Establishing a Distance Learning Framework for the Institution

Establishing a Distance Learning Framework for the Institution (Part II) Sali Kaceli Director, Educational Technology and Distance Learning Cairn University Email: skaceli@cairn. edu http: //cairn. edu Presentation Survey: http: //tinyurl. com/nsrcv 23

Agenda Lessons Learned Findings: MSCHE Tools Outcomes Framework and Process Cairn Distance Learning Initiative http: //cairn. edu

http: //cairn. edu

CHALLENGES Institutional Instructional Accreditation Distance Learning Government SARA Faculty … Technological

Factors to Be Considered Vision & Value Institutional Accreditation Control and Goals Departmental Federal Experience Aspirations Personal Patron Distance Learning SARA Resources Minutes Regular and Substantive Interaction (Title IV) Value

Our Approach Programs Course Graduate Process Director UND Tools Approach • Take technology burden off the faculty. Require only original content and provide necessary training and tools. • Cairn based content.

CAIRN DISTANCE LEARNING FRAMEWORK Q U A L I T Y E D U C A T I O: N Web-Enhanced Courses A Mini-lectures s y n c A N Y W H E R, E ANYTIME Hybrid Courses h r Resources o n o u Online Courses s Synchronous Web-conferencing Quizzes Forums uct Prod s Tool Presentation Matters | Answers in 24 hrs. | Plenty of Structure |Best Tools |Availability Structure Integrity Support Accreditation and Fed. Reqs. Secure Login Faculty Support Anti-plagiarism Online Resources Centralized Approach Formalized Course Dev. Process Continuous Improvement Provost Dean Director of DL Instructor Awareness Course/Program Student Support Faculty Students HYBRID AND ONLINE PROGRAMS A bottom-up approach to the Distance Learning at Cairn University core The he of t ive iat init ess Proc al /Go Need

Course Development Process 01 SELECT Course is selected and initial paperwork completed 02 PLAN Particular focus is placed on planning 04 03 BUILD The course building is completed in two stages REVIEW/APPROVE Multiple layers of review prior to the course going live All courses are required to undergo this process and must be ready prior to the scheduled date.

Course Development Process: Course Selection 01 SELECT Course is selected and initial paperwork completed The Dean and Instructor agree to develop the course Course Development Agreement Sent to the Office of the Provost The Dean in control throughout the process

Course Development Process: Planning 02 PLAN Particular focus is placed on planning • Online Instructor Orientation • Consultation in person or online • Course Planning Worksheet 45% Lessons Learned • Single Point of Contact • Reminders • Updates

Course Development Process: Building 01 SELECT Course is selected and initial paperwork completed 02 PLAN Particular focus is placed on planning Weeks 1 -3 during deadline 2. Video cleanup and formatting and faculty involvement Keep in touch with the faculty stressing the deadlines 03 BUILD The course building is completed in two stages

Course Development Process: Approval 01 SELECT Course is selected and initial paperwork completed 02 PLAN Particular focus is placed on planning 04 03 REVIEW/APPROVE Multiple layers of review prior to the course going live Send worksheet to dean during stage 2 and keep dean informed of any issues. BUILD The course building is completed in two stages

Tools Helpful in the Development Process

Additional Policies Added

Putting it All Together

Key Components Live support added SUPPORT Student Support and Online Resources Faculty Support and Necessary Tools Student Orientation ng i n r Lea Technology Infrastructure Faculty Orientation COLLABORATION (Support from Administration) PROCESSES COPYRIGHT ACADEMIC TEACH Act Course dev. delivery INTEGRITY Policy improvement KEY COMPONENTS INSTITUTIONIAL EFFORT Dis tan ce VISION MA RK ETI NG ODL: Tools, Staffing etc. Policies

Web-Enhanced Courses Online Courses Hybrid Courses Course Page Course Logistics Intro. Video Technology Requirements Course Honor Code Agreement Copyright Academic Accommodations Unit welcome video (5+ minutes) Lesson 15 -18 minute instructional videos with assessments (3 -4 x) SCORM lessons as needed Forums (1 -2 x) Assignments Weekly Resources Week 2 and on: Summary of Learning Objectives • Unit welcome video (5+ minutes) • Lesson 15 -18 minute instructional videos with assessments (3 -4 x) • SCORM lessons as needed • Forums (1 -2 x); Assignments * Web conferencing (3 x) Feedback 2 x per semester (1/3 through course and end of semester) Academic Integrity tools incorporated in various aspects of the course & Sub • • • lar u g e n R o i t c a er t n I e iv stant First Week Topic Summary of Learning Objectives Hidden unless active CAIRN DISTANCE LEARNING FRAMEWORK DISTANCE LEARNING COURSE STRUCTURE

Our Roadmap Review and Tweak / New Opportunities 2017 MSEL MSED MBA IE MAR | OL Degree Completion 2016 Complete Development 2015 DC Hybrid MSOL Hybrid A few courses online 2014 2013

STUDENT VERIFICATION ? ACADEMIC INTEGRITY KEY COMPONENTS DISTANCE LEARNING SIT E PROCESSES SUPPORT SERVICES CO IM NTIN PR OV UOU EM S EN T IT S I V MSCHE Site Visit

Our Findings: Fall 2014 Only a 6% difference| 23 courses evaluated

Our Findings: Spring 2015

Our Findings Overall Difference Online Vs. Onsite Semester to Semester Fall 2014 Spring 2015 -2% -6%

Our Findings Averages by School Fall 2014 vs. Spring 2015 5. 00 4. 50 4. 00 4. 43 4. 23 4. 53 4. 28 4. 31 4. 51 4. 04 3. 94 4. 35 4. 02 3. 50 3. 00 2. 50 2. 00 1. 50 1. 00 0. 50 0. 00 DCP BUS DIV Fall 2014 EDU Spring 2015 LAS

Our Findings Overall Course Satisfaction from Semester to Semester 4. 16 Scale out of 5. 0 4. 08 Fall 2014 Semesters Spring 2015

COURSE REFRESH AND REDESIGN CONTINUOUS IMPROVEMENT DEVELOP FACULTY FEEDBACK REVISE STUDENT FEEDBACK

Course Demo

In Conclusion Institutional approach is key Incorporate Accreditation Reqs. Faculty Buy-in Take an enabling role along with reqs.

Questions? Sali Kaceli Director, Educational Technology and Distance Learning skaceli@cairn. edu Presentation Survey: http: //tinyurl. com/nsrcv 23 http: //cairn. edu