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@ONE WEBINAR: INTRODUCING ONLINE EDUCATION STANDARD AND PRACTICES Movie 1024×768

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@ONE WEBINAR: INTRODUCING ONLINE EDUCATION STANDARD AND PRACTICES Movie 1024×768


>>MODERATOR: Again, welcome everyone to today’s webinar, introducing online education standards and practices presented by Lene Whitley-Putz. Although she received her PhD in rhetoric and communication, her career has focused on teaching with technology. Without further do, here is Lene.>>Lene: hello everyone, it is great to be here. We have a small confession. This is the second time we have run this course. In the fall we had a cohort of instructors and E coordinators take this course. I am looking at the participant list and I see at least one person who was one of those participants. We gave them a task. We asked them to testdrive the course and then use a rubric to evaluate the design. They love the course, of course! They also had some terrific feedback to help make the course better. We use their advice and where. Excited to launch the newly revised online education standards and practices. I’m going to start by first describing to you the background for how we designed the course. [SEE SLIDE] Is a 12 week course. We were tasked with taking our 32 week program for the certificate for online teaching and creating it in a fast track to get people a certificate in online teaching. We scratched our heads because we thought that the 32 weeks went quickly d We went back to the basics. We look to the standards for quality online teaching. The standards focused on teaching behaviors. They focused on the professional development of faculty to help them be better online course instructors. These were developed from leading rubrics. We looked at the work being done by quality matters – maximum bus went through quality matters Mac and we used a bunch of different metrics to actually develop the 10 standards. I will briefly describe what the standards are. [SEE SLIDE] The first one focused on student success. We are interested in the difficulties the students face when coming into an online course and what the teacher can do to help the student overcome those barriers. How can we make instructors more aware of the barriers that students face. The next standard deals with technology tools. We want to see instructors that are using a variety of technology tools. We want them to be using tools for their specific course and for their specific style of teaching and for their content delivery. We want to see a very aware use of technology and tools. We are also interested in how instructors encourage active learning and collaboration in their course. How they interact with their students to support active learning, how they build specific activities or assignments to help with active learning and collaboration. That is our third standard. Part of that is using communication tools and communication strategies. How do students use communication to pull students into their course and engage them anymore and then provide feedback. The fifth standard has to do with fair use, copyright and acceptable use. We really think of this as our standard about ethics. What is the instructor doing to ensure that their course has the highest ethical standard possible, and how do they encourage their students to do the same? Are they modeling them for their students and encouraging their students to know them? [SEE SLIDE] Accessibility is very important. We want our courses to be accessible to every student, so we spent a lot of time focusing on what the instructor can do to ensure that their course is accessible to all students and have their needs met. We have a standard focused on formative and summative assessments. We want to make sure that the faculty has assessments that are aligned with their course objectives and there are connections between assessments and course objectives. We want instructors to be able to analyze their course and make their course better. We set a high standard, a very high bar. We really encourage professional development for this reason. The One standards really focus on instructor behavior. What can they do? The last one is course design. Course design is different from instructor behavior. At the college level, however, the instructor is also the course designer. That leads me to the other important part which is the course design rubric. There’s kind of an overlap between the One standards and the OEI course design standards. Together they give us a rich understanding of the learning experience in the learning environment for students. The rubric is focused on this course design elements. It is divided into four sections. Let’s take a quick poll and see how many of you are familiar with the OEI course design rubric. Excellent. I see some checkmarks. That is great. We are going to do just a quick overview of the course design rubric. We will talk about how it overlaps with the course standards. [SEE SLIDE] The rubric is divided into section A which is course design, section B which is interaction and collaboration, section C assessments, and section D which is student support. Each of the sections have subsections. The course design rubric offers us a rich rubric for examining how a course is designed and how it encourages students to get into the course and use the course and also how accessible the material actually is for students. Our desire is to build a course that is so easy to use that the technology becomes a background experience and the content is what is most accessible to them. [[SEE SLIDE] I like to take you to the online education standards and practices homepage. This is what it looks like the first time someone walks into the course. As you can see, it is very lean. There is not much they can do other than push the green button. Once that button is clicked, one is dropped into the orientation. The orientation starts with a quick video and then the policies and procedures and a quick syllabus. Then we get right to work on the unit. Let me talk for a minute about the content.
The course is divided into 12 units.
[SEE SLIDE] They mirror the 12 weeks of the course.
Each one of the 12 units focuses on one aspect of the rubric and one @One standard. We have gone. Carefully through the rubric and the standards and married the course and design aspects. In the introduction to each of the units, it is carefully explained what each of the course affect in the teaching behavior. When they go through that unit, the course design aspect and the teaching behavior is reinforced. For instance, if you look at the tab that says OEI course design rubric, the course design in and of itself is professional development. The idea behind the rubric is that people will be using it to engage in conversation on their campus about what creates quality course. So at its heart, the course design rubric is about professional development. The rubric is introduced as a tool so you can engage in those conversations on your campus. Next, I want to show you the @One standards. In unit one, we start with standard nine. This is the standard that focuses on professional development. Here we encourage students to look at all the professional development offered on their campus and at the state and that their national level. The premise of the first unit is that they would be looking closely at the materials available to them as they enter into developing an online course. I also want to point out a really interesting statistic from the recent report by the Public policy Institute of California. If you are not aware of this research project, it was a project over one year where the public policy Institute use the data from the chamfers office to try to get a better understanding of online education in California and how community college students were using online courses. One aspect of the report looked to see whether or not faculty who had more experience with online teaching were more successful online teachers. They were expecting if you were teaching online for a while you would be better at it and have better student success, fewer students dropping your class, etc. What they discovered, however, was interesting. They found that faculty who had only been teaching from one to three years had a higher success rate than those instructors teaching longer. Caged in professional development has a higher success rate were not engaged in. So people who would been teaching online for quite some time but may not ongoing changes or current trends of online education may not have been benefiting their students as as possible. As we want people to understand how important online as much as possible. Start.. [SEE SLIDE] earlier with sandboxes, I want to preface it by saying that we use the canvas account that is free for teachers so everyone can have their own campus sandbox. They have complete control. No one can take information from them. It is their account. It is That is the canvas the portfolio. . This is a In this so, the portfolios are rich, multilayered pieces that allow the creator of the portfolio to marry the course objectives with the @One [SEE SLIDE] We really hope that before people start building content that they have a map of where they are going. We don’t really want to start building any content for their course until they are absolutely sure that they have all of these foundational pieces in place. The first half of the course is very much focused on building that foundational piece. It is. Heavy on framing the course. The second half is focused on building. So we have planning and then building. So they are building content right into the course management system. We want them to really understand what they would be using so that students are doing a lot of downloading to get into the content for the course. The next point is creating accessible video. We ask that everyone create a video for their orientation. The next is curating course content. So how do we use open resources and others that are low-cost. We want to make sure that students have access on the online course as they would in a regular course. Next we look at how we would create a lecture, how you would load a PowerPoint , etc. You can understand how difficult it would be if we just presented a PowerPoint without any discussion going along with it. We want to make sure people don’t design a course that is just PowerPoint slides. Finally, we help them build in some community activities. Interaction between their students and collaborative activities. Finally, during the last week we do a presentation of work. There are actually two different pieces that are part of the course. that is the basic section to the course. We would like to spend the rest of the time with questions and answers. We are going to tackle some of the questions that Janel has been stockpiling.>>: The first one is from Robert. He asks if the 12 week course results in the same certification that I have spent the past two years on all taking five separate courses? That is a hard one to answer! We are tasked by OEI to have a fast track, so everything will be tackled. We are calling it a certificate. Those who have gone through the 12 week program will have something unique. That will be phased out sooner or later. The 12 week program is intense. Each person who takes the five week program may find some crossover or repetition in the courses. Some people will take one course and then not another course for a year, so we have to cover some ground again. >>: Hi, this is Rob. The question I have really is, I actually took the five courses. Sometimes I took to the time so it was rather intense. I covered it in a short amount of time. Last year I had surgery and could not do the practicum. I am in the process of recuperation right now. It kind of seems unfair to me that I went through all of that and essentially what I am hearing is that I could have taken a single 12 week course. Do I now have to take the 12 week course in addition to what I’ve arty done to get this new certification, where am I still eligible for the certificate?>>MODERATOR: I’m going to ask you to you to. If other people have questions, please type them into the chat box. I am trying to answer your question, Rob. Yes, we are changing the program. Some people went through the other program. In certain ways they are fundamentally the same, and in certain ways they are different. There is a lot of crossover in the 32 weeks. There is a lot of duplication. We have taken out the duplication. The OESP units take 10 hours a week, so it is intense. The certification program will be retired probably within the next year. We have to be able to serve the people who are asking for more training without a 32 week program. This is our response. It is simply different. Rob, you are asking if you are still eligible for the certification. The practicum will not go away for a year. If you are able to finish the practicum in the next year, you will be set. So the question about someone who is prepaid and registered for one of the slower track certification courses. Can I get a refund since have now signed up for this option? Yes, you can, but you need to get in there and cancel your course right away. Rob asks what if the LMS that I use is different from campus? *CANVAS it was difficult for people going through the practicum with different course management systems. We will be using Campus, it was chosen by the Chancellor’s office. How you turn that into courses on your own campus is up to you. Campus is very easy to learn and it is probably in your best interest to at least dip your toes into it. >>: The course will be offered again in the summer. Summer courses start on July 5 this year. It will go for 12 weeks. Let me backpedal a little tiny bit. OEI wwanted us to develop a 10 week course. We didn’t think it could be done in 10 weeks, so we pushed it to 12 weeks. Since we are trying to follow the semester pattern, we thought some people might prefer a 14 or 16 week course. So, what we are running right now is two different sessions. The first one is 12 weeks straight. The next is a 14 week course with one week off in between We are going to try a late September start date, and also a September start date that runs for 16 weeks. That was a long answer, Rob. For anyone who teaches at a California public institution, the fee for the course is $330. This is less expensive than if you took the prior courses in the practicum. It is about $200 less. If you are in a private or institution outside of California, it is $700. Sarah asks if this replaces the practicum that she has left to get the certification. We’ve had a lot of people contact us and tell us that they have completed all of their courses and they need to know what to do. We encourage you to make the decision that is best for you. We love the idea of people who have Artie taken some courses to go through the 12 week course because we really think it helps people give uus feedback. It is a little more expensive than the practicum, but at the same time it would be a great cohort. We really leave it up to you as to whether or not to take the 12 week course or take the practicum. You do still have time to take the practicum. Our next practicum starts on February 22. It is currently full. The one after that starts on July 5. It will also be available in the fall. We do use the Canvas the portfolio for the practicum. There is a comment from Rob that says the course is not full. Hmm… Let’s see. Marvin asks about the practicum. The practicum is individual work. It used to be entirely individual. There was no interaction in the practicum. Over the last couple of years we’ve built in a cohort group. We built what you would be working on in those 12 weeks on top of OESP. You build the section of the portfolio right on top of that. It is like laying the portfolio piece on top of the other work you would be doing. You developed the portfolio as you go along. Presentation at the end is the same presentation that we currently do in the practicum. So the clarification is that the practicum is full for the spring, but OESP still has some open places for the February start date. Ros asks if you have to check in every week. Yes. It is not a self-paced course. We recommend that you check in more than once a week. New paragraph we want people to have the experience of what it is like for your students to go through a course. I have taken a ton of professional development courses in online teaching and am currently taking one. They suggest that we check in two, three, four times a week. So we have the same expectation for you. If you are unavailable for a week, just like any other course, if you are going to miss some class time talk with the instructor and let them know ahead of time. They might be able to open up a unit for you or accept late work. Just as if you would negotiate in any other class. Yes, Marvin, the practicum will be phased out. We probably have three or four iterations left before it is phased out. tthe price of the 12 week course or the The price for the 12 week course and the 14 week course is the same. We got some feedback that people do not like the name certification, so we were asked to change our entire program including the original program away from certification tto certificate in online teaching. That answer serious question. *Sarah’s question It is just semantics. This course has been backed by OEI and reviewed by 25 OEI experts. Many are endorsing it as the primary training for their faculty. ?One has always served the purpose of being a professional development arm for the California committee colleges, and the certificate itself is only as good as @One name. It is training from @One and you get a certificate at the end. I hope that answers your question. I think that is the end of the questions. I’m sorry. There is one more. I’m working for a California training agency but they would not be paying for my tuition. How do I found out which price I need to pay? Are you affiliated with a California community college? Then you would pay the $1250. That is the same for all of our courses. We estimate how much it will cost us to run the course by how many people are in the course, and that is how we come up with $1250. The Chancellor’s office reimburses us for any California community college instructors. If there are no further questions, I am happy to stay on the line. If you could fill out that survey, we would greatly appreciate your feedback. We look forward to seeing you at other webinars. I will continue stay on the line in case you have questions. >>: It’s Rob again. Is the certificate that I earned when I complete the practicum , is that certificate also supported by OEI?>>MODERATOR: OEI aasked us to create this 12 week course and they endorsed this course. We gave it to them and they said it is exactly what they were asking for. The certification program was around a lot longer than OEI. Because the certification predates OEI, my comment to that would be that we were chosen to create the course because of our reputation. I guess that is kind of the only answer that I can give you. Do they endorsed the practicum? No. They were not around.>>: If I could just add my two cents, I know there are a lot of us that invested our time and also money to get credit for our professional development. I really think it would be appropriate for @One O to to petition OEI .>>: To what end?>>: To what end?

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