#EDU19 – Leveraging Data-Driven Decision Making to Drive Student Success, Retention, and Accessibility Initiatives

Grand Valley State University, College of Southern Nevada, University of Kentucky, and Blackboard partnered together to deliver a session at the EDUCAUSE Annual Conference entitled: “Leveraging Data-Driven Decision Making to Drive Student Success, Retention, and Accessibility Initiatives

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John Scott, Product Manager, Blackboard Inc. and Eric Kunnen, Associate Director of eLearning and Emerging Technologies, Grand Valley State University presented on “A Data-Informed Approach to Inclusive Learning:  Scaling Accessibility”

The 3 presentations focused on using data-driven decision-making to streamline data collection, support student success and retention initiatives, scale accessibility, and increase campus-wide collaboration.

OUTCOMES

  • Gain insight from an unprecedented data set around content accessibility and UDL in the LMS
  • Complete an “Accessibility Strategizer” as a first step to catalyze a culture shift toward inclusion
  • Learn strategies in using data integration to support student success and retention initiatives
  • Discover ways to use student data not just for institutional reporting or service improvement but also to benefit individual students and increase campus collaboration

SPEAKERS

  • Brian Bourgon

    Director, Enterprise Applications, College of Southern Nevada
  • Eric Kunnen

    Associate Director of eLearning and Emerging Technologies, Grand Valley State University

 

 

  • Virginia Lacefield

    Enterprise Architect, University of Kentucky

 

 

  • John Scott

    Product Manager, Blackboard Inc. & Researcher & Instructor, University of California, Berkeley

PRESENTATION

#EDU19 – Transforming the Student Experience

This lightning round will pack as much information into one session as possible. Hear succinct, engaging presentations on a variety of topics. Each will be 10 minutes long, with a Q&A at the end of the session.

Lightning Round 1: Alexa Has Taken Over Our Campus!

Voice is the next disruptive technology. Voice-enabled devices are proliferating across society. Your students arrive on campus expecting it. Hear how the UT Dallas is implementing Alexa across campus. We will share our vision, implementation approaches, value received, best practices, and roadmap.

Outcomes: Learn how UT Dallas is leveraging Alexa for students, faculty, and staff * Learn about the UT Dallas vision and roadmap for voice-enabled services * Get best practices and lessons learned in implementing voice-response

Presenters: Frank Feagans, Kishore Thakur (University of Texas at Dallas)

NOTES

UT Dallas

  • New eSports Program
  • 29,000 students

  • Teach students on building Alexa skills
  • Voice as the next disruption
  • Alexa, an indispensable assistant
  • UT Dallas Alexa Pilots (News flash briefing, Ask UT Dallas, FAQs from a variety of offices (170 questions were collected), Parking (how many spots are available), “Alexa what is the status of Blackboard”

  • Next up… dining menus…

  • Using students to help build the Alexa Skills.

Lightning Round 2: Martha: Bringing AI to Life

Meet Martha, George Washington University’s virtual solutions AI agent, in an interactive implementation journey presentation. We will share our lessons learned and decision process, give demos, and entertain in-depth conversations about enhancing the student experience on campus through AI.

Outcomes: See how critical lessons learned were applied in our implementation journey * Learn about the strategic, logistical and operational planning considerations for moving to a virtual agent/AI solution on campus * Share your own institution’s efforts and questions around campus AI initiatives

Presenters: John Marshall, William Koffenberger (The George Washington University

NOTES

  • MarthaA pilot project of a “Virtual Agent” called “Martha”, an easy to use channel to search knowledge, create service requests and check the status of your outstanding requests through an intuitive conversational interface.
  • GW’s has an interactive chat bot (live in August), self service.
  • BMC Helix Case Study
    • Martha proved the feasibility of chatbots in helping IT deliver effective 24×7 support
    • Students surveyed would most likely turn to the chatbot before calling the service desk
    • 88% of the participants wanted Martha to become a permanent service for the GW community
    • Offloading level 0 and 1 calls to Martha frees up service desk technicians to tackle level 2 and 3 issues
    • Keeping support costs in check by meeting growing demand for support without adding headcount
    • Departments outside of IT now want to use chatbots to modernize service delivery for their users

Lightning Round 3: AI-Based Virtual Assistants Improve Campus Life on Through Dx

AI-based virtual assistants (VAs) are growing in popularity. Join Gonzaga University and noHold Inc. in a conversation about the role artificial intelligence is playing in higher education. Learn about implementing, deploying, and adopting AI technology to help your students and faculty help themselves.

Outcomes: Learn about implementing a VA (creating one, when it makes sense, and what is involved) * Learn about deploying a VA (logistics, potential pitfalls, and generating adoption) * Learn about the maintenance aspects of a VA (utilizing analytics and creating a financial map)

Presenters: Lyle Spencer, Borre Ulrichsen (Gonzaga University); Diego Ventura (noHold Inc.)

  • Proof of concept (low risk)
  • Decrease tickets (positioning)
  • Increase satisfaction (content maintenance)
  • Capture voice of student/staff (metrics)

Surveyed 400 students across 12 institutions:

#EDU19 – Leveraging AI to Support Data Empowered Learning

In this session, we will explore early prototypes of AI applications and discuss challenges related to ethics and privacy in higher education IT. These prototypes leverage machine learning in a way that empowers content discovery, course design and assessment, reflective teaching practices, and predictive analytics.

Outcomes: * Learn how AI will shape the future of teaching and learning * Discover new example of applied AI technologies * Learn about an effective data science pipeline for higher education IT * Reflect on the ethical and privacy challenges related to AI applications

NOTES

DART

Decibel Analysis for Research in Teaching (DART) is a software tool that analyzes classroom sound to predict with ~90% accuracy the quantity of time spent on Single Voice (e.g. lecture), Multiple Voice (e.g. pair discussion), and No Voice (e.g. clicker, question thinking) activities.

SPECTRUM DEMO

Helping instructors engage in reflective teaching practices with the support of machine learning

  • Provide insight into course content
  • Audio analysis pipeline, speech2text, sentence embedding,

  • Use these data for instructional design, time spent in class
  • Patterns of interactivity

LIFT Prototype

Leveraging AI for Academic Advising

Using machine learning enables us to provide insights into how students might perform in specific classes based on similar students in the past.

Pilot Study – Examine advisor use of LIFT during their academic review process. Academic review occurs in the period of time between semesters when advisors are reviewing student’s academic plan and progress and determining potential interventions.

  • Penn State uses Starfish
  • Privacy and Ethics – Include technical review, bias elements are evaluated, investigating what decisions are being supported by the model, are differences experienced with predicated outcomes, are they accurate, what about consequences, privacy impact assessment helps to determine what is collected, how it’s uses

#EDU19 – A Shared Vision for Change: Strategies, Approaches, Techniques

Change in higher education requires a shared vision and sustainable approaches to leading transformation. Representatives from two universities will share experiences for engaging stakeholders in a vision for change and corresponding strategies for identifying and developing people within organizations who possess critical abilities—influence, empathy, and resilience—for guiding others through uncertainty.

Outcomes: Understand how you can use images to develop a shared vision for change * Strategize how to develop and apply the capacity to influence, empathize, and be resilient when managing change * Explore how to develop abilities in others/existing staff who work on change management initiatives

Resources:

Forces Driving Change

Visual Metaphor Cards

  • Change through images, visual metaphor cards – used to stimulate discussions
  • Inclusive, creative, expressive, transparent

Identifying Skills of Others to Help with Change – Catalysts

  • Awareness
  • Experience
  • Global mindset
  • Ability to seek guidance
  • Identify professional development
  • Delayed gratification
  • Emotional intelligence

Facilitation

  • Hold the tension of uncertainty
  • Embrace ambiguity
  • Patience
  • Recognize opportunity to add value across the institution
  • Listening, engagement, reporting to multiple stakeholders
  • Fostering trust, empathy, capacity
  • Monitor willingness / eagerness to share expertise
  • Flexibility
  • Partnerships
  • Communication

#EDU19 Where Good Ideas Come From – Keynote

Welcome to EDUCAUSE 2019!

  • Welcome to EDUCAUSE 2019! 8,398 attendees, 41 countries – making this one fo the largest conferences in history.
  • Imagine and explore transformational opportunities in highered
  • DX – Digital transformation is a focus on how to create and generate change.

Digital transformation (Dx) describes a cultural, workforce, and technological shift, enabled by advances in technology that include analytics, artificial intelligence, cloud, mobile, social networks, storage capabilities, and more. Combined with external drivers such as increased expectations from students for a seamless experience, decreased funding for higher ed, and a growing need to advocate for its benefits, these forces make it possible to think differently about higher education, with the potential for new business models, better student outcomes, and different, more innovative, approaches for teaching learning, and research.

  • “The power of technology to connect us as human beings – support teaching, learning is a focus.” – Linda John, Associate Vice Provost of Learning Technologies, UW (EDUCAUSE Leadership Award).
  • Melissa Wood, Senior VP of IT at Stony Brook University (EDUCAUSE DEI Leadership Award) – “Lead from where you are.” Lead by listening.

Where Good Ideas Come From

Building on his best-selling work and book on the history of innovation, author and PBS host Steven Johnson will share his insights on the environments, practices, and platforms that best support new ideas and creativity, and provide a glimpse of the coming tech revolutions that will transform tomorrow’s educational landscape.

Presenter

  • Steven Johnson
  • Notes

    • We are too grounded in the “eureka” movement. “The apple falls from the tree…” Truly transformative ideas come out of a slower evolutionary process – a slow hunch. An inkling of possibility and exploration.
    • Highered is a wonderful place to incubate ideas.
    • People and teams that keep the hunches alive that can evolve over time and that are applicable to the world are innovative.
    • This sticker was on the original cern server where the entire web was powering the internet:

    • CERN and Tim Berger’s-Lee is a good example of the “slow hunch”. Came out of a hobby, keeping track of people in the office when he met someone new – created a hyperlink between the staff and the projects happening. “Inquire within upon everything” was used internally. Initially WWW was named “tangle”. After 5 years of this side project, perhaps this is something bigger. “I believe I have created a new global communication medium as a side job…”
    • Emerging concept of identity…
    • We need to keep side projects and hunches alive.
  • “Liquid Networks” – The enlightenment used to happen in the 18th century coffee house. Semi-public spaces. Flow of ideas happen around coffee! 🙂 We need more of these spaces to nurture ideas and help them emerge!

    • How do we handle or blind spots? Well… we can’t work alone. The importance of diversity. Diverse groups are collectively more smart, more creative, and have better decision making.
    • Innovative groups have large and engaged friend networks. We need to maintain our cross-pollination vs specialization.
    • Ada Lovelace is a fascinating figure and is widely considered to be the worlds first software programmer in 1830. Math prodigy. Charles Babbage created the first “programmable computer”.
    • Someday these machines can be used for more than numbers and calculations, but for creativity and even composing music. – Ada Lovelace
    • Let’s look at who is using technology and are having the most fun. These are areas that have influence. Just for the fun of it – trigger advanced in tech, culture, politics, etc
    • MIT and the PDP-1… the first monitor where you can push around pixels. They created a space theme game called space war (like “asteroids”). This created innovation around joysticks, input devices, mouse, visuals… and fun. A shift to computers and more creative and playful. “The personal computer” phrase was coined and lead to Atari and a company started by Steve Jobs.
    • What is happening now, that looks like play, that contains the seeds for predicting what comes next.
    • Play leading to transformative ideas… AI, deep learning, machine learning – today the major milestones have interestingly come from games.
    • December 2017 – Googles AI division deep mind, was the beginning of something with “Alpha Zero” game play algorithm and drew from extensively with chess play. Built-in and the computer used it to predict game play. After the end of 9 hours, the 2 AIs played 400 millions games. The game they were playing at the end was aggressive and better than what humans were capable.
    • There are a whole range of cause, effect, subtle language, and yet have super human skills. This is another place where the importance of diversity is crucial. Some kinds of problems are better solved by AI, but other problems will be required of humans. Key is which tool when, and the ability to collaborate.
  • To survive we need to work with AI, with a diverse group of people, those are going to be the liquid networks of the future – all connected through collaboration. – Steven Johnson

  • #ETOM19 – Evaluating Distance Education: Are you ready?

    ETOM Summer 2019 Retreat

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    JUNE 10-11, 2019

    Kettunen Center – Tustin, MI
    14901 4H Drive,Tustin, Michigan

    Conference Files


    NOTES

    • There are 21 core components that are reviewed by the site reviewers.
    • Criteria for accreditation is focused on the university’s mission that is tied to: resources, teaching and learning quality/evaluation, and integrity.
      • Mission = clear and articulated publicly
      • Integrity = ethical and responsible conduct
      • Teaching and Learning Quality, Resources, and Support = provide high quality education, wherever and however delivered
      • Teaching and Learning Evaluation and Improvement = demonstrate responsibility for quality educational programs, evaluation of learning through processes designed to promote continuous improvement
      • Resources, Planning, and Institutional Effectiveness = processes are sufficient to fulfill it’s mission
    • Distance Education – Regular and substantive interaction between students and the instructor, either synchronously or asynchronously (not primarily initiated by the student) – this is being updated by negotiated rulemaking
    • Distance-delivered courses – 75% of instruction and interaction occurs via electronic communication when faculty and students are separated physically from each other
    • Distance-delivered programs – 50% of more of the required courses may be taken as distance-delivered courses

    Strengths

    • Faculty certification process
    • Faculty oversight, policies, procedures
    • Integrated mission, strategic plan with distance education
    • Process for developing and approving and evaluating new online courses
    • Required orientation for students

    Opportunities for Growth

    • Re-certification
    • Ongoing course evaluation
    • Reporting, analytics, predictive early alerts
    • Student support services
    • Exam proctoring services

    Student Identity – HEOA

    • The same student that enrolls, is the same student that participates? Login and password is what most institutions are doing. Some moving to proctored exams.
    • Examples: systems to monitor repetition of IP and email addresses, student identity verification protocols.
    • Costs – If there is an extra cost for students around identity, students must be informed at the time of registration.

    Questions to Ask

    • How does interactions (substantive and regular) compare in the syllabus of an online and a traditional course?

    Board Meeting at Center Lake

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    Eric Kunnen, elected President of ETOM with the passing of the hat and bell…IMG_2995.JPG

    C-RAC Distance Education Guidelines

    • Online learning is appropriate to the institution’s mission and purpose.
      • Sample Evidence: Distance ed is mentioned in mission and/or goals, institutional goals are mentioned in distance documents, distance ed fits within the mission.
    • The institution’s plans for developing, sustaining and, if appropriate, expanding online learning offerings are integrated into its regular planning and evaluation processes.
      • Sample Evidence: Needs analysis reports, documented plans for maintaining or expanding online learning (eg. strategic plans), institutional budget documents and technology plans explicitly include distance education, offices and administrators are involved in planning/evaluation.
    • Online learning is incorporated into the institution’s systems of governance and academic oversight.
      • Sample Evidence: Online program and course evaluations, documented approved processes for distance education (same as traditional), committee meeting notes outlining faculty roles in approval, design, and implementation of distance education, policies/processes outline the assurance of academic rigor
    • Curricula for the institution’s online learning offerings are coherent, cohesive, and comparable in academic rigor to programs offered in traditional instructional formats.
      • Sample Evidence: Program descriptions and course syllabi, enrollment cap policies, benchmark online curricula with f2f programs and courses, interaction between students and faculty facilitated within the LMS and evidence to show it occurs
    • The institution evaluates the effectiveness of it’s online offerings, including the extent to which the online learning goals are achieved, and uses the results of evaluations to enhance the attainment of goals.
      • Sample Evidence: Program reviews for online courses/programs, accreditation documents, yearly reports, graduation/retention rate plans and reports, assessment office reports.
    • Faculty responsible for delivering the online learning curricula and evaluating the students’ success in achieving the online learning goals are appropriately qualified and effectively supported.
      • Sample Evidence: Personal data and vitas for all faculty paired with programs, faculty training and evaluation, faculty and program handbooks, list of technical and pedagogical training provided with dates and attendance/completion data, faculty evaluation data.
    • The institution provides effective student and academic services to support students enrolled in online learning offerings.
      • Sample Evidence: Technical support hours listed/accessible on the web, readiness quiz and orientation for online students, websites for online access to financial aid, registration, library resources, tutoring, career counseling, etc., student complaint process clearly defined on syllabi, marketing material and websites.
    • The institution provides sufficient resources to support and if appropriate expand it’s online learning offerings.
      • Sample Evidence: Budget trends and projections for distance education, multi-year budget lines showing ongoing funding for resources supporting online learning, scalable technology plans that specifically address online learning, strategic plan for distance education with action items and budget projections.
    • The institution assures the integrity of its online learning offerings.
      • Sample Evidence: Institutional policies on academic integrity explicitly referencing online learning, academic integrity is part of online student orientation, faculty training on academic integrity and pedagogical ways to reduce cheating, academic integrity is addressed in syllabi, student verification and authentication.

    Michigan Colleges Online Report

    • MCO – Celebrating 20 Years!
    • Goals to support colleges, share costs and resources, network, provide professional development opportunities and more…
    • The mission of Michigan Colleges Online is “to connect the teaching and student support capacity of Michigan community colleges so learners can access affordable, high quality learning experiences whenever and wherever needed.”
    • In the first year, 47 courses were offered by 12 colleges beginning in the summer 2019.
    • MCCVLC developed Online Course Quality Guidelines and Rubric… this gave birth to Quality Matters in 2000.
    • In 2002, MCCVLC was awarded a FIPSE grant to build orientation resources.
    • Current work includes an MCO OER Initiative – Improving student success and completion, lower costs, increasing cross institution faculty collaboration. oercommons.org/hubs/mco
    • Students have saved over $14 million dollars since the OER initiative began across the community colleges!IMG_3003.jpg
    • Faculty conversations have begun in the following courses: public speaking, abnormal psychology, calculus I & II, physics, sociology, social work.
    • Save the date for October 18, 2019 MI OER SUMMIT hosted by Delta College, University Center, Michigan. Jess Mitchell will be the presenter talking about inclusive design.
    • MCO Accessibility Community of Practice – Share knowledge and review best practices, convene monthly. Monthly meet up on a variety of topics: LMS accessibility, Blackboard Ally, Math course accessibility, REV, ReadSpeaker, etc.
    • MCO Collaborative Programs – MRI, CT, EEG technician certificate programs.
    • MCO Collaborate Purchases
      • Pisces Online Collaboration Platform used for online tutoring, advising, office hours, counseling, etc.
      • Packback is offering a research study opportunity to increase student engagement, grades, and course completion through the support of Packback platform.
      • Additional tools and solutions are available such as: NetTutor, BlackBelt Help, Fit Faculty, …
    • MCO Professional Development – OER, Blue by Explorance, OER 4 Sale!, Advisors Guide to MCO, Using AI supported technology in Online Courses, PISCES, AWS, and more!

    SAVE THE DATE – The ETOM Fall Conference will be held
    at Grand Valley State University on November 8!

    #miBUG – Can I have your Attention Please? Increasing Student Interaction and Engagement

    Developing engaging and interactive courses can help to keep students engaged with the content, their peers, and their instructors. In this session you will see how Michigan Virtual uses instructional strategies and free or low cost tools, such as FlipGrid, H5P, and Powtoon, to increase student-to-content engagement.

    Powtoon – dynamic cartoon videos

    • Samples: http://bit.ly/2I24Fix
    • Use to introduce a lesson -instead of just text
    • Tell a story
    • Incorporate and/or review objectives
    • TIP: Write a script and record audio track before jumping into Powtoon to edit

    H5P – create interactive content and summative assessments

    • Samples: http://bit.ly/2WHBvtp
    • Can embed into Blackboard
    • Free, easy to create, share and use
    • learning object practice
    • Whose course implementation
    • TIP: Write a script first before jumping into H5P

    FlipGrid – video discussion tool


    See also: “Using PowToon to Explain Challenging Concepts to Students

    #miBUG – Engaging At-Risk Students

    Jessica Hale, Washtenaw Community College

    This session will feature tips to help you engage your at-risk students in your online classrooms. Using data from online sections, you will learning about how to structure assignments for success, tips for communicating with your students, grading practices that encourage persistence, as well as outreach and intervention techniques.

    At-risk – Students who have a higher probability of failing or dropping out of college due to a variety of potential issues.

    Teaching online? Do you know who and how many students are considered “at-risk” in your courses?

    Keys to Engaging At-Risk Students Online

    1. Supportive Faculty & Staff – Outreach and intervention techniques: needs assessment, success coaching, Blackboard Retention Center tracking. Tips for communicating with students: immediacy makes a difference, demonstrate care, attend to positive performance
    2. Access to Technology – Addressing access issues: identify technology issues early, provide free access to required software, prepare students to troubleshoot
    3. Individualized Instruction – Grading practices that encourage persistence: create auto-graded, untimed assessments with multiple attempts, provide frequent and detailed feedback through the Blackboard gradebook, permit resubmissions
    4. Instruction that Promotes Mastery – Structuring assignments for success: focus on formative assessment, employ low risk assignments, require cooperative work, provide opportunities for reflection

    Learn more about the Blackboard Retention Center

    #miBUG – Keynote: It All Begins (and ends) with Quality

    miBUG 2019, held at Washtenaw Community College, brings together institutions across Michigan who use Blackboard in teaching and learning. The conference has 3 breakout sessions and a keynote.

    Keynote Address

    We are excited to announce that Dr. Darcy Hardy, Associate Vice President and Client Success Director from Blackboard, Inc. will be delivering the keynote address, “It All Begins (and ends) with Quality“.

    Online program directors have spent over two decades trying to define and implement quality, with the primary focus being course development processes and faculty preparation. But when we think about how quality can impact enrollment and retention, we can’t stop there. What about student support services, or the organizational structure? How do policies impact quality? This session will address quality across the entire program and look at additional questions such as these: Do we know if the instructional design of our courses impacts enrollments and retention? Can you link a drop in enrollments to faculty preparedness/online teaching skills? Who controls for quality student support services? Ultimately, enrollment and retention are influenced by many factors – this session will help you ensure your online program is on the positive side.

    • Retention and enrollment is connected to Quality
    • Why are our students here? What are they expecting? What attitudes are they thinking?

    • Issues in higher ed, costs, traditional and specific tracks for course work, student expectations, student drop-out, don’t complete their degree, etc.
    • Why do students drop out of online courses? Struggle with technology, assumptions of online is easier, lack of time management, can’t balance multiple roles, life circumstances, don’t feel like they are getting enough out of it, struggle to stay focused and engagement, financial, lack of social engagement, courses are boring, limited engagement with faculty, lack of discipline. <<< How much of this “blame” is placed on the students vs “us”?
    • Enter student readiness tests. “Is online learning for me?” How many of us have this for our “traditional” students. Is what we are saying if you don’t complete as a student – it’s YOUR problem? Isn’t this the responsibility of the institution, of us as educators?

    • How much do we tell students – that it’s YOUR problem, vs what is it that WE can do for students to help them be successful.
    • The institution needs to take responsibility in presenting ourselves to encourage online learning, removing barriers, establishing pathways, providing 24×7 support.
    • Issues with social presence, don’t place on students > educate the faculty.
    • Let’s move beyond “course repositories” of content and toward highly interactive and engaging courses – beyond checking boxes, rather, focusing on quality courses.
    • Quality = a standard, excellence, perception (degree to which something meets another’s expectations) – quality has no specific meaning unless it’s related to a specific functions and/or object.
    • Quality courses effects perceptions and the learner experience. If the learners experience is rewarding and successful and students feel they received a quality education, they will tell others.
    • What is quality ONLINE teaching and learning?
    • Are your online faculty MIA when they are teaching their course?
    • There is plenty out there on quality… but are we getting the message?
    • Quality impacts retention – but how? How do we measure online and traditional courses?

    Blackboard’s Quality Learning Matrix

    Richard Clark – Technology is the delivery truck. Use still need quality “groceries”.

    Clark states that “media are mere vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes changes in our nutrition. Basically, the choice of vehicle might influence the cost or extent of distributing instruction, but only the content of the vehicle can influence achievement.”Where learner gains have been found, Clark presents compelling rival hypotheses.

    Retention Responsibility

    • Organization and Strategy – Vision and mission needs to support online programs. And how many have a specific vision/mission for online? (Drive enrollment, how big, who are you serving?) What is your niche? Who are you and why is what you are doing is unique? If you want quality, you need faculty support with instructional designers, and technologists. Crappy courses start with the organization’s support structure with the right people and staffing in place. What is your strategic plan for your online program, not just the institution? What is your reason for online and what is your process? Does your organization support your online learning programs? Stakeholders: president, cio, provost, student services, student affairs, online learning director, enrollment management, admissions, registrar, financial aid, department chairs, deans, faculty, students, libraries, ADA officers, etc.

    • Governance and Policy – Need to have decision-making oversight, monitoring, making decisions, which programs to launch. Do you do feasibility studies when you launch new programs and courses? What about marketing? What are your policies for online? Faculty responsibilities and preparedness eg. engagement, technology processes, course quality, standards, etc. Putting a program online, this is an institutional decision, not just faculty/department/college/school. Need a distance education office or center with authority. Need a centralized process, course design, review, consistent navigation, ensure accessibility, adhere to quality standards, etc.
    • Course Design, Faculty Development, Student Support Services – If you can’t provide support, you shouldn’t be offering online courses and programs.

    It’s up to us.