implementing an online learning initiative
TRANSCRIPT
Engage . Enrich . Empower
Implementing an Online Learning Initiative
http://2015elr.wikispaces.com/Implementing+an+Online+Learning+Initiative
Andy PetroskiDirector of Learning TechnologiesAssistant Professor of Learning TechnologiesHarrisburg University
@apetroski
apetroski.wikispaces.com
https://www.linkedin.com/in/apetroski
HarrisburgUniversity
LTMS
CAE<
POLL
At what stage are you with online learning at your school, district, or organization?
Why are you creating online learning?
What will an experience be like in your online courses?
How will you know online learning has been successful?
Student Teacher Learning
School Online
From: http://elearninginfographics.com/blended-learning-infographic/
- None - Some
- Majority - All
Who will work on the design of an online course?
Who will work on the development of an online course?
Who will manage the online course catalog?
Role ResponsibilitiesCurriculum Specialist Identify curriculum needs/demands, manage the curriculum schedule, manage
instructor assignments
Subject Matter Expert Aligns curriculum with standards, provides subject matter knowledge, and aligns assessment with learning outcomes, validates the final content
Instructional Designer Designs the learner experience in alignment with curriculum standards and assessment to achieve learning outcomes. Creates a facilitator guide.
Instructional Technologist Integrates technology into the instructional design
Multimedia Designer Creates interactive multimedia and multimodal learning opportunities
Quality Assurance Test Confirms the course is usable, free of errors, and meets established course design and development standards
Course Instructor Facilitates the student activity in the online course, grades assignments, monitors and summarizes discussions, and communicates with students
Technical Support Provides technical support to course instructors and students
Online Catalog Manager Manages and updates master courses, copies master courses into live courses, creates course backups
Design New Courses Revise Existing Courses• Kickoff with Design Team and Faculty (12 weeks prior)
• Analyze Learning Objectives (12 weeks prior)
• Complete Curriculum Template (11 weeks prior)
• Complete Content Template (10 weeks prior)
• Gather/Create Media and Resources (7 weeks prior)
• Course Development (6 prior)
• Quality Assurance (2 weeks prior)
• Course backup (1 day post)
• Debrief with Design Team and Faculty after a new course has run (15 weeks prior)
• Identify courses for review and Quality Assurance; based on review timetable and course schedule, faculty request, data collection and feedback (10 weeks prior)
• Kickoff with Design Team and Faculty (8 weeks prior)
• Design Team review (7 weeks prior)
• Faculty review (7 weeks prior)
• Create documentation and get sign-off on edits (5 weeks prior)
• Make edits in course (4 weeks prior)
• Quality Assurance (2 weeks prior)
A timeline
Process
Process
Initiate Evaluate Transform / Renovate / Optimize
Communicate Implement Evaluate
SchedulingFacultyAdministrationCatalog Management
SurveysGradesCourse EvaluationsConversations
Course DesignExperience DesignMedia DesignCourse DevelopmentQA TestingStaging
Internal processesRegistration ConfirmationCourse Launch
FacilitationStudent AssessmentFeedbackQC CommunicationStudent MonitoringCourse Adjustments
SurveysGradesCourse EvaluationsConversations
POLL
What do you believe to be the realities of online course design?
Skills
Similarities
Differences
Teacher Instructional Designer
Subject Matter Expert Pedagogy Expert
Teaching Experience Online Learning Design Experience
Second Client Consultant / Project Manager
Facilitator Learner Advocate (Combat the curse of knowledge)
CMS Editor CMS Developer
Assessment Feedback Assessment Design Support
Course Reflection at Conclusion Course Analysis at Conclusion
Course Timeline = Semester Course Timeline = Catalog Management Process
Roles
Online Learning Framework & Curriculum Framework
Spreadsheet
Online Learning Framework & Curriculum Framework
Spreadsheet
Curriculum Framework
SpreadsheetStoryboard
Rubric / Target Goals
Curriculum Framework
SpreadsheetStoryboard
Rubric / Target Goals
Storyboard & TemplateStoryboard & Template
Template & Rubric / Target Goals
Template & Rubric / Target Goals
Mid-Course EvalEnd-Course Eval
Rubric / Target GoalsOnline Learning Framework
Mid-Course EvalEnd-Course Eval
Rubric / Target GoalsOnline Learning Framework
Tools
Rigor?
Course Components . . .
•Objectives•Assessments•Instructional Strategies
. . . are sufficiently broad, deep and rigorous such that successful students will have the knowledge and skills required by the standards upon completion of the course.
• Content• Assignments• Technology
Students share their paper with at least one
other student in a Google Doc for peer
feedback.
Students post their paper or a summary on a blog/forum for
general public feedback.
“I liked the course because it was easier to complete all of the work. I was able to do everything on my own time with a deadline at the end of the week. I also liked the weekly discussion boards.”
“I loved the personal classroom feel of the videos and the message board posting assignments.”
“I don’t like online learning because I cannot ask teachers questions.”
“It was a little rough at the beginning to understand the instructions. A little more clarity at the beginning would be helpful.”
“I worry about how to communicate with others in online learning.”
Skills
What skills does an online teacher need?
http://marylandonline.org/coat/documents/Are_you_a_good_candidate.pdf
Skills
Engage . Enrich . Empower
Implementing an Online Learning Initiative
http://2015elr.wikispaces.com/Implementing+an+Online+Learning+Initiative