specialist (GS)........................................................................................................ 5 Content Expert (CE)............................................................................................................. 6 The Development Process .................................................................................................... 7 Approval....................................................................................................................... 7 Development................................................................................................................. 7 Proofing........................................................................................................................ 9 Designer Access ..........................................................................................................10 Revisions ............................................................................................................................10 2 Attachments, Section 3 - Page 79 of 140 Introduction The development of an online course requires the coordination of many skills. The following is a list of those skills: • Organization • Content expertise • Curriculum design • Graphics and animation expertise • HTML and WebCT It is very unlikely that one person will possess this entire skill set. In light of this a team of several people will be needed to create an online course (i.e. Instructional Design Team). The configuration of the team may vary for each course, as one member of the team may possess more than one of the skills noted above. Below is just one example of an Instructional Design Team that is used by Humber. Other configurations are possible but all skills are needed. 3 Attachments, Section 3 - Page 80 of 140 Design Team Roles Curriculum Designer (CD) The Curriculum Designer will work with the Content Expert to design the learning modules used in the sites. The Curriculum Designer brings to the process expertise in: • Mapping out the Critical Path with the Content Expert (CE). • Demonstrating the Content Module template (Word document) and a web friendly writing style 1 to create Learning Modules. • Planning learning activities to engage the students in learning. • Planning learning objects that could be built by the graphic specialist to enhance the learning. • Designing the module curriculum with the WebCT platform in mind, i.e. choosing and using the WebCT tools appropriately. • Communicating and implementing learner-centred teaching practices in the curriculum design of the site in keeping with Humber’s Professional Development Department’s current teaching methodologies. • Instructing the CE in using the WebCT tools used in the site 2 . • Working with the Humber Library staff to ensure that materials linked in the site adhere to Humber’s copyright policy. • Collaborating with the Graphic Specialist to communicate Learning Modules and Learning Object design. • The development of the Activities Pages for each module using HTML pages. 1 Online Course Development Guidelines book is available with samples 2 The Clinic for Online Teaching has been developed as an online course. And it is recommended that all Content Experts take this course during the course development stage or at least prior to the initial launch of the centrally developed online course. 4 Attachments, Section 3 - Page 81 of 140 • Using sound pedagogy in curriculum design • Creating WebCT drop box assignments, quizzes, discussion topics, chat room and presentation group activities, etc. • Editing such documents as the Welcome letter, Roles and Expectations, Critical Path, and any other template files (usually “edit_me” files) that need to be customized for a specific site. • Creating Learning objects such as crosswords, matching, flash cards that use development software such as StudyMate. • Ensuring a CD backup is made of the site and the backup and learning objects are archived appropriately. • Editing the WebCT Gradebook to match the course’s marking scheme. • Providing training to the CE on use of WebCT tool in the site Graphic Specialist (GS) The Graphic Specialist creates the “look” for the course site and using the material provided by the CD and CE. The GS creates the style sheet for the Learning Materials pages to ensure consistency throughout the site. The GS will be responsible for creating all Learning Materials pages and Learning Objects that require advanced multimedia such as, animation, audio, video etc. The GS brings the following expertise to the development process: • Graphic design for the web • Designing a style sheet for each site including an Activitiy Page template to be used by the CD. • Sourcing subject-specific visual images that will be used in the site from stock files available or other materials required. • Using specialized multimedia software to create Learning Objects for the site. • HTML code knowledge required for the WebCT platform. E.g. Special code for links in the content modules, special code for making the pages and Flash objects print appropriately in the compile tool, pathing issues in WebCT. 5 Attachments, Section 3 - Page 82 of 140 • Converting the material provided by the CD (usually in Word format) to Learning Materials HTML pages using style sheets and other design elements as required. • Adding formatted content and approved learning objects and design elements to the site. • Coordinating/supervising work-study students used to create Learning Objects. • Coordinating development of required multimedia such as shooting video, recording audio etc. This includes creating the media and getting it web ready and loaded into the site. • Designing graphic and text elements with currently required accessibility features. Content Expert (CE) The Content Expert will work with the CD to write the Learning Modules for the site. The CE brings the following expertise to the development process: 3 • Designing a Critical Path according to the established course outline. • Knowledge of the subject and teaching strategies used to teach this course. • Writing the Learning modules using a web friendly style and following the Learning Module template provided. 3 • Identifying other resources that will support or enhance the course content. For example web sites, library resources etc. • Designing evaluation tools to use in the site such as assignments, cases, quizzes, etc. • Determining the grading elements and weightings that will be used to evaluate students. See the Online Course Development Guidelines booklet 6 Attachments, Section 3 - Page 83 of 140 The Development Process Approval Courses are approved for central development funding by the Distance Learning Committee once a year. This typically occurs during the winter semester. As a part of the application process, CE’s are identified along with the schools rationale for the submission. Once all requests are reviewed a set number of courses are approved and a sequence of development is determined. Development 1. Team is established. 2. Preliminary meeting with all team members involved, is held prior to the semester when development is to take place. This meeting may include all the content experts from all the courses approved. The agenda typically includes: a. Expectations b. Team roles, c. Logistics, d. Sample template files e. Demonstrating WebCT sites to seed ideas 3. First individual team meeting will include the Content Expert, Curriculum Designer, Graphic Specialist. They will meet to: a. Establish a meeting schedule for the entire semester b. Discuss any design preferences that the content expert may have, including colours, styles, content-associated looks etc. c. Review the sample critical path, and learning module formats files to be used. d. Identify any multimedia elements that might be time intensive. e. Assign next steps... 7 Attachments, Section 3 - Page 84 of 140 i. Writing the critical path, ii. Writing the first learning module, iii. Getting an electronic copy of the course outline, iv. Getting a copy of the text for the curriculum designer, v. Writing a bio of the content expert f. Review existing WebCT sites for familiarity with what is possible and to reinforce “learning on the web” teaching strategies. 4. Second meeting typically includes the content expert and the curriculum designer. During this meeting the team will meet to: a. Review the critical path provided by the content expert and make changes if necessary. b. Identify a timeline for the content expert to have learning modules ready. c. Review the first module provided by the content expert using the learning module template format. d. Discuss and identify the learning activities required for the first module. e. Identify any learning objects that might need to be created by the GS for the first module. f. Identify evaluations methods to be used in this module. g. Review the design “look” created by the GS. h. Provide the CE with login instructions using the guest account in the course site. 8 Attachments, Section 3 - Page 85 of 140 5. Subsequent meetings. Typically on a weekly basis for 14-15 weeks with the Content Expert and Curriculum Designer. During these meetings the CE and CD will: a. Review the development activity from the previous week including the Activity and Learning Module pages as well as the new Learning Objects. b. Review and discuss the material for the new Learning module provided by the Content Expert. c. Identify activities and learning objects required to support the new learning material. d. Identify evaluation methods to be used in the module. 6. Enrolment in the Clinic for Online Learning. The CE is expected to enroll in the WebCT Clinic to receive training in how to teach online 4 NOTE: It is assumed that the CE will be the initial instructor for the course. It is highly recommended that the CE complete the Clinic for Online Teaching offered through the Instructional Support Studio (ISS) while developing the course. The clinic allows the instructor to become familiar with: • Technical use of WebCT tools for teaching online • WebCT tools for managing the students in the site • Teaching strategies for online instruction Proofing A critical final step to ensure it is student ready is the proofing stage. You only get one chance to make a first impression, so it cannot be stressed enough how important it is that all proofing be completed before students are given access to the site. To ensure this occurs, the following process has been established: 4 Additional training such as Web Camp is available for more skill that will be required for site maintenance and revision. 9 Attachments, Section 3 - Page 86 of 140 1. All pages of the Learning Materials Content Module will be printed by the CD and given to CE for proofing. 2. The CE is expected to proof the printed documents for content and grammar/spelling errors and return the edits to the CD in a timely manner. 3. The GS and the CD will make the necessary changes. 4. The GS and/or the CD will create a backup of the site for archive purposes to be stored in a central college location. 5. When necessary a communications expert will complete additional proofing of the site for grammar and spelling and clarity. Designer Access Once a site is ready for availability, the assigned instructor will be given designer access to the site. The following process has been developed to facilitate this process. 1. The site will be cloned and a new site created with the appropriate course code and school designation e.g. BMGT200 00: bus 2. The School and the OLC will be notified that the course is ready by the CD 3. Designer access to the cloned site will be requested for the CE by the CD 4. OLC access will be requested by the CD Revisions By the nature of education and technology, all courses will need to be revised or updated for currency. Online courses are no exception. Some specific revisions include: • Updating time sensitive content such as quiz and assignment dates, the critical path, and course outline • Update to content due to textbook changes or revisions etc. • Learning objects need to be revisited, etc. Currently the ISS does not have the resources to implement course revisions in the site. It is the responsibility of the School to support such revisions. 10 Attachments, Section 3 - Page 87 of 140 Site Components In order to maintain a level of consistency and quality in the centrally developed sites the following assumptions are made. Each site: • Uses the current WebCT Template structure • Uses the Learning module template format. • Includes separate Activities pages where activities for each module are summarized. (Note: it may be appropriate to have activities in the lesson, but a reference to the activity should also be included on the Activity page) • Uses the Welcome letter and the Roles and Expectations “edit me” files in the site. • Uses the assignment template for drop box assignments. • Uses the consistent wording 5 for identifying activities on Activities pages • Uses the images provided in the common folder in WebCT to illustrate the course icons in instructions on how to access tools in the site. 6 • Includes the Homepage assignment as a startup exercise. • Encourages the use of the Study Buddy technique as a retention strategy. • Uses engaging activities throughout the course. • Includes a Discussion “café” topic for informal discussion. • Includes a “Questions Asked and Answered” Discussion topic for FAQ’s. Encouraging students to ask questions in the Discussion area rather than by e-mail to the instructor is an excellent time management technique for the online instructor. • Includes an early reference to the process for proctored exams (if appropriate in the Activities pages.) 5 Wording is available through the ISS 6 These have been specially resized for this purpose. 11 Attachments, Section 3 - Page 88 of 140 • Includes the SFQ in the site and lists it as an Activity in the course. • Avoids using hard coding of the actual course ID and current server names in any pathing of files Last revised: 1/12/2006 12 Attachments, Section 3 - Page 89 of 140 INSTRUCTIONAL SUPPORT STUDIO GUIDE Attachments, Section 3 - Page 90 of 140 Table of Contents 1. Chickering’s 7 principles of effective online teaching ................. 1 2. Guidelines for an online course. ................................................ 7 3. Writing for the web. .................................................................... 8 4. Critical path for course. ............................................................ 15 5. Template for modules. ............................................................. 16 6. Outcome verbs ........................................................................ 20 7. Style sheet ............................................................................... 23 8. Teaching strategies. ................................................................ 25 9. Multiple choice questions by taxonomies................................. 26 10. Formatting quizzes for WebCT. ............................................... 28 © Humber College, 2004 Attachments, Section 3 - Page 91 of 140 Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses MARCH/APRIL 2001 Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses by Charles Graham, Kursat Cagiltay, Byung- Ro Lim, Joni Craner and Thomas M. Duffy The "Seven Principles for Good Practice in Undergraduate Education," originally published in the AAHE Bulletin (Chickering & Gamson, 1987), are a popular framework for evaluating teaching in traditional, face-to-face courses. The principles are based on 50 years of higher education research (Chickering & Reisser, 1993). A faculty inventory (Johnson Foundation, "Faculty," 1989) and an institutional inventory (Johnson Foundation, "Institutional," 1989) based on these principles have helped faculty members and higher-education institutions examine and improve their teaching practices. We, a team of five evaluators from Indiana University's Center for Research on Learning and Technology (CRLT), recently used these principles to evaluate four online courses in a professional school at a large Midwestern university. (The authors are required to keep the identity of that university confidential.—Ed.) The courses were taught by faculty members who also taught face-to-face courses. Conducted at the joint request of faculty and administration, the evaluations were based on analysis of online course materials, student and instructor discussion -forum postings, and faculty interviews. Although we were not permitted to conduct student interviews (which would have enriched the findings), we gained an understanding of student experiences by reading postings to the discussion forum. Taking the perspective of a student enrolled in the course, we began by identifying examples of each of Chickering and Gamson's seven principles. What we developed was a list of "lessons learned" for online instruction that correspond to the original seven principles. Since this project involved practical evaluations for a particular client, they should not be used to develop a set of global guidelines. And since our research was limited in scope and was more qualitative than quantitative, the evaluations should not be considered a rigorous research project. Their value is to provide four case studies as a stimulus for further thought and research in this direction. Principle 1: Good Practice Encourages Student-Faculty Contact Attachments, Section 3 - Page 92 of 140 Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses Lesson for online instruction: Instructors should provide clear guidelines for interaction with students. Instructors wanted to be accessible to online students but were apprehensive about being overwhelmed with e -mail messages or bulletin board postings. They feared that if they failed to respond quickly, students would feel ignored. To address this, we recommend that student expectations and faculty concerns be mediated by developing guidelines for student-instructor interactions. These guidelines would do the following: n Establish policies describing the types of communication that should take place over different channels. Examples are: "Do not send technical support questions to the instructor; send them to techsupport@university.edu." Or: "The public discussion forum is to be used for all communications except grade -related questions." n Set clear standards for instructors' timelines for responding to messages. Examples: "I will make every effort to respond to e -mail within two days of receiving it" or "I will respond to e-mails on Tuesdays and Fridays between three and five o'clock." Principle 2: Good Practice Encourages Cooperation Among Students Lesson for online instruction: Well -designed discussion assignments facilitate meaningful cooperation among students. In our research, we found that instructors often required only "participation" in the weekly class discussion forum. As a result, discussion often had no clear focus. For example, one course required each of four students in a group to summarize a reading chapter individually and discuss which summary should be submitted. The communication within the group was shallow. Because the postings were summaries of the same reading, there were no substantive differences to debate, so that discussions often focused on who wrote the most eloquent summary. At the CRLT, we have developed guidelines for creating effective asynchronous discussions, based on substantial experience with faculty members teaching online. In the study, we applied these guidelines as recommendations to encourage meaningful participation in asynchronous online discussions. We recommended the following: n Learners should be required to participate (and their grade should depend on participation). n Discussion groups should remain small. n Discussions should be focused on a task. n Tasks should always result in a product. n Tasks should engage learners in the content. n Learners should receive feedback on their discussions. n Evaluation should be based on the quality of postings (and not the length or number). n Instructors should post expectations for discussions. Attachments, Section 3 - Page 93 of 140 Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses Principle 3: Good Practice Encourages Active Learning Lesson for online instruction: Students should present course projects. Projects are often an important part of face-to-face courses. Students learn valuable skills from presenting their projects and are often motivated to perform at a higher level. Students also learn a great deal from seeing and discussing their peers' work. While formal synchronous presentations may not be practical online, instructors can still provide opportunities for projects to be shared and discussed asynchronously. Of the online courses we evaluated, only one required students to present their work to the class. In this course, students presented case study solutions via the class Web site. The other students critiqued the solution and made further comments about the case. After all students had responded, the case presenter updated and reposted his or her solution, including new insights or conclusions gained from classmates. Only at the end of all presentations did the instructor provide an overall reaction to the cases and specifically comment about issues the class identified or failed to identify. In this way, students learned from one another as well as from the instructor. Principle 4: Good Practice Gives Prompt Feedback Lesson for online instruction: Instructors need to provide two types of feedback: information feedback and acknowledgment feedback. We found during the evaluation that there were two kinds of feedback provided by online instructors: "information feedback" and "acknowledgement feedback." Information feedback provides information or evaluation, such as an answer to a question, or an assignment grade and comments. Acknowledgement feedback confirms that some event has occurred. For example, the instructor may send an e-mail acknowledging that he or she has received a question or assignment and will respond soon. We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased. In some cases, students got feedback on postings after the discussion had already moved on to other topics. Clearly, the ideal is for instructors to give detailed personal feedback to each student. However, when time constraints increase during the semester's busiest times, instructors can still give prompt feedback on discussion assignments by responding to the class as a whole instead of to each individual student. In this way, instructors can address patterns and trends in the discussion without being overwhelmed by the amount of feedback to be given. Similarly, we found that instructors rarely provided acknowledgement feedback, generally doing so only when they were behind and wanted to inform students that assignments would be graded soon. Neglecting acknowledgement feedback in online courses is common, because such feedback involves purposeful effort. In a face -to-face Attachments, Section 3 - Page 94 of 140 Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses course, acknowledgement feedback is usually implicit. Eye contact, for example, indicates that the instructor has heard a student's comments; seeing a completed assignment in the instructor's hands confirms receipt. Principle 5: Good Practice Emphasizes Time on Task Lesson for online instruction: Online courses need deadlines. One course we evaluated allowed students to work at their own pace throughout the semester, without intermediate deadlines. The rationale was that many students needed flexibility because of full -time jobs. However, regularly -distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination. They also provide a context for regular contact with the instructor and peers. Principle 6: Good Practice Communicates High Expectations Lesson for online instruction: Challenging tasks, sample cases, and praise for quality work communicate high expectations. Communicating high expectations for student performance is essential. One way for instructors to do this is to give challenging assignments. In the study, one instructor assigned tasks requiring students to apply theories to real-world situations rather than remember facts or concepts. This case -based approach involved real-world problems with authentic data gathered from real -world situations. Another way to communicate high expectations is to provide examples or models for students to follow, along with comments explaining why the examples are good. One instructor provided examples of student work from a previous semester as models for current students and included comments to illustrate how the examples met her expectations. In another course, the instructor provided examples of the types of interactions she expected from the discussion forum. One example was an exemplary posting while the other two were examples of what not to do, highlighting trends from the past that she wanted students to avoid. Finally, publicly praising exemplary work communicates high expectations. Instructors do this by calling attention to insightful or well-presented student postings. Principle 7: Good Practice Respects Diverse Talents and Ways of Learning Lesson for online instruction: Allowing students to choose project topics incorporates diverse views into online courses. In several of the courses we evaluated, students shaped their own coursework by choosing project topics according to a set of guidelines. One instructor gave a discussion assignment in which students researched, presented, and defended a current policy issue in the field. The instructor allowed students to research their own issue of interest, Attachments, Section 3 - Page 95 of 140 Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses instead of assigning particular issues. As instructors give students a voice in selecting their own topics for course projects, they encourage students to express their own diverse points of view. Instructors can provide guidelines to help students select topics relevant to the course while still allowing students to share their unique perspectives. Conclusion The "Seven Principles of Good Practice in Undergraduate Education" served as a practical lens for our team to evaluate four online courses in an accredited program at a major U.S. university. Using the seven principles as a general framework for the evaluation gave us insights into important aspects of online teaching and learning. A comprehensive report of the evaluation findings is available in a CRLT technical report (Graham, et al., 2000). References Chickering, A., & Gamson, Z. (1987). Seven principles of good practice in undergraduate education. AAHE Bulletin, 39, 3-7. Chickering, A., & Reisser, L. (1993). Education and identity . San Francisco: Jossey -Bass. Graham, C., Cagiltay, K., Craner, J., Lim, B., & Duffy, T. M. (2000). Teaching in a Web -based distance learning environment: An evaluation summary based on four courses. Center for Research on Learning and Technology Technical Report No. 13 -00. Indiana University Bloomington. Retrieved September 18, 2000 from the World Wide Web: http://crlt.indiana.edu/publications/crlt00 13.pdf Principles for good practice in undergraduate education: Faculty inventory. (1989). Racine, WI: The Johnson Foundation, Inc. Principles for good practice in undergraduate education: Institutional inventory. (1989). Racine, WI: The Johnson Foundation, Inc. COPYRIGHT AND CITATION INFORMATION FOR THIS ARTICLE This article may be reproduced and distributed for educational purposes if the following attribution is made under the title and author's name: Note: This article was originally published in The Technology Source (http://ts.mivu.org/) as: Charles Graham, Kursat Cagiltay, Byung-Ro Lim, Joni Craner, and Thomas M. Duffy "Seven Principles of Effective Teaching: A Practical Lens for Evaluating Online Courses." The Technology Source, March/April 2001. Available online at http://ts.mivu.org/default.asp?show=article&id=839. The article is reprinted here with permission of the publisher. VISION CORPORATE U ASSESSMENT FACULTY AND STAFF DEVELOPMENT COMMENTARY VIRTUAL HIGH SCHOOL ABOUT BOARD CALL FOR MANUSCRIPTS CASE STUDIES FORUMS TOOLS VIRTUAL U SPOTLIGHT SITE SEARCH ARCHIVES Attachments, Section 3 - Page 96 of 140 Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses A P U B L I C A T I O N O F THE MICHIGAN VIRTUAL UNIVERSITY Unless otherwise noted, all material within the Technology Source may be distributed freely for educational purposes. If you do redistribute any of this material, it must retain this copyright notice and you must use appropriate citation including the URL. Also, we would appreciate your sending James L. Morrison a note as to how you are using it. HTML and design by Noel Fiser, ©2003 Michigan Virtual University . Information last modified April 3, 2001 10:07 PM. Attachments, Section 3 - Page 97 of 140 Guidelines for a Good Online Course A good online course should have the following: 1. Content • Must be accurate • Complete • Esthetically appealing • Includes learning outcomes for each lesson • Written for the Web viewing 2. Interaction/communication: • Encourage communication: • Student to teacher o E-mail o Discussion o Chat. • Student to student o Discussion o Personal Web page. o Reciprocity, cooperation, and collaboration • Student to Content o Quizzes o Interactive animations o Assignments o Puzzles, games o Video o Audio o External web links o Glossary 3. Active Learning: • Frequent opportunities to: • Perform and receive feedback • Reflect • Talk, • Write reflectively • Relate experiences • Apply knowledge • Self assess 4. Emphasis on Time on Task • Allocate realistic time constraints -Critical path 5. High Expectations Communicated • Welcome letter • Roles and expectations identified 6. Ways to Address Diversity in Learning Styles 7. Accessibility Features Attachments, Section 3 - Page 98 of 140 Writing for the Web Usability Rules the Web .................................1 Crimes against Usability.................................2 How do people read on the Web?...................3 Writing for the Web?......................................4 Problems with Academic Writing ..................5 Rewriting or Restructuring .............................6 Source: http://www.ids.ac.uk/gdn/tools/usability.htm Attachments, Section 3 - Page 99 of 140 based on work by Jakob Nielsen What is usability? Usability is about putting your users and their needs at the centre of your web strategy. It is about ensuring that your users can find what they are looking for quickly and easily. Identifying your audience and creating a strategy that caters to them is the basis of achieving usability. Why usability? With so much information available on the internet, users can afford to be demanding. The web provides a limitless supply of information and users have no obligation towards any of it. If a site doesn't provide immediate gratification, they leave with a click of the mouse. Basic measures of usability The basic usability of a site can be measured relative to a users' ability to perform a certain task for example, to find a paper relevant to their interest in health and gender. The most basic measures are: the time a task requires to complete the error rate i.e. how often a user makes a navigational mistake users' subjective satisfaction on completing the task This means a site must be quick to down-load, easy to navigate and full of good-quality material. Users are essentially interested in the content of the site, no amount of fancy graphics will convince them to return to a site if it no use to them. On the other hand users can easily miss content they would have found valuable because it takes too long to download, they can't find it or they can't read it. Usability is about presenting information in the best way for your users, therefore it is an interaction between design and writing style. More: The essential on-line guide to usability is Jakob Nielsens www.useit.com and his book "Designing Web Usability" Indiana, USA: New Riders Publishing, 2000 Attachments, Section 3 - Page 100 of 140 The following should be avoided at all costs: Bloated page design that takes forever to download. Obscure site structures that have no logic Site layout according to organisational structure rather than user needs Lack of navigation support, making it very hard to find things when combined with an obscure structure. Narrative writing style optimized for print and linear reading; not for the way users read online Hype without substance A linking strategy that treats your site as the only one that matters without reference to others Suggestions for avoiding these crimes: Do make your pages attractive yet simple don't take your users on mystery tours: users should know exactly where a link is taking them and why it is relevant to them distinguish clearly between what is available for free on the Web and what will lead to a description or purchase details, particularly with research papers, reports etc. show users immediately how a page generated from a search engine page relates to their query include links to relevant sites and warn users they are leaving the site Don't distract readers from your information with flashing elements or put them off with a messy page and garish colours have unnecessary visual aids that increase loading time. have a search engine for your site if it does not generate meaningful searches use frames for information as they clutter screens disable the "back button" and confuse users have a contact the web-manager facility if you do not have the capacity to respond to enquiries More: For more information see Jakob Neilsen's Writing for the Web. In print there is "Technical Communication: a Reader-Centred Approach" by Paul V.Anderson. Orlando, USA: Harcourt Brace College Publishers, 1998 Attachments, Section 3 - Page 101 of 140 8 out of 10 people don't users do not read on the Web; instead they scan the pages, trying to pick out a few sentences or even parts of sentences to get the information they want users do not like long, scrolling pages: they prefer the text to be short and to the point users detest anything that seems like marketing or overly hyped language and prefer factual information. Why? reading from computer screens is tiring for the eyes and 25% slower than paper the Web is a user-driven medium where users want to be active not passive consumers each page must compete with hundreds of millions of others most of which are not useful, people are not willing to commit the time investment to reading a page in the hope that it is an exception. So your site must be: scannable concise objective Remember Research papers will usually be read on paper off-line. These principles are not as important for the full-text versions of documents. However they are key for persuading people whilst they are on the web that they should down-load the document. More: Much of the information to be found on the internet on this subject comes from a study by Jakob Nielsen and John Morkes. This page is no exception and the debt is acknowledged. See his article " How people read on the web" Also relevant is: Creating IBL Websites How do people read web documents? Attachments, Section 3 - Page 102 of 140 Writing to be read on screen These principles and guidelines apply only to text that users will read on screen. Once information such as research papers are down-loaded and/or read on paper, normal writing guidelines apply. However, it is what users can see on the screen that dictates whether they will choose to download full-text versions of documents. On the web, your writing should be: consise: write 50% less text than you would in a paper publication scannable: help people find what they need objective: build trust and gain credibility with users Be Concise stick closely to your topic give examples, background information etc in hyperlinks to other pages avoid repetitition and excess verbiage limit the use of metaphors, particularly in headings: users might take you literally and they are often wordy use simple sentence structures Be Scannable break text into short sections with breaks in between use clear headings not clever ones, users want to know what a section contains highlight key information carrying words, not whole sentences use bulleted and numbered lists - bulleted when the order of the list is not important, numbered when it is, most important first limit each paragraph to one idea and state what it is in the first sentence split long information into multiple pages according to subject Be Objective write for your audience not for yourself or your company avoid superlatives and vague claims state nothing as a fact without presenting evidence don't boast, exaggerate or self-congratulate avoid advertising talk such as "greatest thing since..." and "state-of-the-art..." present facts clearly and users will decide for themselves what is useful More: There are a number of sites that can help you write effectively for the Internet. Mount Royal College has a list of starting points Useful articles by Charlie Morris include Keep your readers informed and Cut it down and open it up A short article on the Netscape website by Derek M. Powazek Designing Words for the Web takes a slightly Attachments, Section 3 - Page 103 of 140 What's wrong with academic writing on the Web? Inverting the pyramid The academic style of writing does not work on the internet. Users need to know conclusions first not last. This style of writing is called the inverted pyramid. Academic work is usually written in a traditional pyramid style. Most research papers open with a problem statement, elaborate on the context, review prior work, consider different options and discuss methodologies. Finally they present results and conclusions. Using this approach to disseminate research papers on the internet is not effective. Usability studies show that Web users want instant gratification. Users do not want to guess what is in a paper and they do not read something that might not be useful. If what they are looking for is not immediately available they will click away onto something else. That is why the inverted pyramid style is so important. The inverted pyramid style has long been used by journalists. Articles start with a conclusion then move to the key information followed by the background. According to their interest in the subject, readers can continue onwards for as much information as they want but they know the most important parts of an article from the start. On the Web the inverted pyramid becomes even more important as we know that users don't scroll. Users will often only see the first part of an article or research paper. Therefore it is important to put the most important information first. If a reader is interested she can keep on scrolling down or connecting through hyperlinks until she reaches the base of the pyramid. So the evidence suggests that longer papers will not be read from a computer screen: they will be printed and read offline. However, for a user to reach the point of reading a paper in the traditional way, they must be persuaded to down-load and print it. The inverted triangle is important to persuade internet users that research papers will be useful. More: A good example of an inverted pyramid site is the Electronic Policy Network which presents news stories with a paragraph-length summary, click on a link for a page-length summary and click again for extensive background articles. Attachments, Section 3 - Page 104 of 140 Applying the inverted pyramid Rewriting or restructuring One way of applying the inverted pyramid to research findings is to rewrite the research according to guidelines for writing for the web and using the principles embodied in the inverted pyramid. An example of this approach is the ID21 research reporting service aimed at policy makers. One page reports explain what the study is about, summarise the findings and at the base of the pyramid, provide links to other research relevant to the study. Another way to present research in a Web compatible manner is to apply the inverted pyramid approach to the structure of the site. The Eldis Gateway to Development Information is an example of this approach. A search generates a list of titles with one line, journalistic style abstracts that aim to provide an indication the main point of the paper. Clicking on the title takes the user to a short abstract describing what is covered in the paper and main findings or conclusions. Towards the base of the pyramid, users can choose to connect to the full version of the paper in its original format. Finally, on some records, there are also links to other records about the subject. Structuring a site according to the principles of the inverted pyramid, removes the need for rewriting by authors. However a key part of the construction of the pyramid is the short description of the document that provides an internet user-friendly link between the title of the document and the full text version of the document. This abstract, unlike the document itself, needs to adhere to Web-writing principles and needs to tell the user whether it is worth them reading a document. For an example,. see the Eldis/GDNet guide to writing abstracts. More: A good example of an inverted pyramid presentation includes the Sustainable Development Department of the Interamerican Development Bank, for example its section on Microcredit . Titles explain what the paper is about, a short abstract describes it further then there is a link to the full-version. Attachments, Section 3 - Page 105 of 140 Attachments, Section 3 - Page 106 of 140 Feb 14 Feb 21 Feb 28 5 6 7 Mar 7 Feb 7 4 8 Start Date Lesson /Week Process and team evaluation Document control Project wrap up Managing change Setting up tracking milestones Topic/Title “When and how should a project manager support his or her writers?” Hackos, chapters 12 (all) and 17 (all) Describe how to track and control a project and keep a project on track. Comment on the “patchwork approach” to updating publications. “What is the point of maximum efficiency between writing and editing?” Hackos, chapter 26 (all) and appendix E Hackos, chapter 29 (all) Hackos, chapter 27 (all) and 28 (all) Describe how to evaluate the success of the team and the project management. Describe how to establish a document retention system for archiving electronic files. PowerPoint PowerPoint PowerPoint “Why would you want to compare estimated and actual hours in a wrap-up report?” PowerPoint Apply the principles of tracking a project. Describe how to wrap up a project and use statistics to evaluate a project. Discuss why you should always announce a cut to the football team first as it relates to documentation projects. Hackos, chapters 18 (all) and 21 (all) Describe how to manage a project when it goes off track. PowerPoint Bulletin Board Readings Objectives 1 Design a document naming convention. 1 None. 10 100 Quizzes Total Marks 5 5 10 Mar 6 Feb 27 10 15 Feb 13 Feb 20 Weight Due Date Participation (chat & bulletins) Write an archiving procedure. Create a wrap-up report for sample project (model on appendix E in Hackos book). Surprise! Instructor assigned assignment. Create a change control document for sample project. In Project KickStart, generate a Gantt chart. Prepare a 2 to 4 page evaluation of the pros and cons of using software such as Project KickStart. Download and install a 20day trial of Project KickStart. Assignments to be Evaluated 1 1 1 Quizzes [ MODULE # ] [ MODULE TITLE ] [Depending on the amount of material, the following module content will be spread over several Web pages.] ANIMATIONS The online environment is a visual medium. Text alone, on a “TV screen”, is not adequate for our highly visually oriented students. When thinking about your Module, ask yourself: 1. What is the most important concept I am trying to convey in this lesson? 2. How can I convey this with a visual or an animation? We will talk about these in our weekly meetings. Often the synergy of people talking about outcomes leads to some very interesting animations. [Web Page 1] DESCRIPTION / OVERVIEW OF MODULE [ Provide one or two paragraphs describing the Module generally. This is similar to the introduction to your in class lesson. It should try to excite the student about the lesson and explain why it is important to learn this. A learning module is a quantity of work, usually 5-8 hours. One module may cover more or less than one chapter, more or less than one week.] REVIEW [OPTIONAL] [If appropriate, provide a review of facts, concepts, techniques, skills needed to understand or maximize learning of the current Module. For example, “Last week we talked about… this week we will develop this further and…” A review may be either a list of key ideas or a series of questions covering the main points or critical information learned in previous Modules. A review should not be included in Modules for which there are no prerequisites.] LEARNING OUTCOMES [What knowledge and/or skills will the student acquire by completing the Module? What is the learner expected to achieve? See the different taxonomies in the LENS module 2 Appendix] e.g. Upon completion of this section of the course, students will be able to: • Explain… Attachments, Section 3 - Page 107 of 140 TOPICS TO BE COVERED [OPTIONAL] [Provide a list of topics to be covered by the Module. Omitted if merely a duplication of Learning Outcomes.] [Web Page 2–…] INSTRUCTOR'S NOTES [OPTIONAL] [INSTRUCTOR'S NOTES should not replicate the contents of the textbook. Rather, the intent is to supplement that content. The aim here is to use the visual capabilities of computer technology to explore and demonstrate concepts, procedures, and principles in ways that cannot be achieved through the text medium. Provide any of the following that are not found in the textbook: Analysis Anecdotes Applications Personal interpretation Emphasis De-emphasis Examples Illustrations /graphics Simulations / animations Commentary Other] SUMMARY + NEXT STEPS [Provide a summary to synthesize the knowledge taught in the module. Finish with explicit instructions as to what the student should do next.] [Last Web Page] ACTIVITIES & ASSIGNMENT(S) ACTIVITIES (not included in final grade) [Many people learn by doing. Provide students with drills, exercises, mini-projects, selfassessments, self-quizzes, questions/issues for discussion, etc. Activities may be marked, but the marks are not included in the student's final grade. Self-assessments provide learners with an opportunity to assess the degree to which they have mastered the module content. These can be very effective ego-boosters in an e-learning environment where learners more or less study alone. Provide learners with the opportunity to have a perfect score by allowing them unlimited attempts on the self-assessment.] Attachments, Section 3 - Page 108 of 140 ASSIGNMENT(S) (included in final grade) [Ideally, every Learning Module should include at least one Assignment that is marked and the mark included in the final grade. It is better to have many short, simple Assignments in a course, than it is to have just one or two complex ones. Immediate feedback helps students learn.] QUIZZES [The Quizzes Tool on WebCT is very powerful. It can deliver a quiz, mark it, display the results to the student immediately, and enter the mark in the grades book.. Quizzes should have responses for each of the options in a multiple choice question. These responses provide the student with teacher feedback on the correct or incorrect answers chosen. The Quizzes Tool can also provides the Instructor with extensive analysis and statistical options.] REQUIRED READINGS [Provide a list of required readings from the course textbook(s). Give Chapter, Unit, Topic and page numbers. Provide a list of readings that are not from the prescribed text(s). Required 'readings' may be from sources such as: Content pages on WebCT Other 'external' Web sites Content files (e.g. Power Point, Acrobat, Word docs, etc.) Graphical materials Completion of an online tutorial Completion of some part of a CD-ROM Listening to audio tapes or files Viewing video tapes or files Other] WebCT DISCUSSIONS Discussions is a way to involve the students in a class discussion. Questions for discussion should be posted in this section. The question cannot have one answer because there will be nothing to discuss. The question needs to be an open ended question so that there can be a variety of opinions about the topic. Questions that allow for debate or varying opinions are the best. CHAT There are a variety of ways chat can be conducted. If you are going to conduct a chat it is a good idea to inform the students what you will be chatting about. You can provide a list of topics, an article to be read, or a Web to be reviewed in preparation for the chat. RECOMMENDED READINGS AND/OR RESOURCES [Further readings and resources are an important "value-add" for students with special interests.] Attachments, Section 3 - Page 109 of 140 REQUIRED RESEARCH ["Catch a starving man a fish, and you feed him for a day. Teach a starving man how to fish, and you feed him for the rest of his life." Often what a person knows is less important than his ability to find out. Teach students how to do research and how to keep current in the field. This is a major "value-add" in any course.] WEB LINKS [Provide link to "Links to Web Resources" page or add web links.] Attachments, Section 3 - Page 110 of 140 Attachments, Section 3 - Page 111 of 140 Attachments, Section 3 - Page 112 of 140 Attachments, Section 3 - Page 113 of 140 Style Sheet Elements The following styles were taken from the Microsoft Manual of Style available online. While the style manual is much larger, these are a few guidelines that we should follow to be consistent within a document. The entire manual can be downloaded at: http://www.microsoft.com/downloads/details.aspx?displaylang=en&FamilyID=B494D46 B-073F-46B0-B12F-39C8E870517A Punctuating lists Introduce a list with a sentence or fragment ending with a colon. Begin each entry in a bulleted or numbered list with a capital letter. Make entries in a list parallel. End each entry with a period if all entries are complete sentences, are a mixture of fragments and sentences, or complete the introductory sentence. An exception is when all entries are short imperative sentences (three words or fewer) or single words; these entries do not need a period. If all entries are fragments that do not complete the introduction, do not end them with periods. Correct If you use printer fonts: Choose a printer before creating a presentation. Install all the fonts and printers you'll use by selecting them in the Print Setup dialog box. The database includes: Reports Forms Tables Modules online (adj, adv) One word in all instances. Avoid the word if possible, however, because it now seems synonymous with Internet applications rather than more generically contrasting computerized material with other media such as print. Try to be specific or clarify the meaning of online. Correct Many Microsoft support services are available online through the World Wide Web. Many products include online documentation on the CD-ROMs in the package. Attachments, Section 3 - Page 114 of 140 e-mail (adj, n) Okay to use to refer to an electronic mail program, as in "check your e-mail for messages," but use e-mail messages, or just messages or notes, to refer to pieces of email. Do not use e-mails. Avoid as a verb, as in "e-mail the file." Instead use send or send in e-mail. Maintain the hyphenation to show the meaning of "electronic mail" and to be consistent with terms such as "e-commerce." Use E-mail at the beginning of a sentence and in headings. Page Numbers—En Dash The en dash (–) is half the length of an em dash (that is, the width of an N) and slightly longer than a hyphen. It is used primarily as a connecting element, especially with numbers. Created by holding down ALT key and entering 0150 on the keypad. Use an en dash: To indicate a range of numbers such as inclusive values, dates, or pages. Correct © 1993–1994 pages 95–110 Em Dash The em dash (—), based on the width of an uppercase M, is used primarily to set off sentence elements. Created by holding down ALT key and entering 0151 on the keypad. Note Insert a hairline space before and after an em dash if your style sheet and publishing process supports it. Do not use word spacing on either side of an em dash. Use an em dash to: Set off within a sentence a parenthetical phrase that deserves more emphasis than parentheses imply. Use two em dashes, one on each side of the phrase. Correct The information in your spreadsheet — numbers, formulas, text — is stored in cells. Set off a phrase at the end of a sentence for emphasis. Use one em dash. Attachments, Section 3 - Page 115 of 140 Instructional Techniques for interaction Vehicles used for interaction Thought questions Case Study Journalizing Case Study Role Play Collaborative gaming © 2001 Colleen Baskin/Wayne Debly Multiple Choice Question and answer Discussion Groups Simulations Games Drill and Practice Buddy/Mentor/Study group Teaching assignments Group meetings File Sharing File sharing One-to-many conference Voice and/or Video Voice and/or Video Contextualized examples Collaborative labs White boards White boards Writing style and layout One-on-one conference Bulletin boards Bulletin boards Visuals Team projects e-mail e-mail Interactive activities Student to Self/Content E-Learning Canadian Institute Moderated discussion chat Student to Student chat Teacher to student Teaching Strategies Attachments, Section 3 - Page 116 of 140 MULTIPLE-CHOICE ITEMS FOR SIX COGNITIVE LEVELS Level Item Knowledge Frying is a form of cooking by contact with 1. dry heat 2. hot oil 3. flame 4. steam Comprehension A corner joint in which all crosscut surfaces are concealed is a 1. butt 2. dovetail 3. miter 4. rabbet Application If you have determined that you will need 10 six-foot lengths of 1" x 6" stock, how many board feet will you need to buy? 1. 15 2. 30 3. 60 4. 120 Analysis The mare is to the stallion as the ewe is to the 1. ram 2. lamb 3. wether 4. mutton Synthesis If you were preparing a chocolate pudding using high heat, no stirring, and un beaten eggs, the result would be 1. lumpy texture 2. smooth texture 3. curdling 4. soft consistency Evaluation Which of the following breakfast menus is nutritionally well balanced? 1. orange juice, frosted cereal, skim milk, apricot Danish 2. fried eggs, hash browns, donuts, coffee 3. tomato juice, coffee with cream, pancakes and syrup 4. orange juice, soft-cooked egg, whole wheat toast, skim milk Attachments, Section 3 - Page 117 of 140 The following examples are taken from Jacobs and Chase (1992) and demonstrate how multiple-choice items can be used to measure learning at various levels: 1.Knowledge Which of the following are the raw materials for photosynthesis? a. Water, heat, sunlight b. Carbon dioxide, sunlight, oxygen c. Sunlight, oxygen, carbohydrataes d. Water, carbon dioxide, carbohydrates 2. Comprehension If living cells similar to those found on earth were found on another planet where there was no molecular oxygen, which cell part would most likely be absent? a. Cell membrane b. Nucleus c. Mitochondria d. Ribosome e. Chromosomes 3. Application Phenylketonuria (PKU) is an autosomal recessive condition. About one in every fifty individuals is heterozygous for the gene but shows no symptoms of the disorder. If you select a symptom-free male and a symptom-free female at random, what is the probability that they could have a child afflicted with PKU? a. (.02)(.02)(.25) = 0.0001 x.01%, or about 1/10,000 b. (.02x.02) = 0.0004 = 0.04%, or about 1/2,500 c. (1)(50)(2) = 100% = all d. (1)(50)(0) = 0 = none e. 1/50 = 2%, 21100 4. Analysis. Mitochondria are called the powerhouse of the cell because they make energy available for cellular metabolism. Which of the following observations is most cogent in supporting this concept of mitochondrial function? a. ATP occurs in the mitochondria b. Mitochondria have a double membrane c. The enzymes of the Krebs cycle, and molecules required for terminal respiration, are found in mitochondria d. Mitochondria are found in almost all kinds of plant and animal cells e. Mitochondria abound in muscle tissue 5. Evaluation Disregarding the relative feasibility of the following procedures, which of these lines of research is likely to provide us with the most valid and direct evidence as to the evolutionary relations among different species? a. Analysis of the chemistry of stored food in female gametes. b. Analysis of the enzymes of the Krebs cycle c. Observations of the form and arrangement of the endoplasmic reticulum. d. Comparison of details of the molecular structure of DNA. e. Determination of the total percent protein in the cells. Attachments, Section 3 - Page 118 of 140 Formatting Quizzes for WebCT Multiple Choice Questions You can use the Numbering feature in Word to create these numbered questions. The Increase Indent feature will create the possible answers with their a. values. Using Decrease Indent will bring you back to the numbers. Note: the following examples have feedback for individual answer choices. Do this by placing the feedback immediately after the answer choice and by beginning the line with the @ symbol. There must be at least one space between the @ symbol and the feedback text. 1. The dog ran down the street. a. True @ Incorrect. The dog was in the house. b. False @ Correct. The dog was in the house. 2. The cat was what colour: a. Orange @ Incorrect. Check page 21 in text. b. Black @ Incorrect. Check page 21 in text. c. White @ Correct. As seen on page 21 in text. d. None of the above @ Incorrect. Check page 21 in text. 3. Who determined the exact speed of light? a. Albert Einstein @ No. Albert Einstein used the speed of light in his energy formula. b) Albert Michelson @ Yes. Albert Michelson won the Nobel Prize for Physics for determining the exact speed of light. c) Thomas Edison @ No, Thomas Edison discovered electricity. Answers: 1. a 2. d 3. b Attachments, Section 3 - Page 119 of 140 Matching Questions: The process of importing a "matching" question is similar to what is described above for importing multiple choice questions, but there are some key differences. The first line of formatting must begin with "Type: MT". This is followed by the "title" (which is optional), the question number, and the question wording. Each answer (which consists of both portions of a correct match) must begin with a letter (a-z) followed by a period "." or a parentheses ")". The two parts of the match must be separated with an "=" symbol and there should not be any hard returns or blank lines within either parts of the answer. Example: Type: MT Title: Scientific discoveries 4) Match the correct name to the discovery or theory. a. Michelson-Morely = Speed of light b. Einstein = Theory of Relativity c. Marconi = radio waves Spaces before or after the "=" symbol are optional, but it is important that an answer only uses the = symbol for the purpose of separating the two parts of the match. If you plan to list correct answers for other questions at the bottom of the document, simply skip the number for all questions that are of the matching variety. Attachments, Section 3 - Page 120 of 140 Humber College 205 Humber College Boulevard Toronto, Ontario, Canada M9W 5L7 Tel 416.675 6622 Web site http://humber.ca Online Development: Roles and Responsibilities Nancy Epner Professional Development Consultant Professional Development Tel: 416.675.6622, ext. 4375 Fax: 416.675.3876 Email: nancy.epner@humber.ca Attachments, Section 3 - Page 121 of 140 Table of Contents Table of Contents ................................................................................................................. 2 Introduction ......................................................................................................................... 3 Design Team Roles .............................................................................................................. 4 Curriculum Designer (CD) ................................................................................................... 4 Graphic Specialist (GS)........................................................................................................ 5 Content Expert (CE) ............................................................................................................. 6 The Development Process .................................................................................................... 7 Approval ....................................................................................................................... 7 Development................................................................................................................. 7 Proofing ........................................................................................................................ 9 Designer Access ..........................................................................................................10 Revisions ............................................................................................................................10 Site Components .................................................................................................................11 Attachments, Section 3 - Page 122 of 140 Introduction The development of an online course requires the coordination of many skills. The following is a list of those skills: • Organization • Content expertise • Curriculum design • Graphics and animation expertise • HTML and BLackboard It is very unlikely that one person will possess this entire skill set. In light of this a team of several people will be needed to create an online course (i.e. Instructional Design Team). The configuration of the team may vary for each course, as one member of the team may possess more than one of the skills noted above. Below is just one example of an Instructional Design Team that is used by Humber. Other configurations are possible but all skills are needed. Attachments, Section 3 - Page 123 of 140 Design Team Roles Curriculum Designer (CD) The Curriculum Designer will work with the Content Expert to design the learning modules used in the sites. The Curriculum Designer brings to the process expertise in: • Mapping out the Critical Path with the Content Expert (CE). • Demonstrating the Content Module template (Word document) and a web friendly writing style 1 to create Learning Modules. • Planning learning activities to engage the students in learning. • Planning learning objects that could be built by the graphic specialist to enhance the learning. • Designing the module curriculum with the BLackboard platform in mind, i.e. choosing and using the BLackboard tools appropriately. • Communicating and implementing learner-centred teaching practices in the curriculum design of the site in keeping with Humber’s Professional Development Department’s current teaching methodologies. • Instructing the CE in using the BLackboard tools used in the site 2. • Working with the Humber Library staff to ensure that materials linked in the site adhere to Humber’s copyright policy. • Collaborating with the Graphic Specialist to communicate Learning Modules and Learning Object design. • The development of the Activities Pages for each module using HTML pages. 1 Online Course Development Guidelines book is available with samples 2 The Clinic for Online Teaching has been developed as an online course. And it is recommended that all Content Experts take this course during the course development stage or at least prior to the initial launch of the centrally developed online course. Attachments, Section 3 - Page 124 of 140 • Using sound pedagogy in curriculum design • Creating BLackboard drop box assignments, quizzes, discussion topics, chat room and presentation group activities, etc. • Editing such documents as the Welcome letter, Roles and Expectations, Critical Path, and any other template files (usually “edit_me” files) that need to be customized for a specific site. • Creating Learning objects such as crosswords, matching, flash cards that use development software such as StudyMate. • Ensuring a CD backup is made of the site and the backup and learning objects are archived appropriately. • Editing the BLackboard Gradebook to match the course’s marking scheme. • Providing training to the CE on use of BLackboard tool in the site Graphic Specialist (GS) The Graphic Specialist creates the “look” for the course site and using the material provided by the CD and CE. The GS creates the style sheet for the Learning Materials pages to ensure consistency throughout the site. The GS will be responsible for creating all Learning Materials pages and Learning Objects that require advanced multimedia such as, animation, audio, video etc. The GS brings the following expertise to the development process: • Graphic design for the web • Designing a style sheet for each site including an Activitiy Page template to be used by the CD. • Sourcing subject-specific visual images that will be used in the site from stock files available or other materials required. • Using specialized multimedia software to create Learning Objects for the site. • HTML code knowledge required for the BLackboard platform. E.g. Special code for links in the content modules, special code for making the pages and Flash objects print appropriately in the compile tool, pathing issues in BLackboard. Attachments, Section 3 - Page 125 of 140 • Converting the material provided by the CD (usually in Word format) to Learning Materials HTML pages using style sheets and other design elements as required. • Adding formatted content and approved learning objects and design elements to the site. • Coordinating/supervising work-study students used to create Learning Objects. • Coordinating development of required multimedia such as shooting video, recording audio etc. This includes creating the media and getting it web ready and loaded into the site. • Designing graphic and text elements with currently required accessibility features. Content Expert (CE) The Content Expert will work with the CD to write the Learning Modules for the site. The CE brings the following expertise to the development process: 3 • Designing a Critical Path according to the established course outline. • Knowledge of the subject and teaching strategies used to teach this course. • Writing the Learning modules using a web friendly style and following the Learning Module template provided. 3 • Identifying other resources that will support or enhance the course content. For example web sites, library resources etc. • Designing evaluation tools to use in the site such as assignments, cases, quizzes, etc. • Determining the grading elements and weightings that will be used to evaluate students. See the Online Course Development Guidelines booklet Attachments, Section 3 - Page 126 of 140 The Development Process Approval Courses are approved for central development funding by the Distance Learning Committee once a year. This typically occurs during the winter semester. As a part of the application process, CE’s are identified along with the schools rationale for the submission. Once all requests are reviewed a set number of courses are approved and a sequence of development is determined. Development 1. Team is established. 2. Preliminary meeting with all team members involved, is held prior to the semester when development is to take place. This meeting may include all the content experts from all the courses approved. The agenda typically includes: a. Expectations b. Team roles, c. Logistics, d. Sample template files e. Demonstrating BLackboard sites to seed ideas 3. First individual team meeting will include the Content Expert, Curriculum Designer, Graphic Specialist. They will meet to: a. Establish a meeting schedule for the entire semester b. Discuss any design preferences that the content expert may have, including colours, styles, content-associated looks etc. c. Review the sample critical path, and learning module formats files to be used. d. Identify any multimedia elements that might be time intensive. e. Assign next steps... Attachments, Section 3 - Page 127 of 140 i. Writing the critical path, ii. Writing the first learning module, iii. Getting an electronic copy of the course outline, iv. Getting a copy of the text for the curriculum designer, v. Writing a bio of the content expert f. Review existing BLackboard sites for familiarity with what is possible and to reinforce “learning on the web” teaching strategies. 4. Second meeting typically includes the content expert and the curriculum designer. During this meeting the team will meet to: a. Review the critical path provided by the content expert and make changes if necessary. b. Identify a timeline for the content expert to have learning modules ready. c. Review the first module provided by the content expert using the learning module template format. d. Discuss and identify the learning activities required for the first module. e. Identify any learning objects that might need to be created by the GS for the first module. f. Identify evaluations methods to be used in this module. g. Review the design “look” created by the GS. h. Provide the CE with login instructions using the guest account in the course site. Attachments, Section 3 - Page 128 of 140 5. Subsequent meetings. Typically on a weekly basis for 14-15 weeks with the Content Expert and Curriculum Designer. During these meetings the CE and CD will: a. Review the development activity from the previous week including the Activity and Learning Module pages as well as the new Learning Objects. b. Review and discuss the material for the new Learning module provided by the Content Expert. c. Identify activities and learning objects required to support the new learning material. d. Identify evaluation methods to be used in the module. 6. Enrolment in the Clinic for Online Learning. The CE is expected to enroll in the BLackboard Clinic to receive training in how to teach online 4 NOTE: It is assumed that the CE will be the initial instructor for the course. It is highly recommended that the CE complete the Clinic for Online Teaching offered through the Instructional Support Studio (ISS) while developing the course. The clinic allows the instructor to become familiar with: • Technical use of BLackboard tools for teaching online • BLackboard tools for managing the students in the site • Teaching strategies for online instruction Proofing A critical final step to ensure it is student ready is the proofing stage. You only get one chance to make a first impression, so it cannot be stressed enough how important it is that all proofing be completed before students are given access to the site. To ensure this occurs, the following process has been established: 4 Additional training such as Web Camp is available for more skill that will be required for site maintenance and revision. Attachments, Section 3 - Page 129 of 140 1. All pages of the Learning Materials Content Module will be printed by the CD and given to CE for proofing. 2. The CE is expected to proof the printed documents for content and grammar/spelling errors and return the edits to the CD in a timely manner. 3. The GS and the CD will make the necessary changes. 4. The GS and/or the CD will create a backup of the site for archive purposes to be stored in a central college location. 5. When necessary a communications expert will complete additional proofing of the site for grammar and spelling and clarity. Designer Access Once a site is ready for availability, the assigned instructor will be given designer access to the site. The following process has been developed to facilitate this process. 1. The site will be cloned and a new site created with the appropriate course code and school designation e.g. BMGT200 00: bus 2. The School and the OLC will be notified that the course is ready by the CD 3. Designer access to the cloned site will be requested for the CE by the CD 4. OLC access will be requested by the CD Revisions By the nature of education and technology, all courses will need to be revised or updated for currency. Online courses are no exception. Some specific revisions include: • Updating time sensitive content such as quiz and assignment dates, the critical path, and course outline • Update to content due to textbook changes or revisions etc. • Learning objects need to be revisited, etc. Currently the ISS does not have the resources to implement course revisions in the site. It is the responsibility of the School to support such revisions. Attachments, Section 3 - Page 130 of 140 Site Components In order to maintain a level of consistency and quality in the centrally developed sites the following assumptions are made. Each site: • Uses the current BLackboard Template structure • Uses the Learning module template format. • Includes separate Activities pages where activities for each module are summarized. (Note: it may be appropriate to have activities in the lesson, but a reference to the activity should also be included on the Activity page) • Uses the Welcome letter and the Roles and Expectations “edit me” files in the site. • Uses the assignment template for drop box assignments. • Uses the consistent wording 5 for identifying activities on Activities pages • Uses the images provided in the common folder in BLackboard to illustrate the course icons in instructions on how to access tools in the site. 6 • Includes the Homepage assignment as a startup exercise. • Encourages the use of the Study Buddy technique as a retention strategy. • Uses engaging activities throughout the course. • Includes a Discussion “café” topic for informal discussion. • Includes a “Questions Asked and Answered” Discussion topic for FAQ’s. Encouraging students to ask questions in the Discussion area rather than by e-mail to the instructor is an excellent time management technique for the online instructor. • Includes an early reference to the process for proctored exams (if appropriate in the Activities pages.) 5 Wording is available through the ISS 6 These have been specially resized for this purpose. Attachments, Section 3 - Page 131 of 140 • Includes the SFQ in the site and lists it as an Activity in the course. • Avoids using hard coding of the actual course ID and current server names in any pathing of files Last revised: 4/22/2010 Attachments, Section 3 - Page 132 of 140 C o u r s e U p d a t e C h e c k l i s t Now that the semester is almost over…….. The following are things to consider when you finish a Blackboard course. You will find tip sheets for all of these functions in the Teacher Resources link on your Blackboard home page or in the Humber template Web links in your site. A more in depth look at the tools is available in the Teaching with Blackboard CE8 course on Blackboard. Check List 9 Course/Section: _________________ Save Student Data Print chat logs if applicable. Download grade book – keep a copy for your records. Compile and download discussions if applicable. Compile and download email if applicable. Compile the Student Feedback Questionnaire data. Backup Course Backup the course at the end of the semester and download it to save for archive purposes. (Be sure to uncheck Tracking Data) Edit header on Homepage to say course is finished and backed up Clean Up Your MyCourses List Use the Pencil icon to hide completed courses Please come to the Studio for help on any of the above tasks. North EX 201 Ext. 5040 Lakeshore A 106 Ext. 3288 Attachments, Section 3 - Page 133 of 140 May / June Workshops Outline for 8 Blackboard training workshops, 2 hours each Workshop Series Locations: North Campus Lakeshore Campus STEPS: 1. Presenting Content File Manager Use Learning Materials module effectively o Add files, adding content links (discussion, web, quiz, etc.) Build Media Library collections (e.g. Glossary, reference files) Web Link collections Goals tool Printable view 2. Communicating with Students Inform students using the Announcements tool Communicate asynchronously with email Schedule events and due dates with the Calendar tool Communicate synchronously with students using Who’s Online and Chat Creating a learning community with the Roster tool 3. Maximizing Discussions Create successful discussion topics Manage discussions effectively and efficiently (printable view) Attachments, Section 3 - Page 134 of 140 Explore Peer review, Journal, and Blogs tools Marking discussions - grading forms to evaluate discussion postings (in workshop #5) 4. Creating and Managing Groups Create different types of groups Create sign-up sheets – placing & hiding. 5. Creating and Managing Assignments Create groups and sign-up sheets Develop grading forms to evaluate assignments Design individual and group assignments Grade and publish assignments Use SafeAssign anti-plagiarism tool 6. Creating and Managing Assessments Create a variety of question types Build effective quizzes and surveys Grade quizzes, view results and key statistics 7. Mastering the Grade Book Set up the Grade Book to meet instructional goals and objectives Manage student information and grades 8. Managing Your Course Customize the appearance of a course Course Menu.- hiding tools Customize the delivery of course content. (Due dates, Selective Release) Manage course settings and files Import, export, and back-up content (For Minimum Web Presence take session 1, 2, 3, & 7 (8) See schedule following for dates and times. eGrades Workshops Final grades are due on May 6th. Why not submit them using the new eGrades tool in LIS! Attend the workshops at the Lakeshore or the North on May 1st or May 4th. Attachments, Section 3 - Page 135 of 140 Microsoft Office 2007 Workshops offered on Wednesdays in May and June include: May 6 Introduction to 9:00am Access Advanced Excel 12 noon May 27 Introduction to 9:00am Excel Advanced 12 noon PowerPoint June 3 Introduction to 9:00am Word Advanced Word 12 noon June 10 Introduction to 9:00am Excel Advanced Word 12 noon June 17 Introduction to 9:00am Access Advanced Excel 12 noon June 24 Introduction to 9:00am Word Advanced 12 noon PowerPoint NOTE: These workshops are only offered at the North Campus. If needed, we will add some at the Lakeshore. See the Workshops on Request section below. Workshops on Request If the dates and times on the following calendars do not meet your needs be sure to call The Studio at 5888. We will work with you to arrange workshops for groups of up to 8 at a day and time convenient to your group, evenings and weekends included. Attachments, Section 3 - Page 136 of 140 Attachment 3.7.1 Memorandum of Understanding – Off Campus Online Course Testing Attachments, Section 3 - Page 137 of 140 Memorandum of Understanding Off-campus Online Course Testing Procedure All exam arrangements must be confirmed by the appropriate OLC staff member. The student must present Photo ID before being permitted to complete the test. (Student Photo ID, Driver’s License, Valid passport or Permanent Resident Card (PRC)) The student must sign the exam coversheet /sign – in sheet in the presence of the invigilator. Invigilator should highlight the directions for the exam and encourage students to carefully read all instructions provided before starting the exam. Examination documents must be kept in strict confidence and should not be removed from the examination site. This includes, but is not limited to, examination papers, speaking task cards, answer papers or working papers. For online exams, the password provided must be entered confidentially by the invigilator and NOT given to the student. Students are not to be permitted to write the exam outside the date(s) noted on the exam cover page without confirmation/approval from the OLC Staff member. All exam documents must be returned to the college upon the completion of the exam. If the student fails to show for the exam, the documents must still be returned to the college. The college must be notified of any irregularities in the completion of the exam (i.e. student went over the time limit; used non-approved support documents, violated testing procedure, etc.) Please note that off-campus proctoring will not be arranged until the student has submitted the proctor request form to the Open Learning Centre. This form (and instructions) is available at www.onlinelearning.humber.ca/proctor Any questions or concerns about this process should be directed to an OLC Staff Member by calling 1-877-215-6117 or 416-675-5049. Emails can be directed to OLC@humber.ca. Please return a signed copy of this form via fax prior to the agreed exam date to the Attention of Open Learning Centre, Humber ITAL Fax Number: 416-674-5811 I understand and agree to follow the procedure outlined above. Name (please print) Signature Title/Institution Date Attachments, Section 3 - Page 138 of 140 Attachment 3.7.2 Online Course Testing Procedure Attachments, Section 3 - Page 139 of 140 Online Course Testing Procedure All exam arrangements must be confirmed by the appropriate OLC staff member. The student must present Photo ID before being permitted to complete the test. (Student Photo ID, Driver’s License, Valid passport or Permanent Resident Card (PRC)) The student must sign the exam coversheet /sign – in sheet in the presence of the invigilator. Invigilator should highlight the directions for the exam and encourage students to carefully read all instructions provided before starting the exam. Examination documents must be kept in strict confidence and should not be removed from the examination site. This includes, but is not limited to, examination papers, speaking task cards, answer papers or working papers. For online exams, the password provided must be entered confidentially by the invigilator and NOT given to the student. Students are not to be permitted to write the exam outside the date(s) noted on the exam cover page without confirmation/approval from the OLC Staff member. All exam documents must be returned to the college upon the completion of the exam. If the student fails to show for the exam, the documents must still be returned to the college. The college must be notified of any irregularities in the completion of the exam (i.e. student went over the time limit; used non-approved support documents, violated testing procedure, etc.) Please note that off-campus proctoring will not be arranged for a student until a proctor request form has been submitted. This form (and instructions) is available at www.onlinelearning.humber.ca/proctor Any questions or concerns about this process should be directed to an OLC Staff Member by calling 1-877-215-6117 or 416-675-5049. Emails can be directed to OLC@humber.ca. Attachments, Section 3 - Page 140 of 140 Section 4: CAPACITY TO DELIVER PEQAB Benchmark 4.1. Learning resources are available online to students in online courses/programs. If not all appropriate resources are routinely available online, the institution has made appropriate and adequate arrangements to provide them to online students. 4.2. The applicant makes a commitment in its budgets and policies to provide and maintain the necessary learning, physical, technological, human, and other resources for the program, and to supplement them as necessary. Learning Resources for Online Students Students taking an online course, who are registered and attending full-time degree programs, will have access to all of the learning resources available on campus. These resources have been assessed as part of the PEQAB review process. Students who take online courses can find links to a range of student services (many of which have been mentioned in previous sections of this submission) including: • • • • • • • • Proctor Request Form (www.onlinelearning.humber.ca/proctor.php) o Most online courses require students to complete a final exam that is supervised. If you live more than 100km from the college, you are advised to submit the online proctor request form. See the OFF CAMPUS TESTING PROCEDURE for more information. Student Record Services (SRS - www.srs.humber.ca) o These services will allow you to: display your grades or timetable information, plan your budget, check on OSAP and Scholarships, apply for Bursaries and Work Study, check the status of your Admission Application(s), pay your fees by credit card, and check the standing of your Computer Placement Testing (CPT). Library Services (www.library.humber.ca) o This site include links to Library's catalogue, web resources, learning and study guides and general Library information. Accounting Centre Services o The Accounting Centre is a resource available to all students enrolled in accounting courses for Diploma, Degree, Certificate and Continuing Education programs. We will provide assistance with textbook concepts, homework questions and your overall understanding of course material from 1st to 6th semester. Bookstore (efollet.com) o Visit the Humber College bookstore on-line and order your textbooks and course material over the Internet. Financial Aid Services (parttimestudents.humber.ca/geninfo/services.htm#fa) o Humber’s Financial Aid Office is committed to providing you with a wide range of financial services. Information and Technology Services (www.its.humber.ca) o Information and Techology Services, in partnership with HSF and the Academic schools provide a number of computing related services to both Humber and Guelph-Humber students. Disability Services (www.studentservices.humber.ca/ssd) Section 4 – Page 1 Students requiring services to accommodate a learning disability or physical disability are urged to contact Services for Students with Disabilities (SSD) upon submission of their application. Early self-identification will help the college in providing the best possible service, including registration assistance, support services, specialized accommodations, liaison services and more. Career Advancement Services (www.cas.humber.ca) o The Career Advancement Services (CAS) targets lifelong learners who are seeking career transition. Peer Tutoring (www.studentservices.humber.ca/peertutor) o The Peer Tutoring Program provides one-on-one assistance for students having difficulties with a specific course. Peer Tutoring is available to any full-time or part-time student who needs help. o • • In regard to the ongoing management and planning for online learning, Humber’s eLearning Committee (subcommittee of the Academic Computing Committee) plays a pivotal role in this process. One of the primary tasks of the committee is to monitor the online learning needs and to recommend updates and changes (e.g., enhancements such as Wiki and the online student feedback questionnaire have come from this group). In addition, the Academic Computing Committee, as described in the Submission Overview and Background of this submission (page vi) is responsible for the ongoing assessment of system (software, hardware and computer technology) used to support online learning. This committee meets once a month during the academic year. There is also an annual review of systems and hardware to ensure that the current and projected number of online users receive adequate support. Future plans for online development are considered and included in the development of Humber’s business and strategic plans. Section 4 – Page 2
