#ETOM18 – Highlights from the Educational Technology Organization of Michigan Spring Retreat

ETOM 2018 Spring Retreat
June 11-12, 2018 at the Kettunen Center – Tustin, MI

The Spring Retreat is a yearly ETOM event with an administrative focus on distance education and educational technology.  Gathering together to compare notes, share best practices, and discuss current issues and trends in online and hybrid teaching and learning provides great value for directors of online programs, instructional designers/technologists, and faculty.

 

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Distance Education the HLC Perspective

Presenter: Dr. Tom Bordenkircher

Session Description: Distance Education the HLC Perspective – Tom Bordenkircher, Ph.D., Higher Learning Commission

Dr. Bordenkircher will provide a general overview of regional accreditation and the expectations of institutions accredited through the Higher Learning Commission. There will be particular focus on federal and commission rules for distance education courses and programs. He will then discuss best practices as when offering programs at distance. Common pitfalls and red flags will be reviewed through provided case studies. This will also be an opportunity to provide feedback to the HLC on the criteria and accreditation process. This session will end with a look forward to the future of accreditation and proposed changes on the horizon.

Notes:

  • Keys for assurance documentation is all about “evidence”.
  • 75% or more offered by distance methods are Distance Courses.
  • 50% or more of courses in a program are Distance Programs.
  • HLC approves capacity to offer distance and/or correspondence education.
  • Program has an entrance and an exit and you get a credential.
  • Peer reviewer – examine blended or hybrid courses to see if they conform to the Distance definition.
  • Investigate if it’s possible to “cobble” together a Distance degree with existing distance courses.
  • The level of faculty interaction is a distinct difference between distance education and correspondence courses.
  • Distance education: Education that uses one or more of the following technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor, synchronously or asynchronously. Technology may include: internet, 1 and 2 way transmissions through broadcast.
  • Higher ed has only 60% of market with 40% being for profit. And this is still changing.
  • HLC does not review student identity verification protocols. This is a responsibility of the federal government. The student who registers is the same student that participates and completes. Institutions should have systems to monitor repetition of IP and email addresses.
  • If a fee is required for student identity such as a proctored exam, the institution must disclose the cost at the time of registration.
  • HLC guidelines align with C-RAC. All require evidence around what activities support.
  • Clearly demonstrate institutional capacity, planning, quality, support, and evaluation relative to distance education.
  • Ensure distance education is integrated into assurance argument.

Be sure to focus on the CRAC Guidelines as these are criteria used by HLC for distance education.

Presentation Files:


Educational Technology Organization of Michigan (ETOM) and Michigan Colleges Online (MCO) Updates

Ronda Edwards (MCO Executive Director), Carl Weckerle (ETOM President), Stacy Whiddon (President-Elect). Ronda will provide an update on MCO initiatives and issues around online learning – including, SARA, accessibility, group technology purchases, MCO OER repository, MCO professional development series for 2018-2019. Carl and Stacy will provide an update on recent ETOM initiatives and lead a discussion on future ETOM member benefits.

ETOM vision and mission statements have been revised.

  • ETOM Vision StatementETOM is the premier instructional technology-focused post-secondary entity in the state of Michigan. We provide access to high quality, low cost professional development activities and certification focused on educational technology and distance learning.  ETOM provides a network for sharing and collaboration among faculty and staff.  By maintaining a strong relationship with the Michigan Colleges Online (MCO), ETOM is recognized as the primary source for professional development relating to successful post-secondary student learning through technology in the State of Michigan.
  • ETOM Mission StatementThe Educational Technology Organization of Michigan is a non-profit organization dedicated to the use of instructional technologies in higher education with an emphasis on distance learning. Established in December of 1980, ETOM has, and continues to be, a valuable resource for Michigan community colleges, universities, related businesses, other educational organizations and interested individuals.
  • 2018 Plans
    • New this year will be a year long calendar of events that include conferences as well as monthly meet ups.
    • This Fall the ETOM conference will be held on November 2 at Macomb Community College. Keynote speaker will be Michelle Pacansky-Brock who will talk on the topic of Humanizing Online Education.
    • Meet up topics to include guest speakers or experts on a variety of topics: quality, accessibility, OER, online orientations, academic integrity, HLC, QM, etc.

Michigan Colleges Online

  • OER Initiative
    • Goals: improving student success and completion, lowering costs for students, increasing inter-institutional faculty collaboration
    • Developed a MCO microsite repository on OER Commons
    • Over $4 million of savings just last year. 15 schools are involved in the OER initiative.
    • Faculty grants have been offered in OER adoption, adaption, and development categories.
    • 5 OER faculty conversations have occurred through online webinars.
    • Michigan OER Summit will be held on September 21, 2018 hosted by St. Clair County Community College, Port Huron.
  • MCO Accessibility Community of Practice
    • Share knowledge and review best practices that can assist colleges as they become compliant with federal regulations.
    • MCO shared a 9 key items that colleges should address to begin to be compliant.  Webinars have been also created for web content, procurement, etc. Agendas will be forthcoming.
  • MCO Collaborative Programs Initiative
    • Goal to build capacity in financial model for high cost low enrollment programs.
    • Additional sessions will continue for a collaborative programs: eg. MRI Associate Degree, Computed Tomography Certificate, EEG Technician Certificate with option for an Associate Degree.
  • Collaborative Purchases
    • BlackBeltHelp – US based help desk call center. Licensed reduced costs close to 45% off standard rates.
    • Fit Faculty – Qualifications management software.
  • Professional Development
    • Landscape of Web Accessibility in Higher Ed
    • FitFaculty
    • Ready Set Go – Developing a CBE Program
    • MCO/TechSmith Vendor Program
    • Creating an Accessible Syllabus
    • MCO Repository Group Training
    • MCO OER Faculty Conversations for Science, Math, Composition, History, and Psychology
    • Creating Accessible PowerPoint and PDF Files
    • Intellis Learning Demo
    • Kaltura Video Platform Demo
    • NetTutor Demonstration
  • Stats
    • Online enrollment growth is up 5%. ITC reports 8% increase from Fall 2016-17.
    • Online students – 40% male 60% female, ages 18-25 60%, and reside locally.

Accessibility in Action Across the College – Roundtable

Shaelynn Long-Kish, Mid Michigan Community College

  • Discussions on how many colleges have received OCR complaints and the process for campuses to bring new awareness for the importance of accessibility.

Save the Date for the ETOM Fall Conference!

savethedateETOMFallConference2018


About ETOM

ETOM – Educational Technology Organization of Michigan
Michigan’s Distance Learning Resource

The Educational Technology Organization of Michigan is a non-profit organization dedicated to the use of instructional telecommunications in higher education with an emphasis on distance learning. Established in December of 1980, ETOM has, and continues to be, a valuable resource for Michigan colleges and universities, related businesses, other educational organizations, and other interested individuals.

 

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#ETOM17 – Fall Conference Keynote

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DEVELOPING SOCIAL PRESENCE IN ONLINE CLASSES

Over the past decade, the Internet has had a profound impact on higher education, enabling the phenomenal growth of online learning. The altered learning environments created by web-based courses not only eliminate barriers of time and space, providing increased access to higher education, they challenge our traditional notions of teaching and learning. A common concern among educators is that the mediated nature of online learning might prevent students from developing the sense that they are interacting with others, which social learning theories suggest supports learning. The antidote to this issue is the development of social presence in online classes. Drawing from her recent co-edited book, Social Presence in Online Learning, Dr. Karen Swan will explore the notion of social presence and its importance to the success of online classes. Attention will be paid to learning designs and teaching strategies that support the development of social presence.

51oIkLQHg9L._SX348_BO1,204,203,200_Karen Swan is the Stukel Professor of Educational Research and a Research Associate in the Center for Online Learning, Research and Service (COLRS) at the University of Illinois Springfield. For the past 20 years, she has been teaching online, researching online learning, and writing extensively about her experiences. She received the Online Learning Consortium (OLC) award for Outstanding Individual Achievement, National University Technology Network (NUTN) Distinguished Service Award, and the Burks Oakley II Distinguished Online Teaching Award for her work in this area. She is also an OLC Fellow and a member of the International Adult and Continuing Education Hall of Fame.

Notes:

  • What is social presence?
    • Social Presence: What Is It And Why Does It Matter?
    • The degree in which one is perceived as a “real person” in medicated communication.
    • Social Presence = Quality of a Medium – There is a range of media from text to video to provide an element of immediacy.
    • Social Presence Theory, Media Richness Theory, Affective Channel Capacity
    • Social Presence in e-Learning Article
    • Tips: Use names when communicating with students online. Sharing social experiences. Sharing interactions and personalities. Ability to project identities.
  • Community of Inquiry Framework – Social / Cognitive / Teaching Presence

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  • Social presence translates to actual learning, perceived learning, and higher satisfaction of students in courses.

online communication is an excellent medium for social interaction

  • Quality Matters is helpful in the “design” of the course. Whereas,  COI is social constructivist measures “during” the course.
  • Social presence is a mediating variable between teaching and cognitive presence.
  • Verbal immediacy behaviors can lesson the psychological distance in online classes.
    • Use ice breakers and initial courses activities to encourage trust
    • Model the use of verbal social presence indicators
    • Encourage students to engage and share their course experiences.
  • Student learning is related to quantity and quality of postings in online discussions.
    • Use discussions as a requirement in grading
    • Use rubrics
    • Require students to respond to other students
    • Stress unique nature of discussions in student orientations
  • Learning occurs socially within communities of practice.
  • Course design can increase social presence. You need a place for students to interact.
    • Include multiple opportunities for discussion
    • Timely feedback in assignments and tests
  • Instructors develop social presence through their interactions with students in a variety of activities.
    • Assessment feedback.
    • Audio feedback.
    • Reference student activities in feedback.
    • Journals
  • The quality and quantity of instructor interactions with students is linked to student learning.
    • Announcements
    • Clear expectations
    • Provide timely and supportive feedback
    • Establish communication expectations as far as instructor response time for email, etc.
  • Instructor social presence and social presence of peers are unique.
    • Instructor social presence related to perceived learning
    • Student social presence is related to student satisfaction
  • Social presence develops over time.
    • Model use and sustain over time throughout the course
  • Greater learning from scaffolding.
  • Vicarious interaction in online course discussion may be an important source of learning. AKA Lurkers who read and not post still learn.
  • Students will do what you expect them to do. If you treat them like prisoners they will not perform. Trust your students. Incorporate social elements in a variety of technology mediums from synchronous to asynchronous – from email to announcements to text in a variety of methods – text, audio, photo, videos.

Media alone doesn’t establish social presence, people do, yet we need to deliberately support the development of social presence by leveraging media and technologies to expand learning because we know learning is a social process.

 

#ETOM17 – Summer Retreat

centerlake.jpgSummer Retreat for the Educational Technology Organization begins at the Kettunen Center with just over 30 attendees from community colleges and universities across the state.

Tackling Wicked Problems Using Design Thinking
Dr. Leigh Graves Wolf, Michigan State University

The goals of the workshop are two-fold. First, participants will engage in an embodied experience using design thinking. This will give participants first-hand and participatory knowledge of design thinking techniques and processes. Second, participants will be using these design thinking methods to address a “wicked problem” identified by ETOM, which will produce solutions (and questions) for the ETOM retreat.

Our presenter is Dr. Leigh Graves Wolf. Leigh Graves Wolf is a teacher-scholar and her work centers around online education, emerging technologies and relationships mediated by and with technology. She has worked across the educational spectrum from K12 to Higher to further and lifelong. She has been a disc jockey, network administrator, teacher, instructional technologist and now professor. She believes passionately in collaboration and community and is currently the Assistant Director of the MSU Hub for Innovation in Learning & Technology, and academic specialist in the Dean’s office in the MSU College of Education, and a fixed-term Associate professor of Educational Technology at Michigan State University.

Notes:

  • Session Materials
  • How can we use Design Thinking to tackle this wicked problem: “Adequate Assessment of Online Classes”

Design Thinking is a mindset. Design Thinking is about having an intentional process in order to get new, relevant solutions that create positive impact. It’s human-centered. It’s collaborative. It’s optimistic. It’s experimental. – Eleanor Horowitz

Stanford dSchool

designthinking

British Design Council Double Diamond

The IBM Loop

Design Thinking for Libraries

Rules of Design Thinking

  1. The human rule – all design activity is ultimately social in nature
  2. The ambiguity rule – design thinkers must preserve ambiguity
  3. The re-design rule – all design is re-design
  4. The tangibility rule – making ideas tangible always facilitates communication

Keys

  • Diversity, Empathy, Ambiguity —> Possibilities then open up…

Wicked Problems

A wicked problem is a social or cultural problem that is difficult or impossible to solve for as many as four reasons: incomplete or contradictory knowledge, the number of people and opinions involved, the large economic burden, and the interconnected nature of these problems with other problems. (Kolko, 2012)

Group Work

  • Attendees split up to work in teams to attempt to address: “Adequate Assessment of Online Classes”

Michigan Colleges Online Update

  • Save the Date for the Fall Conference, October 27, located at Mid Michigan Community College.
  • Online Enrollments – CHLOE report, is Online Growth Rate Slowing Down? ITC enrollment report indicated a 1% increase from Fall 2015-16. Age of online students 53% are 18-25, 44% are 26+. MCO reports up 1-2% with a total of 66,115 enrollments.
  • What is the cause of flat enrollment growth rates? What are some strategies to move the needle with online enrollment?
  • SARA – 47 states CA, FL, and MA are not currently members. SARA members need to be posting a SARA Student Complaint Process.
  • MCO OER Repository Initiative
    • Goals: Improve student success and completion, lower costs for students, increasing inter-institutional faculty collaboration
    • Steering Committee: Faculty, IDs, DE Admins, Librarians
    • oercommons.org/hubs/mco (402 assets shared in last year, with 30 uniquely authored)
    • Faculty grants for adoption (4), adaption projects (5), and development projects (3)
    • MI OER Summit – September 22, 2017 hosted by Kellogg Community College. Call for proposals due June 23.
    • MR Technologist Program: Kellogg CC, GVSU, Lansing CC, GRCC, Mid-Michigan, Lake Michigan – program received JRCERT accreditation.
    • New certificate programs coming: Computed Tomography Tech, Electroencephalogram Tech
    • Help Desk Initiative – Kirtland, KVCC, LMC, NCMC, Mott, provides 24/7 model that augments your campus help desk. Provides for CRAC Guidelines and SARA.
    • Collaborative Purchases: NetTutor, TechSmith, ZOOM, ReadSpeaker

Table Talks

  • Focused sessions on student orientation, virtual reality, course quality, encouraging support for online learning across campus, etc.

#ETOM16 – Creating Caption for the Accessible Video with Limited Tools

fullsizerender-12Presenter: Julia VanderMolen, Grand Valley State University

Closed Captioning provides support for students who are hearing impaired or use English-as-a-Second-Language. Not only will this meet the needs of your students, but it will also help your organization meet Section 508 compliance requirements. This session will provide tips and tools for the creation of closed captions, explanation of caption formats and video player compatibility, as well as an overview of automated workflows and integration with lecture capture and video platforms.

Notes:

  • Meeting the students’ needs is of utmost concern. By creating accessible instruction, all learners are given opportunity.
  • Challenges of making a online courses accessible:
    • Technical Challenges
    • Pedagogical Challenges
  • Brainshark was used to narrate lectures. Import PPT, YouTube, PDF, and you can narrate each piece slide by slide.  The note pages from Brainshark are includes as a transcript.
  • Blue Microphone is an excellent microphone.
  • Logitech headset is also a great tool, rather than using the onboard laptop.
  • Uses Lightboard to also create content and that is uploaded to YouTube for captioning.
  • 10 Tips for Creating Course Content
    • Provide an accessibility statement
    • Clearly name files and links
    • Present content in as flat a navigational structure as possible
    • Chunk videos
    • Provide closed captioning for all videos
    • Present instructions or handouts in HTML
    • Semantic structure
    • Avoid auto play
    • Avoid drop down
    • Use an accessibility checklist
  • Speechnotes.co is used for voice to text.
  • Dictation.io is similar to Speechnotes.
  • H5P.org allows you to add annotations in YouTube.
  • Screencast-o-matic is used for weekly tours in the online class.
  • YouTube can be used to edit your video captions after they are automatically captioned.
  • Presentation Slides Available

#ETOM16 – Credentialing Online Faculty with Badges: How To Do It & Why You Should Try

Presenters:  Shaelynn Long-Kish and Marisa Enos, Mid Michigan Community College

img_1250MMCC has recently implemented a badge-granting credentialing opportunity for faculty members interested in teaching online. There are 5 self-paced modules our faculty go through, and successful completion earns them badges that are visible in their LMS profiles. We built this training from scratch, using gamification and backwards design as our primary methodologies, and we want to share with you what we learned, why we love it, and what you can do to implement this at your own institutions.

Notes:

  • MMCC created a badge-granting credentialing module.
  • Self-paced using badges out of the LMS.
  • Each unit takes 30-45 minutes to complete.
  • Why badging? Confront the reduction of attendance at training sessions. Lack of engagement. Better management of time for faculty.
  • Badges offer:
    • clear goals
    • visual fulfilment
    • focused content
    • independent activity
    • engaging experience
  • Research process took 6 months of reading, research, asking questions.
  • Resources used: Wikipedia “Gamification, Game Theory, Andragogy” and James McGonigal (Reality is Broken: Why games make us better and how they can change the world.), EDUCAUSE 7 Things, etc.
  • Major game elements: immediate feedback, narrative, collaborative problem-solving, master and leveling up, progress mechanics, player control, scaffolded learning, social connection.
  • Used backwards design: learning outcomes, assessments/measurements, and then content, practice.
  • TPACK model was used: content | pedagogical knowledge | technology proficiency
  • 5 modules meet the credential competency.
  • Final Badges: Learning Outcome Artisan, Engagement and Interaction Architect, Online Roles & Responsibilities Champion, Assessment Agent, Accessibility Advocate
  • Going Live: Needed communication to faculty and marketing to help everyone understand the change and the why.
  • Offered a $100 stipend for first time completers.
  • Maintaining Online Credentialing: need to check completion, update those that received badges, and then send stipend, and also keep track of the database of recipients
  • Used: Best Practices in Online Faculty Development to extend and add to and update the modules:
    • ADA Training = Accessibility Advocate
    • Timeliness = Online Roles & Responsibilities Champion
    • Practice Discussion Forums = Assessment Agent
    • Continuing Development = Add more Workshops
  • A survey was deployed to measure success of online training and badges initiative.
  • A certificate is mailed out after faculty complete all the badges.
  • Future, develop an online orientation for students that receive badges.
  • Establish a badge that will “re-certify” for ongoing online teaching certification.
  • Presentation Slides

 

#ETOM16 – Davenport’s Global Campus University: Building a competency-based faculty training platform to impact student success.

img_1242Presenter: Kriss Ferluga, Davenport University

Numerous studies tell us that interactions between students and instructors factor heavily into student satisfaction with their learning.  Seeking to improve student learning experiences through instructor preparedness, Davenport University created Global Campus University (GCU), an online, competency-based, faculty training program that features interaction-driven teaching topics such as teaching strategies, discussions, feedback, and instructor presence.

Notes:

  • Global Campus University (GCU) – Research-driven, competency based training program, skill building, instructor preparing.
  • Online instructors are required to complete the GCU. The course is available for 4 weeks.
  • Teaching at Davenport (library, experiential learning, formative assessments, Davenport’s excellence system, etc.) and Core Teaching Topics (developing learning objectives, increasing student engagement, establishing instructor presence, providing constructive feedback, flipped classroom, learning styles and teaching strategies, and creating effective course discussions, etc.) are the 2 main content themes in the training.
  • The following pedagogical format is followed: learning objectives, topic overview, activity, assessment.

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  • Student evaluation of teaching surveys are delivered and this was used in developing some of the content for the training. Use a variety of instruction, effective communication, helpful feedback, use examples while teaching, establishing clear expectations.
  • Comments too from students was faculty needing improvement in the following area: communication skills, teaching techniques, and sympathize with students.
  • Students desired faculty more faculty Blackboard skills.

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  • Quality matters and peer view are important as well as formative assessment of students of their course experience during the semester.
  • While it used to be delivered instructor facilitated and time/place bound, the online training is now competency-based and has brought benefits:
    • Outcomes focus
    • Variable scheduling (self-paced)
    • Fixed assessment criteria

#ETOM16 – Using Open Educational Resources (#OER) to Improve Student Success

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Presenter: Garry Brand, Grand Rapids Community College

This session will start with an overview of Grand Rapids Community College’s OER Initiative (www.grcc.edu/open). In our first year, GRCC is on track to save students one (1) million dollars! However, there’s more to OER than saving students money. We’ll look at some research and initial findings that show it may also improve online student success.

Notes:

“Teaching, learning, and research materials in any media that reside in the public domain or have been released under an open license that permits their free use and repurposing by others.”

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