Faculty Training in Distance and Distributed Education: Assignment #1
Assignment 1: Project Initiation
Faculty Training in Distance and Distributed Education
Terralyn McKee
MDDE 618: Instructional Project Management
Brad Eastman
Assignment #1- March 1, 2010
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Faculty Training in Distance and Distributed Education: Assignment #1
Introduction
“One size” does not fit all when it comes to providing relevant and effective
teaching and learning choices for students participating in post-secondary education
today. The traditional bricks-and-mortar institutions are transitioning into more
flexible and responsive entities with the integration of technologies and demands
from consumers for more relevant systems of program delivery.
It is becoming widely acknowledged that the educational architectures
existing within post-secondary today need to support a far wider audience than ever
before. Increasingly, educational frameworks and delivery models need to recognize
the unique opportunities, challenges, and profiles of learners today who are
demanding skills, training, and knowledge beyond the doors of the universities,
colleges and trade schools.
University College of the North is a small post-secondary institution located in
northern Manitoba which faces educational challenges unique within Manitoba. The
vast geographic area of our student population and delivery centres, the special
challenges associated with culturally diverse populations, and the historical legacies
of colonization have combined to create pedagogical issues for access and delivery
of educational services appropriate for the population and area. Distance delivery of
post-secondary courses is becoming a more viable option for UCN given the
advancements to internet connections within our region. To make a successful
transition into distance course creation and delivery, it is first necessary to train
current faculty in the pedagogy and practice of distance learning and teaching. UCN
is in the process of creating a Faculty Training Program in Distance and Distributed
Learning.
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Faculty Training in Distance and Distributed Education: Assignment #1
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Institutional Description
1.1 Institutional Biography
University College of the North started as a Northern Vocational School in
1966 and evolved into Keewatin Community College in 1969. Demand for greater
access to post-secondary programming for northern and Aboriginal students resulted
in the creation of University College of the North in 2004.
UCN needs and values
The University College of the North Legislative Act has a unique mandate to
ensure the needs of northern and Aboriginal populations are served with respect to
not only education, but equally important, the employment and social well-being of
residents within the regions. To this end, the UCN Mission Statement, Values and
Guiding Principles reflect a commitment to the needs and values within our regions.
Mission Statement
Northern communities and people will have opportunities, knowledge and skills to contribute
to an economically, environmentally, and culturally healthy society that is inclusive and
respectful of diverse northern and Aboriginal values and beliefs.
Values
The University College of the North seeks to create a sense of community in which staff and
students value excellence, fairness, honesty, integrity, tolerance, respect and service. We
believe our operations must be aligned with the principles of justice, respect for others and
responsible care. The University College of the North values academic freedom, equity and
diversity. We strive to create a culture of open communication, shared decision making and
equity of opportunity. We believe in the transforming effects of education and that we have a
leadership role to play in the human resource development of the people of Northern
Manitoba.
Guiding Principles
The following guiding principles serve as the foundation for the strategic plan for the
University College of the North (UCN):
 That UCN be learner-centred with the interests of the students placed above all others
in order to support their growth through life’s journey;
 That UCN be characterized by a culture of respect, openness, inclusiveness, and
acceptance;
 That UCN reflects the Aboriginal reality and cultural diversity of the North;
 That Elder involvement is respected throughout;
 That UCN be dedicated to community and northern development in the widest sense:
cultural, economic and environmental;
 That UCN be regionally and community-based, adopting innovative curriculum design
and delivery to serve a vast territory;
 That UCN has a strong labour market focus.
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Faculty Training in Distance and Distributed Education: Assignment #1
1.2 Project Location
The total area served by UCN covers 387,146 square kilometers with a
population of approximately 77,548 people; the cultural and ethnic backgrounds of
the population include a majority of First Nations people from the Cree, Ojibway,
Saultaux and Dene tribes, a large contingent of Metis peoples, as well as other nonaboriginal populations. With the exception of two larger communities, The Pas and
Thompson, the majority of the northern communities served by UCN have a
population base of fewer than 2,000 people.
UCN hosts two main campus locations, The Pas and Thompson, which
support 12 smaller regional centres (see Figure 1). Based on population and
geographic factors, UCN faces enormous challenges financially and strategically in
meeting the needs of students in all of its academic catchment areas.
Churchill, Pimicikamak Cree
Nation (Cross Lake),
Chemawawin Cree Nation
(Easterville), Flin Flon,
Nisichawayasihk Cree Nation
(Nelson House), Norway House,
Mathias Colomb First Nation
(Pukatawagan), Tataskweyak
Cree Nation (Split Lake), St.
Theresa Point First Nation,
Misipawistik Cree Nation (Grand
Rapids), Bunibonibee Cree Nation
(Oxford House), Swan River.
*The locations of University
College of the North main campus
sites are designated by the green
dots, while the regional centres of
UCN are designated by the white
dots. The area shaded in tan
shows the entire draw area for
UCN.
Figure 1: University College of the North Campus and Regional Centre Locations
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Faculty Training in Distance and Distributed Education: Assignment #1
Project Description
2.1 Overview
UCN acknowledges that, “Distributed learning technologies, including
videoconferencing and Internet-based delivery, are essential to University College of
the North to ensure access to education throughout Northern Manitoba.” (UCN
2006).
Given the limited resources, personnel and funding, at UCN available for
course conversion, design and development, faculty participation in the development
of a robust online and distributed program is essential. In order to facilitate a
productive working relationship between the Instructional Design team and faculty
whose programs will be offered via distance, basic skills and knowledge of distance
education for faculty is necessary. The proposed Faculty Training in Distance and
Distributed Education program will provide basic, intermediate and advanced
knowledge of Distance Education theory, practice, technologies and course
management.
This training program will examine the principles and practices of curriculum
development and delivery within distance and distributed educational environments.
Training at basic, intermediate and advanced levels will be developed, beginning
with a mandatory basic program consisting of five (5) core courses
1) introduction to distance education theory;
2) instructional design methods;
3) distance technology and software;
4) course set up and implementation; and
5) online assessment strategies and tools.
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Faculty Training in Distance and Distributed Education: Assignment #1
The training program will be designed to support a streamed program or
stand-alone course modules for just-in-time learning. Supplementary, more
advanced training lessons will be developed within each basic course to support
additional skill and knowledge development for faculty who need and want to
develop more sophisticated knowledge and skill capacity in course development and
delivery for distance and distributed environments.
Project Rationale:
Distance and distributed education is emerging as a viable and attractive
educational format across the educational spectrum within elementary, secondary
and post-secondary institutions. The capacity to broaden access to information,
training and education through technology is expanding the traditional definition of
education.
The challenges faced by UCN in providing quality, affordable education and
training for students within our catchments area include the distributed nature our
campuses and regional learning centres, the low population density in each area, the
financial constraints to support face-to-face learning in each area, and the current
limited distance delivery and curriculum development.
Quality development and delivery of distance programming is predicated on
knowledgeable and skilled staff. It is essential that educators expand their current
training in education to include a strong working knowledge of distance learning and
teaching. Prasad (1994) articulated rationale for staff training in distance learning
and teaching in areas of 1) professional development for staff within the evolving
education field; 2) alignment of individual and institutional goals, activities and
performance; and 3) the integration of technologies in the organization, delivery and
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Faculty Training in Distance and Distributed Education: Assignment #1
creation educational components. All of these points are directly applicable for the
staff training program proposed for UCN.
Project Outcomes:
As part of UCN’s commitment to access of quality post-secondary education,
distance and distributed learning will play a key role in supporting students in this
area. In order to provide these types of learning opportunities, UCN will require a
highly trained and motivated staff and faculty to develop implement and manage the
curriculum and courses. The goal of this training program is to promote the
development of knowledge, skills and attitudes which support quality practices in the
development of distance education teaching and learning for UCN faculty and staff.
Training program outcomes will include:
1. provision of quality instructional services in distance and distributed
learning to UCN faculty and staff;
2. adoption of best practices in the use of distributed delivery and technology
UCN student populations and cultural environments; and
3. incorporation of technology-practices in teaching and learning across all
faculty programs at UCN.
Upon completion of this course faculty will demonstrate foundational
knowledge and skills which will support development of quality online and distributed
learning courses, materials and methods.
Specific course outcomes, terminal and enabling objectives will be more fully
delineated by the course development team within the scope of the project work.
Project Participants:
UCN employs approximately 286 faculty members who teach into 6 degree
programs, 35 certificate or diploma programs and a general studies program with 4
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Faculty Training in Distance and Distributed Education: Assignment #1
streams for upgrading into post-secondary programs. Significant distance and
distributed activities are currently occurring within 7 programs, developed and
delivered by approximately 25 faculty – Business Administration, Chemical
Engineering, Early Childhood Education, Education, Health Care Aid, Bachelor of
Arts and Bachelor of Nursing. These activities include web-based courses, video and
audio conferencing, computer-mediated communications, blended synchronous and
asynchronous methods, and correspondence. As well, a majority of instructors are
actively implementing blended technologies within the classroom in the form of
computer-mediated learning and web-access. All instructors are issued a laptop or
computer station to support the development of course work, research ventures, or
students and faculty communication.
Faculty training and education is congruent with the program they are
teaching with a minimum of one credential higher than the program they are teaching
into ( i.e. degree programs require a Masters or PhD level education, diploma
program require 4 year degree, certificate programs require a minimum of a two year
diploma plus experience). Median age of faculty is 45 years of predominantly nonaboriginal background, though the majority of faculty have lived in the region for 10
years or longer. While UCN does offer a Cree Languages program, with access to a
distributed course (Can8), the majority of faculty do not speak Cree.
Staff dedicated to supporting distance and distributed learning currently
stands at 5, with one Academic Director who addresses academic content for all
programs, face-to-face, distributed and distance (see Figure 2: UCN Academic Flow
Chart).
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Faculty Training in Distance and Distributed Education: Assignment #1
Figure 2: UCN Academic Flow Chart
The IT infrastructure which connects all UCN centres consists of 1,031
computers, 174 printers and 76 servers in 15 locations. Communication links vary
depending upon community location and consist of satellite, DSL, PDN, and pending
fibre light paths for larger communities commencing in mid-2010.
A small portion of current staff have received significant training in Distance
Education, while others involved in distance course development or delivery have
accessed in-house training for LMS use (Desire2Learn). Current distance and
distributed learning and teaching is occurring in a number of programs, primarily
nursing, through the use of WebCT, Desire2Learn, videoconferencing, and computer
mediated communication. The move toward distance and distributed teaching and
learning has been met with mixed reviews by faculty and staff. As with most
innovations in technology and practice there are different levels of acceptance and
adoption. Based on informal assessment with instructors by the IT support team, the
biggest barrier in the move toward distance education practices is based more on
the fear of the technology required to develop and implement the courses than on
philosophical differences with distributed learning. Deeper exploration of faculty and
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Faculty Training in Distance and Distributed Education: Assignment #1
staff attitudes regarding training will occur in the needs assessment phase of this
project.
These courses will be offered as a ten (10) week online certificate program
with site specific supports and will be mandatory for instructors teaching online or
developing courses for distance and distributed learning. Any faculty member may
take one or all of the courses, however, certificates will only be offered for successful
completion of all five courses. Standards for accreditation will be tasked to the
development team.
Course Pre-requisite:
Intermediate-level computer skills and knowledge are required for the
successful completion of the distance training program. Participants will need a
working knowledge of Windows operating system and Office applications:
Word - document creation, editing, filing, printing, organization and
management;
Outlook – email send, receive, filing and organization, creation and
management of lists;
PowerPoint – basic skills; and
Digital Image Suite or other photo editing software – basic skills
Participants will also need prior training and experience in course development:
-
writing instructional goals and objectives;
syllabus and schedule creation;
course organization and development;
instructional material selection;
delivery techniques and strategies;
assessment methodology; and
program evaluation
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Faculty Training in Distance and Distributed Education: Assignment #1
Needs Assessment Rationale
Needs assessments play a vital role in the early stages of instructional
planning by confirming the actual, rather than perceived, need for instruction. The
need for changes to a current program or for the development of a new instructional
program can be motivated by many factors which can be approached using one of
the following three models as outlined by Smith and Ragan (2005):
1) Problem-based – current programs are not meeting the needs of the client
group (institution, consumer, market place);
2) Innovation-based – changes within the current instructional environment
have precipitated a necessary change in current practices;
3) Discrepancy-based – review of goal congruence with current programming
outcomes.
The need for the Faculty Training Program in Distance and Distributed
Education has been motivated primarily by a change within the instructional
environment – inclusion of educational offerings via distance through technology,
seen as an innovation within the field. Argument can be made for the use of a
combination of elements from all three models as precipitating factors are rarely
clean cut and precise, as in the case with this program. It can be argued that this
change is also responding to the demand for better access to post-secondary
education in northern Manitoba – problem-based , and that UCN institutional goals
dictate activities which will meet education in distributed environments –
discrepancy-based. As all three points are valid, elements from each model will be
incorporated into the performance of this needs assessment, with primary focus on
innovation as a driving force in instructional development.
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Faculty Training in Distance and Distributed Education: Assignment #1
Information that has led to the initiation of this needs assessment is the
commitment by UCN in their recent 5 Year Strategic Plan to actively pursue the
development and implementation of an integrated distance education department
which will offer a wide range of programs and courses that will increase student
access to post-secondary education and training. This goal has been motivated by
requests for expanded access from students living in northern Manitoba, the
provincial government and COPSE - Council on Post-Secondary Education (Bear
Spirit Consulting, 2007).
Audience for the training will be faculty who are, or will be, developing
materials and teaching into distance and distributed courses. This assessment will
help to identify current levels of faculty knowledge, skills, attitudes and abilities with
distance learning and teaching as well as their perspectives on the need for types
and levels of training within distance and distributed environments. This assessment
will also compile information on institutional attitudes and conditions that influence
levels of interest and commitment toward faculty commitment and participation in
distance course development and delivery.
Needs Assessment Planning:
The value of the needs assessment lies in its accuracy and completeness
with regards to the identification of issues and target audience. Accuracy and
completeness in data gathering is discussed by Smith and Ragan (2005, p 48)
including the benefits and limitations of techniques and the need to use multiple
methods to ensure the collection of needed information. The techniques include the
use of extant data, observation and analysis of subject matter, interviews, focus
groups, surveys, and questionnaires. To ensure a thorough process for a needs
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Faculty Training in Distance and Distributed Education: Assignment #1
assessment, an adaptation of the NOOA Needs Assessment (2010) will be
implemented.
1) Confirm issues and audience
- determine purpose of the needs assessment
- determine who will use the information and why
2) Establish planning team/ resources available for needs assessment
- time, money, number of individuals required to meet stat purposes,
- determine prior research resources
- establish expertise needed for researchers
3) Define Goal, Outcomes and Objectives
- identify current and desired knowledge, skill and abilities levels
- identify gaps in levels and causes
- develop solution(s) and strategies to address the gaps
4) Determine audience characteristics
- audience size
- knowledge, skills and abilities level
- educational level
- organizational niche
- cultural characteristics
- attitudes and biases
- ability to access training
5) Literature review
- extant within the institution
- external to the institution
6) Determine data collection
- determine collection strategies and instruments
- sampling schemes
- design and pilot collection instruments
- gather and record data
7) Data analysis and reporting
- analysis of data
- management of data – organizing and archiving
- data synthesis
- data report creation
- data report delivery
Project Initiation Information
The delivery of distance and distributed courses has become a priority for
UCN given their commitment to access in post-secondary training and education.
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Faculty Training in Distance and Distributed Education: Assignment #1
Relocation to a main campus creates formidable geographic, cultural and financial
challenges for northern and Aboriginal students. Current faculty at UCN have limited
knowledge and few skills in distance and distributed course development, delivery
and management. A training program which supports basic, intermediate and
advanced skill development is essential if UCN is to be successful in distance course
delivery.
Initial attempts to implement distance and distributed learning courses at UCN
have followed an informal Performance Problem Model approach, which has
analyzed issues after courses have been implemented (see Figure 3). While faculty
members have been wholly supported in their efforts to convert course offerings into
distance or distributed content, their efforts have often met with limited success. The
information gained from these cursory reviews has demonstrated a significant skills
gap in faculty training in distance education pedagogy, course development for
distance delivery, and knowledge/skills in using distance/computer technologies.
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Faculty Training in Distance and Distributed Education: Assignment #1
Figure 3: Performance Problem Model.
Montague, R. (2001) Adapted from Analyzing Performance Problems , (2nd Ed.) (1984), Mager,
Robert F. & Pipe, Peter, Lake Publishing Company, Belmont, CA.
Statement of Work
This Statement of Work is preliminary and contains the major phases and
tasks of the project. It does not contain detailed information on sub-tasks,
deliverables and completion dates. A complete Statement of Work will be included in
the Management Plan for this project.
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Faculty Training in Distance and Distributed Education: Assignment #1
Statement of Work
Major Phases and Tasks for Faculty Training in Distance and Distributed Learning
Major Task(s)
PHASE 1
Sub-task(s)
Deliverable
UCN
Summary statement of
fit within mandate and
strategic plans for
faculty
Context within
professional
development plans,
budget and recognition
Profile for development,
resources and
budgeting within the
division
Scope & Positioning
Establish institutional
range and fit of the
training program
Human Resources
Academic Division
PHASE 2
PHASE 3
PHASE 4
PHASE 5
Completion
Date
Needs Assessment
1a) Audience
analysis
1b) Needs analysis
1c) Summarize
Curriculum Development
2a) Articulation of
program goal(s) and
objectives
2b) Categorization of
skills, knowledge,
attitudes from NA into
course sections
2c) Articulation of
learning outcomes for
each course
2d) Sequencing of
courses
2e) Articulation of
content
Course Development
3a) Articulate
Terminal
learning objectives
Enabling
3b) Outline structure
Modules
and content
Lessons
3c) Articulate design
Structure, sequence,
strategy
pacing, presentation,
Interaction, feedback
3d) Articulate
Learning interactions
instructional strategy
Teaching methods
3e) Establish course
Sequencing, preflow
post testing, k/s/a
prerequisites,
remediation
3f) Articulate
Types and purposes
assessment
strategies
3g) Articulate overall
course evaluation
plan
Course Review
4a) Integration and
LMS communication,
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08/10/10
to
08/20/10
08/21/10
to
09/30/10
10/1/10
to
10/20/10
5 courses
appx 2
months per
course for
development
Course 1:
10/21/10
12/21/10
Course 2:
01/01/11
02/28/11
Course 3:
03/01/11
04/30/11
Course 4:
05/01/11
06/30/11
Course 5:
07/01/11
08/30/11
Faculty Training in Distance and Distributed Education: Assignment #1
testing of courseware
PHASE 6
PHASE 7
navigation, ID
consistency,
interactivity, admin
elements
Support Tasks
Equipment and
facility maintenance
Audio/visual/print
Administration
Scheduling of
courses, resources,
resource provisions,
records maintenance
Revisions and Implementation
Pilot
Test and revise
Implement
Plan for personnel,
equipment, facilities,
budget, time,
alternatives
Evaluation
Initial
Design team and
course instructor
Detailed
Faculty rep or Dean
Final
Academic
Phase 5 is
Included in
the time
allotment for
Course dev.
Phase 6 is
Included in
the time
allotment for
Course dev.
09/01/11
09/30/11
To accommodate this schedule the preliminary timeline has been established
to work through the seven phases as outlined in the Scope of Work:
Preliminary Timeline for Phase Completions
Phase 1
Phase 2
10 days
2 months
Phase 3
Phase 4
Phase 5
Phase 6
10 months
Phase 7
1 month
Project Budget
A tentative budget of approximately $60,000.00 has been established for
development of the five (5) courses to the basic skills level. This translates into
approximately $12,000.00 per course, which is on the low end of course
development for distance learning (Boettcher, 2004). Appropriate considerations of
technology inclusion will be weighted against the financial, personnel and other
resources available to the project as defined within the Management section of this
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Faculty Training in Distance and Distributed Education: Assignment #1
plan. There is an expectation that the development of this project can be completed
within one (1) fiscal year. A detailed budget will be presented in the Management
Plan for this project.
1) Personnel
- SME’S, Consultants, Project Management, Instructional Design, Evaluation, Production,
Authoring, Internet Specialist, Graphics/Interface Design, Multi-Media Production , Other
2) Equipment
- hardware, software, set up and maintenance
3) Operational
- Staff Development, Meeting Expenses, Piloting, Dissemination costs
4) Other
- Copyright Releases, Library Costs (digital resources, streaming, licenses), Photocopying,
Telephone, Supplies, Books
Summary
The development of a faculty training program in distance and distributed
education will move UCN forward in meeting its goals for increased access to
education and training within our region as stated in our institutional strategic plan.
Specific training for faculty and staff in distance education philosophy, pedagogy and
practice will create an educational foundation in distance learning and teaching upon
which a quality distance program can be built. With greater access to courses online
in distance and distributive formats, students will have the opportunity to choose the
educational options which best suit their learning needs, resources and capacities.
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Faculty Training in Distance and Distributed Education: Assignment #1
References
Arenas, J., Bleau, T., Eckvahl, S., Gray, H., Hamner, P., and Powell, K. (2009).
Empowering faculty to facilitate distance education. Academic Leadership:
The Online Journal, Vol. 7 – Issue 1. Retrieved from
http://www.academicleadership.org/emprical_research/545.shtml
Bear Spirit Consulting (2007). The consultation on improving post-secondary
outcomes for First Nations and Metis students in southern Manitoba: Final
report. COPSE, Winnipeg, Manitoba. Retrieved from
www.copse.mb.ca/.../reports/bear_spirit_consulting_final_report_may_07.pdf
Boettcher, J. (2004). Online course development: What does it cost? Campus
Technology. Retrieved from
http://campustechnology.com/article.aspx?aid=39863
Prasad, V.S. (1994). Staff training for distance education systems: some issues.
Indian Journal of Open Learning, Vol. 3, No. 1, pp. 1-4, January 1994. India.
Retrieved from http://cemca.org/disted/Prasad_VS__0067.pdf.
Montague, Robert (2001). Analyzing performance problems: Is training really
needed? Retrieved from http://msit.gsu.edu/IT/Diaz/IT8000/webresources.htm
NOOA Coastal Services Center (2010). Needs assessment training. (n.d.) The
twelve steps in a needs assessment. Retrieved from
http://www.csc.noaa.gov/needs/12_steps.html
Ozdemir, Z., & Abrevaya, J. (2007). Adoption of Technology-Mediated Distance
Education: A longitudinal analysis. Information & Management, 44(5), 467479. doi:10.1016/j.im.2007.04.006.
Smith, P.L., & Ragan, T.J. (2005). Instructional Design (3rd ed.). New Jersey: John
Wiley & Sons, Inc.
University College of the North, The Pas. (2006). 2005-2006 Annual Academic
Report. [Electronic version]. Retrieved from
https://mycampus.ucn.ca/ics/Welcome/The_UCN_Community.jnz.
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