Creating a Master Online Course and Blackboard Learn Presence #BbWorld14

Creating a Master Online Course and Blackboard Learn Presence

mastercoursesessionSpeaker(s): Lisa Capan, Monica Hill

Due to popular demand, this session is being run a third time. In an effort to improve the use and familiarization with Blackboard Learn™, The Community College of Baltimore County (CCBC) has adopted a new requirement for all faculty to create a Blackboard Learn™ Presence in the classroom (Online, Blended and Face-to-Face). In addition to this initiative, CCBC is also piloting a new initiative, the Distance Education Course Summit (DECS), in an effort to help ensure all online and blended courses are developed according to the Quality Matters (QM) rubric. The ultimate goal of DECS is to have all CCBC online courses achieve QM certification and become the Master Online Course in Blackboard Learn™. During the DECS, faculty have the opportunity to collaborate with experts in instructional design and media, subject matter experts, and the CCBC Library to ensure faculty have the resources necessary to develop courses that achieve high quality online course design and content.
  • Master Online Course Initiative
    • Each online course will have 1 master course.
    • Create consistency
    • Better course management
    • Help meet student expectations
    • Driver for master course initiative was for accreditation and the recommendations were: increase student success rates, must show initiatives and progressive efforts made by 2017.
    • Quality Assurance
      • Alignment of objectives with online course components
      • Consistency between course sections and multiple sections
      • Enhanced instructor effectiveness and time (spend less time creating content vs spending time connecting with students)
      • Ability to have more courses achieve Quality Matters certifications
    • Efficient online course management using Bb Learn Content Management
      • Shorter prep time for faculty
      • Opportunity to offer more sections
      • Comfort of assigning adjuncts with consistent quality courses
      • Ability to edit and fix issues with content in one time/one place
    • Quality Matters
      • The master online course will be QM certified assuring:
        • Consistency in QM standards in every courses of the same course number
        • Common menu template and navigation, continuity of design, layout, and expectations for students (via approval from academic senate)
        • Adherence to standards for course and program objectives
    • Team Building
      • Team-built course, providing the best practices from multiple faculty who have experience teaching the course online
      • Provides the students the most engaged and enriched learning experience while attaining consistent learning outcomes
      • Faculty, instructional designers, librarians, instructional technologists, instructional media developer, DE coordinator (one for each school)
      • Content belongs to the college
    • Benefits and Flexibility
      • Course objectives can be met in a variety of ways…
      • The master online course can be developed to provide different themes or activities for  faculty to choose from, all while meeting the course objectives, providing flexibility for faculty via modules
      • Master course template is pre-copied into the courses for faculty
    • Efficiency
      • Once the template is developed, provides faculty more time to then concentrate and focus on facilitation of the course an engaging students online via Bb Collaborate
    • Distance Education Course Summit (DECS)
      • DECS is a 1 day “think tank” session (4-6 hours) to help ensure all online and blended courses are developed according to QM rubric
      • Goal: All CCBC online courses achieve QM certification
      • DECS differs from QM process in the DECS occurs at the beginning of the course development process
      • QM concentrates on the quality of navigation and structure of the coruse
      • DECS concentrates solely on the quality of the content and learning objects for the online course
  • Blackboard Learn Presence
    • All courses have a presence on Bb and there is a CCBC requirement for all faculty to create a presence in F2F classes
    • Increase awareness of Bb and how it can be use to supplement/support F2F instruction
    • Increase student engagement
    • Support conservation efforts and no more snow days! 🙂
    • Prepare students that will eventually take an online courses
    • Student benefits: 24/7 access to course documents, communicate with classmates and instructor via DB and chats, send secure messages to instructor, become familiar with Bb before taking an online class
    • Faculty benefits: Upload all course documents, no need for extra copies, communicate with students via chat, send secure messages to students, flip the classroom, extend discussion and other classroom activities, secure submission of assignments
    • All faculty at CCBC are required by Spring 2014 to have a Bb presence, and all adjunct by Fall 2014
    • Requirements of Bb use: instructor info, syllabus, midterm progress and final grades posted
    • Training includes: face to face (Bb Learn Presence Training, Bb Learn Intro Training), online (CCBC designed and Bb on demand), and support (job aids, online learning admin, Bb admin, 24/7 help desk)
    • Lessons Learned
      • Initial resistance
      • Eagerness for more training on uses of Bb Learn in F2F classes
      • More flexibility needed in F2F training availability
      • “Quick and Dirty” version of online training developed
      • Communication, Communication, Communication!
    • Next Steps
      • Rollout to adjuncts (communication, DE coordinators, CCBC sharepoint daily posts, Bb announcements on landing page, all hands on deck on professional development days
      • Aggressive “no more snow days” initiative
      • Collect data on efficacy of Bb Learn Presence and impact on student retention and success in preparation for 2017 Middle States revisit
    • Anticipated Outcomes
      • Continuity of instruction (no more snow days)
      • Greater use of Bb Learn in F2F classrooms
      • Eliminate the use of 3rd party software vendors that do what Bb can do (places a support issue if students and faculty use non-supported projects)
      • Convenience and flexibility for students & faculty
      • Increased student engagement
      • Greater integration of technology in F2F curriculum
      • Less paper
      • More security of assignment and communications

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