#eLearning2017 – Super e-Student Initiative

FullSizeRender (22).jpgPresenter:

  • Breanna Hidalgo, Instructional Design, Pasco-Hernando State College

Notes:

  • Guide to eLearning at PHSC – LMS Orientation Course
  • eLearning Readiness Survey
  • Presentation
  • Academic Technology Department Website
  • Student Support Site
  • LEVEL UP with eLearning: Become a Super eStudent
    • Understanding – What is the difference between traditional, online, and hybrid courses?
    • Preparation – What are the technical requirements for eLearning and what is myPHSC?
    • Readiness – How can you determine if you are ready for eCourses?
    • Participation – How can you be successful in your online course, and what can you expect?
    • Support – Where can you go for help with your courses in myPHSC?
    • Answers – Not sure how to answer these questions? Check out the guide and online readiness survey.
  • Goals: What does it take to be successful in online learning. Increase student success by providing support and access to student support services. Respond to student needs.
  • All students are enrolled automatically into the orientation course built into the LMS.
  • Handouts and business cards were created for students and distributed to advisors as well.
  • Created a mobile app as part of the myPHSC app.
  • An infographic poster is located in the library.
  • A brand was used to deliver consistent messaging.
  • Target lowest 5 retention courses in both redesign and student support targets.
  • Future: Does the readiness survey or orientation course contribute to student success and retention? Require the orientation course for student. Review course evaluations and link back to instructional design and professional development. “Super eFaculty Initiative” including resources (handouts, tip sheets) for becoming a more effective online faculty member. Connect online orientation to general student orientation process at the campus.

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#eLearning2017 – Improving Retention with a SParC

fullsizerender-17Presenter: 

  • Jamie Ferrazano, Executive Director, Academic Technologies Online Learning and Services, St. Petersburg College

Notes:

St. Petersburg requires all faculty to use the LMS for gradebook and syllabus.

  • SParC – Module on the Course Home Page for Every Course
    • Grade Check – Quick sort of students of 80% or lower. (Can be changed.) Quick check for students at risk. From screen faculty can send an email or text message via “twillio”. Instructors can add a note that other faculty can see. Advisors can also view the notes. Text message are just between the instructor and student.
    • Last Login – Quick link to check last login of students in 5 days. (Can be changed.) Also can send text message (instructor and course are added to each text) or email or add a note. When new notes are added by another instructor, there is an indicator notifying that a message was added. The notifications are reset every semester.
    • Student Persona – Profile that is populated by survey and by the student (study skills, tech, ready to learn, motivation, time management, environment), indicator if the student had repeated the course, students’ schedule is available, registered next semester indicator (is a student signed up for classes yet), advisor information for the student
    • Grade Preview – Allows faculty to review grades with students without risking a student seeing another student’s grades or showing an entire gradebook online.
    • Next steps: How does this tool contribute to campus wide student success and retention?

#eLearning2017 – Can we eliminate remediation? Yes with EdReady…


Presenters:

  • Ahrash Bissell, NROC
  • Ryan Schrenk, EdReady Montana
  • Courtney Peppers-Owen, JSU

Notes:

  • NROC is a non-profit and national k-20 operative.
  • EdReady – Learning platform.
  • HippoCampus – Free resources and online library.
  •  The problem: Student readiness and placement as it relates to prior knowledge. The more prior knowledge the more prepared for college. Typically placement tests give you score, and is this score acceptable for college preparation… the “cut score” is an arbitrary number. It’s really more of a range of numbers.
  • Does a placement test give you the confidence of preparedness? The students in the middle, where most students are, are the most ambiguous.  We can identify the most prepared and least prepared and link those to confidence in preparedness but it’s the middle that is the most important to interpret.
  • How can we identify the gaps in knowledge of students for placement?
  • EdReady – 1) Provides assessments for students, 2) Links students to skills training, 3) Establishes a personalized approach to readiness
  • Jacksonville State University in Alabama is using EdReady. 50% failure rate in Intermediate Algebra, millions lost in tuition, loss of potential career opportunities for students.
  • JSU uses EdReady as a low stakes placement solution/alternative. They have single sign on and score updates sent to Banner. The math curriculum committee worked with EdReady to align and identify topics for STEM and non-STEM math objectives.
  • Once students hit the cut off score, they can then enroll in the for credit course. JSU removed the 098 basic algebra math course and used EdReady to keep the students going without having to take the developmental course.
  • JSU allows freshman to use EdReady on their own as a self-assessment for placement.
  • JSU has found better success and lower dropout withdrawal for students participating in EdReady.
  • University of Montana “What do I want my students to be ready for?”
  • Montana was one of 5 states to pilot EdReady and entered into a 3 year field test.
  • Montana was the first state to adopt EdReady.
  • The benefits of EdReady in Montana include the use of the tool in: upper elementary, middle, and high schools, alternative education, 2 adn 4 year colleges, adult learning centers.
  • Replacing and rethinking the traditional developmental track. The goal is to overcome the “algebra problem” with large number of students never master the fundamental math skill set. The traditional track is not working well for many students.
  • Students use EdReady and then take the written final of an algebra class to be able to move beyond developmental coursework.
  • Complete College America In Montana – Study of results from gateway course completion.
  • More information about Complete College highlights success stories for math placement, guided pathways, remediation, etc.

How can EdReady be used in your institutional developmental and placement programs?

EdReady: Accelerate your path to college and career from The NROC Project on Vimeo.

eLearning2017 – Federal Update: The Anticipated Impact of the Changing Landscape

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Presenters:

  • Russ Poulin, WCET – WICHE Cooperative for Educational Technologies
  • Kenneth Salomon, Partner, Thompson Coburn LLP, Lobbying and Policy
  • Fred Lokken, ITC Member At-Large, Truckee Meadows Community College

Notes:

  • Federal Regulations are about Financial Aid
    • Before 1990’s correspondence, not eligible
    • 1990’s telecommunicated becomes eligible (Liberty University case – ITC played a helpful role with changing the legislation in transition from correspondence to telecommunicated.)
    • 2000’s “50/50 rule” eliminated, “telecommunicated” changes to “distance education”
    • 2000’s and beyond – innovations overwhelm regulations…
    • Innovations and Demographics – the mindset of “sit and get” lecture style…
      • distance, hybrid, online
      • non-standard calendars
      • competency based, personalized, adaptive learning
    • Policies
      • First and Last Day of Attendance
      • Student Identity
        • Financial aid fraud
        • Academic integration
      • Regular and substantive integration
      • State Authorization
  • Impact of the 2016 Federal Election on Higher Education
    • “Make Education Great Again”
    • It’s starting out slowly via the Domestic Policy Council’s Rob Goad and Jason Botel
    • Secretary of Education, Betsy DeVos in historic vote with the VP casting a tie-breaking vote.
      • DeVos has specifically mentioned fraud and federal accountability tools (Obama)
      • Recently spoke about community colleges in being nimble and close to business sectors, expand certificate, emphasis on alternatives to traditional 4 year models
    • Jerry Falwell, JR of Liberty University – likely to play a key role.
    • Trump on Higher Education
      • “will make post-secondary options more affordable and accessible through technology enhance delivery models”
      • Unaffordable loan debt
      • Campus administration “bloat”
      • Large university endowments
      • Look to congressional GOP opposition of Obama actions
        • Over-regulation, especially for profit
        • Campus sexual assault enforcement
        • Transgender bathroom access rules
      • Congress
        • Defund Appropriation
        • Repeal: CRA, Approp, HEA
        • Delay: Approp, HEA, Stand Alone
        • Replace: Approp, HEA, Stand Alone
      • Dept of Ed
        • Not Enforce
        • Amend, Repeal, or Replace: New Rulemaking
      • White House
        • 1/30 Fed Reg notice delaying until 3/31 finalized federal rules that have not taken effect
      • HEA – Title 4
        • A top HELP/E&W Priority
        • Likely 2 Year Project
        • Congressional GOP focused on:
          • regulations applicable to all
            • affordability
            • accreditation reform
            • accountability (outcome measures)
            • simplification
            • deregulation
  • Gainful Employment
    • Effects certification programs. It’s too late for Congress to overturn. It’s possible that the penalties could be delayed.
  • State Authorization
    • 2010 it was tied to financial aid, and at the time very few higher ed institutions followed
    • In December 2016 this was finalized and will be enforced in July 2018.
    • SARA
    • It’s possible that the Federal law will go way, but SARA is still valid because each state has regulations that need to be followed.
  • HEOA – Nothing new on proctoring on student identification to combat fraud, and the student that registers for the course is the same one taking the test. Vendors have used this to try to sell their products, but they shouldn’t be as there isn’t a requirement. We have the obligation to research and perform due diligence but currently there is no proctoring requirement.

 

eLearning2017 – Changing Institutional Culture with OER

Presenters:

  • Daniel Carchidi, Associate Director, Academic Technology, University of New Hampshire
  • Catherine Overson, Director, Teaching Learning and Research Services, CEITL
  • April Rau, Instructional Designer

Notes:

  • OER defined by Hewlett.org: “Open Educational Resources are teaching, learning, and research resources that reside in the public domain or have been released under an intellectual property license that permits their free use and repurposing by others. OER include full courses, course materials, modules, textbooks, streaming videos, tests, software, and any other tools, materials, or techniques used to support access to knowledge.”
  • OER Pilot 2015
    • Cable Green came to campus to kick off pilot.
    • Spent $30,500 for faculty stipends
    • About 1,000 students saved $150K.
    • Student outcomes were the same or better. Exam scores were either similar or exceeded exams of previous year.
    • Faculty indicate time and effort were worthwhile
    • Students favored perception of cost savings.
    • Faculty indicated they would continue using OER.
  • OER Support Team
    • Library – Finding and evaluating content, subject support, open licenses.
    • Academic Technology – Instructional design, course integration, technology support.
    • CEITL – Assessing student learning outcomes and faculty satisfaction.
  • Building on Pilot Success
    • Wrote successful $385,350 grant to USNH to support growth of OER at Granite State College, Keene State College, Plymouth State University, and UNH based on success of UNH pilot. Provide funding for ambassadors for each campus ($2K) of 15 faculty.
    • Target large enrollment courses to rapidly advance OER adoption and cost savings.
    • Build OER awareness and make OER adoption common.
  • Data Gathering and Awareness
    • Developing an institution wide survey based on Babson’s survey.
    • Faculty senate presentation for support.
    • Student leader support.
    • System level awareness and support.
  • Assessments
    • Textbook Savings
      • $131,000 students with 1,000 students savings.
    • Student Learning Outcomes
    • Student Perceptions and Ratings
      • 7 questions (rating scale):
        • easy to access
        • as high in quality as a textbook
        • broader perspective than textbook
        • Overwhelming number of materials
        • Choose OER for quality
        • Choose OER for cost savings
        • Resources helpful to learning
        • Open ended comments: cost savings, quality, technical issues, accessibility, clarity, usefulness, enjoyment
        • “No cost is a big plus”, “Would like all courses to use OER”, “OER same or better compared to textbook”, “Online textbook better aligns with the course”, “Online organization of material for online text can be confusing”, “Now all students have access to all materials”, “Easier to transport on phone or tablet compared to traditional textbooks” (always have their resource with them), “Helped in learning course content”, “Readings were interesting”, “Doing better in classes with OER materials”
        • Student learning outcomes were the same or better based on grades (within about 5 point difference).
    • Faculty Experience (ranking)
      • Technical support
      • Easy to find OERs for my course
      • Comprehensive Quality of OERs available
      • OERs used were up to date
      • Course updates were manageable
      • Student performance better
      • Student engagement better
      • Students’ exposure beyond the classroom
      • Course was enhanced
      • Consider textbook cost as a value to use OER
      • Will continue to use OERs
      • “Support and compensation helped defray cost”, “Students appreciated cost savings”, “Accessibility for DSR was built-in”, “Online textbook crashed before the exam”, “Energized teaching”, “More engagement with material”, “Cost savings”, “Lesson plans modified according to student feedback”, “Students enthusiastic”, “Next time, use a stepped modifications approach, rather than all at once”, “Create my own textbook”
      • OER opens the doors to examine and reshape course design.
      • Collaborating with Instructional Designers and Librarians is important.
      • Remember: Retain, Reuse, Revise, Remix, Redistribute by David Wiley
    • UNH Faculty Ambassadors – Highlight what UNH faculty are doing with OER.
    • UNH LibGuide
    • Capacity Building and Outreach
      • Instructional staff survey
      • Leadership retreat
      • Promo videos
      • Self-paced course development
      • Conference presentations
      • Campus Speakers (Cable Green)

 

#eLearning2017 – Having it All: How OER Give Faculty and Students what they Want

Presenter:

  • Sandra King, Professor, Communications, Anne Arundel Community College

Notes:

  • What students want
    • Reduced Cost: Maryland OER Day Keynote
    • Federal student loan debt is up to 1 Trillion, and college textbooks increased by 812% since 1978.
    • Access issues such as not purchasing the text, waiting to purchase a text, waiting for a text to arrive in the bookstore, purchasing the wrong text or edition, or misplacing/losing the text.
    • Engaging content, less text, more multimedia, graphics, interactive content to use and explore the content, animations, appropriate vocabulary (to include developmental students, ESL), and gaming elements < universal design
    • Example: $160 for communications textbook, OER costs $0.
    • Huge benefit is that students have access to the text the first day of class.
    • Articulate Storyline is used for interactive assessment.
    • Badges are awarded when 90% completed.
  • What faculty want
    • High quality courses: QM standards on measurable objectives, curriculum alignment (textbooks generally do not link to your course directly as far as curriculum), assessments
    • Accessibility: hard copies and eBooks, captioning,  self-described links, headers
    • Universal Design: graphics, audio, video
    • Currency: Up-to-date and relevant content
    • Liberation: publishers no longer dictate changes in terminology, or reorganization of content
    • Increased student satisfaction, engagement, and retention
  • Lessons learned
    • Give yourself extra time
    • What elements need to be implemented first and together
    • Gaming elements didn’t all work well
    • View implementing OERs as an ongoing project
    • Consider allowing students to participate
  • Resources for OERs

#eLearning2017 -OER: Small University, Big Impact!

Presenters:

  • Julee A. Russell, Chair, Departments of Language and Literature, Art and Communications, Valley City State University
  • Diane Burr, Professor of Kinesiology and Human Performance, Valley City State University

Notes:

OER Pilot Course (Fall 2015)

  • ENGL 125: Introduction to Professional Writing
  • Student satisfaction measured through surveys administered at four week intervals.
  • Topics included:
    • How accessible are the resources
    • Opinions of reading text on screen
    • Effect of reading online texts and motivation to read
    • Impact of textbook costs
  • Students found that the resources are accessible, students feel like the content provides enough knowledge, overall positive experience.
  • Spring 2016 Faculty Focus Group and Beyond
    • 10 Faculty Participated with Stipend of $750 to find and implement an OER in their General Education course.
    • Faculty were positive about the flexibility of the resources, yet realized that it took a lot of time to locate valuable resources.
    • “I believe there is much more to OER than textbooks. The ability to blend ad wide variety of sources is valuable.”
    • 35% of students were impacted by the OER initiative. In the fall 50%. The spring of 2017, 55% of students were receiving OER content. In the fall of 2017 a goal was set to 65%.
  • Faculty buy-in is growing.
  • A video was produced to showcase the successes that includes testimonials from the president of VCSU student senate and the faculty.

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  • Do it Yourself: OER
    • If you can’t locate a single source of content.
    • Outdated information.
    • Difficult with accessibility and playback.
    • Not “open” for everyone.
  • Building your own Textbook
    • What are the identify instructional topics and objectives.
    • Research open source materials that match the topics/objectives.
    • Update open resources to reflect current recommendations and research.
    • Create learning activities and content delivery materials.
    • Identify the software platform for construction. (iBooks Author)
    • Assemble the textbook.
  • Benefits
    • Ability to align to specific course objectives.
    • Developer not reliant on unstable links or websites.
    • You can use all of the content vs a textbook where much of the content often is not used.
    • Finished product is available in a more traditional format.
  • Challenges
    • Some outdated information in OERs
    • Time intensive (how can grants assist or stipends?)
    • Software learning curves
    • Never done… always need updated content (ie. nutrition standards)
  • Resources
    • VCSU Libguide
    • Librarians assist in finding resources.
    • ilos is being used at VCSU for captioning.