#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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#ETOM16 – School is a Game… But is it a good game?

2016 ETOM FALL CONFERENCE
November 11, 2016
Mott Community College
Flint, MI

picture of Barry FishmanBarry J. Fishman, from the University of Michigan, will provide our keynote address entitled “School is a Game… But is it a good game?” We want our students to be deeply engaged with our subject matter. We want them to work hard and take on intellectual challenges. We want them to take risks and try new things. And perhaps most importantly, we want our students to be resilient in the face failure. So why it is that the design of our educational system – including colleges and universities – encourages exactly the opposite behaviors? I propose that our grading and assessment systems are the heart of the problem.

In this talk, I describe an approach called gameful learning – based on observations of one of the most durable and natural environments for learning – learning from play. This is not about learning by playing games. Rather, this talk posits that learning in school is already a kind of game, but a poorly designed one. The goal is to design a better game, and a better system.

What makes for great engagement? Three keys: feeling like you can make choices that matter, being part of something bigger than yourself, and being supported as you develop competence. Great games do this. University courses… not often enough. This talk presents a vision for how university classrooms can be as engaging as good games, and introduces GradeCraft, an application designed at the University of Michigan, that supports “gameful” teaching and learning.

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Notes:

“Most ideas about teaching are not new, but not everyone knows the old ideas.” – Euclid, c. 300 BCE

  • Trends: Badges, Personalized Learning, Makerspaces, MOOCs (open ed), Learning Analytics, 1:1 and BYOD, Assessment and Accountability
  • Student engagement is key and we want students to be:
    • Deeply engaged with subject matter
    • Take on intellectual challenges
    • Take risks and try new things
    • Resilient in the face of failure
  • The way our system is designed it encourages exactly the opposite of the above.
  • In school, risks do not equal rewards.  Students are only focused on the grade vs the process of learning. We are telling students that all the really counts is the final score.
  • Well designed games:
    • Get players engaged early and keep them engaged
    • Appeal to the players sense of curiosity
    • Encourage players to take risks.
  • People will play them because they are challenging, not despite the challenge.
  • What is a game?
    • “A game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome.”
  • Education is a practice field. Rules make a game if there are no rules it is “play”.
  • Gamification is insufficient:
    • Points
    • Badges
    • Rewards
    • Leaderboards
    • Avatars/Characters
    • These are all superficial elements of games. We need to change the underlying mechanics of our courses if we want to change motivation and engagement.
  • 10 Principles of why “Good” Games are also Great Learning Environments
    • Clear Learning Goals
    • Employ a Mix of Intrinsic and Extrinsic Motivation
    • Support Autonomy
    • Encourage a Sense of Belonging
    • Support Feelings of Competence
    • Lowered Risk of Failure and Productive Failure
      • Without failure there is no learning… goal is not to achieve an “A” but competence.
      • It’s not: win some, lose some > rather > win some, learn some
    • Encourage Exploration
    • Encourage Identity Play
    • Lots of Practice and Reinforcement
      • Engaging in meaningful practice is needed for learning.
    • Embedded Assessment
      • We stop education for delivering assessment rather than engaging students in the act of learning. We need to use technology to generate data while learning is happening. Badges is an example.
  • When teaching embodies these 10 principles, we call it gameful.
  • Game design at the University of Michigan:
  • Gameful beyond courses eg. “Talent Gateway“:
    • Experimentation
    • Risk-taking
    • Help-seeking
    • Much student learning happens beyond and across classroom experiences. How are we helping our students make sense of those experiences and capitalize on them?
  • Self-Determination Theory
    • Autonomy
    • Belonging
    • Competence

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  • Tips for Gameful Learning in Courses:
    • Change the Grading Frame
    • Increase Choice
    • Create a Sense of Mission
    • Encourage Risk Taking
  • Do not use “extra credit”, no curves – these are terrible because it rations success and it can hide learning.
  • Gradecraft – a tool that integrates with your classroom and learning management system to support gameful learning.
    • 58 courses have used gradecraft with 5,100 students
    • Paid beta starts in winter
  • Pedagogical Resources on Gameful Design
  • “We consume entertainment but take part in play.”
  • How do we engage in academic innovation, see: “Academic Innovation at the U of Michigan

What can we do in our course design to create gameful learning opportunities for students.

#ETOM16 and MCO Summer Retreat

The Educational Technology Organization of Michigan and Michigan Colleges Online join together every year for a summer retreat.  This #ETOM16/MCO Summer Retreat is focused on distance education and educational technology. This year more than 30 attendees from a variety of university and community colleges joined together to discuss research and good practice around supporting student success in online learning as well as the use of open educational resources.

Online Student Success – From Theory to Practice

How Do We Know?

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Presenter: Bill Knapp, Chief Academic Technology Officer at Lakeland Community College
Session Links via Diigo

We will consider the research, literature, and evidence surrounding Online Student Success related to learner engagement, student satisfaction, retention, persistence, and student achievement (GPA). This highly interactive session will include presentations of research material and case studies interspersed with small group breakout session. Small groups will reflect on the research findings in an effort to identify what we know and what we think we know about (assumptions and beliefs) student success and online learning. The case studies will reflect innovative approaches to campus initiatives aimed a improving online student success and measuring learning outcomes.

Our presenter is Bill Knapp. Bill serves as the Chief Academic Technologies Officer at Lakeland Community College in northeast Ohio, where he oversees the Library, the Center for Learning Innovation, Technical Customer Services, and Distance Learning. Bill has over eighteen years of experience in supporting the campus community in learning technologies and distance learning. He has presented at national, regional, and state conference on a wide range of topics related to online teaching & learning.

Notes:

  • Persistance – NCES uses retention as an institutional measure and persistence as a student measure. In other words institutions retain and students persist.

“Students are more likely to become committed to the institution and, therefore stay, when they come to undersand that the institution is committed to them.” – Vince Tinto

  • Tinto’s Model of Student Retention – Includes prior qualifications, individual attributes, family attributes as inputs, followed by goal and institutional commitment. The social and acdemic integration is important and key in preventing drop outs.
    tinto_dropoutgraph
  • Student Persistence and Online Learning (Hart, 2012)
    • Sense of Belonging to a Learning Community
    • Student Motivation
    • Peer and Family Support
    • Time Management
    • Increased Communication with Instructor
  • Social Presence is key and the student is more likely to complete the course. – Gomez/Yen 2009
  • Measuring Social Presence
    • Social Context (informal)
    • Online Communication (meaningful)
    • Interactivity (responsive)
    • Online Privacy (confidential)
  • Community of Inquiry
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    • Teaching Presence
    • Social Presence
    • Cognitive Presence
  • Faculty Involvement – Croxton (2014) “Online course interactivity, particularly between students and instructor, plays an important role in a student’s choice to persist in an online course.” <<< This is key for persistence.
  • The interactivity and student GPA. Online instructors tend to make minimal use of interactive technologies. The more interpersonal interaction the better the student GPA. Creating an Effective Online Instructor Presence – Community College Research Center
    onlinepresence.png
  • Virtual Office Hours – The average satisfaction in classes that offered virtual office hours was HIGHER than the classes without… (Pitts, 2009) It is important to at least offer them as the perception is that you are available as an instructor.
  • Early Alert LMS Analytics – Self-regulating learning in order of importance: regular study, late submissions, number of session logins, proof of reading course materials.
  • Open Textbooks and Learning Outcomes – Withdrawl rates: 21% using a commercial textbook and 6% with open textbooks. Credit load: Students in courses using OER enrolled in significantly higher number of credits the following semester.
  • Building a Culture of Inquiry – “It is up to us to take advantage of the research and data that is there to carry use forward.”
  • Grade, completion, and attrition rate comparison for online/hybrid/face to face classes are helpful to measure. These data can inform the knowing of the differences between face to face and online learning and if there are further questions to ask or areas to target to improve.
  • Innovative online orientations using video – research has shown that withdrawl rates were improved (withdraw rates were reduced) by 13%!
  • What would it look like if more universities and colleges implemented a mandatory online orientation before students could register for an online class.
  • Student support services are important for student success including embedded librarians, tutors, or student success center staff.
  • What could Lakeland do to help you be more successful in online courses?
    • Reliable Technology, Video, More Online Courses, Assignment Reminders, Consistency in Online Course Design/Navigation, Instructor Availability, Timely Feedback, Faculty Involvement, Online Testing,
  • More session resources:

ETOM Board Meeting around the Campfire at Center Lake

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Michigan Colleges Online Update

Ronda Edwards, Executive Director for Michigan College ONline, will provide an update on MCO initiatives and issues around online learning – including SARA, HLC accreditation, group technology purchases, MCO OER repository, MCO professional development series for 2016-2017.

Notes:

  • MCO Survey – Distance Education Survey Results
    • Online enrollments nationally up 4.7% and in Michigan down 3.7%. This is the first year that there has been a decline. Reasons seem to be around faculty contract and the offering of less sections. Some colleges also indicate higher HLC requirements for qualified instructors required some reduction.
    • Online programs nationally 92% offer at least 1 and in Michigan 75% offer online degrees. Enrollment tends to grow when you have a strategic direction of courses offered with online programs.
    • Course development, average length of time to develop is 3 to 6 months with an average number of 10 courses developed and 173 courses were developed newly.
    • 88% have mandatory training to teach online.
    • Re-certification of online teaching credentials is at 8%.
    • 75% of colleges have gone through HLC approval for courses and programs.
    • SARA – Currently 3 colleges completed the state application, 5 colleges have completed and submitted to the state, 5 colleges will seek individual state authorizations, 1 college seeking funds next year, 1 college approved, 7 colleges haven’t decided yet, 1 college does not register out-of-state students.
    • 50% of institutions use an internal quality standard followed by QM:
      onlinequality.png
    • 58% of institutions report use of OER textbooks:
      OERadoption.png
      oerchallenges.png
    • 33% of institutions use a team development model when developing an online course, with the average number of new online courses being created within the past at 9.6 courses.
    • Average length of time to develop an online course is 3-6 months at 67%
    • Greatest challenges reported include adequate assessment of DL courses followed by accessibility and budgets:
      dlchallenges.png
    • Faculty policies requiring response/interaction with students:
      facultypolicy.png
    • Required orientations:
      orientation.png
  • Last week it was announced that the US Dept of Ed will push to finalize rule on state approval of online programs before the end of the year.
  • Michigan Colleges Online – OER Repository Initiative is now available in beta. The goal is to improve student success and completion, lower costs, inter-institutional faculty collaboration. Steering committee includes faculty, instructional designers, DE admins, and librarians.
  • OER activities have been underway with webinars, training, repository hub/group, publishing, adopting/adapting, grants for OER work, policy work, working with bookstores, and next tracking savings and evaluating success.
  • OER Commons has a variety of excellent webinars available on faculty and how they are using open resources.
  • MCO Collaborative Programs – MRI Technician Program includes: Kellogg, Lake Michigan, Mid-Michigan, GRCC, Lansing CC, and GVSU.
  • MCO Collaborative Purchases – Include: NetTutor, TechSmith (50% off), ZOOM, ReadSpeaker. ReadSpeaker is an accessibility tool and is offered 40% off. Next year, captioning, online testing, Camtasia Relay.
  • Professional development this year:
    • More OER Training
    • Online Remedial Math
    • Competency Based Courses
    • Authentication Options (Currently only required to have a unique password/account.)
    • Pell Grant Fraud
    • Authentic Assesment
    • Net Tutor
    • Instructor Review
    • Program Review
    • Gamification
  • Help Desk Initiative – Working on a 24×7 model with Kirtland, KVCC, LMC, NCMC, Mott via Black Belt Help. This is used to augment what you already have.
  • MCO Guided Digital Pathway Tool – Provides a student success strategy that provides a tech solution which crosses institutional silos and connects with all students. Explore options for college, scheduling tool, advisors/mentors communication tool. Students can use the pathways tool to explore career interest, explore majors and programs at the college, take free assessments for personality, learning preferences, ready for online, etc., financial planning, connect with college and develop a plan, maintain connections with college throughout academic career.

Setting up Your Own OER Initiative

During this presentation, Nicole Finkbeiner, Associate Director of Institutional Relations at OpenStax, will utilize her experience working with colleges and universities across the country to outline the key components of a successful OER initiative. She’ll cover key metrics, real-world examples of successful strategies, and suggestions on how to adapt an OER initiative to your specific budget and campus culture. Nicole will also preview the new OpenStax authoring tool that makes it easy for faculty to customize their textbooks, and the new initiative with bookstores.

Notes:

  • Measure Outcomes not Actions
    • Number of faculty using OER
    • Number of students using OER
    • Amount of savings for students (Average is $98 per student savings)
    • Student Success (grades, completion, etc.)
  • Actions that contribute to, but don’t equal success
    • Holding a meeting
    • Having a workshop
  • Report sample for OpenStax uses:
    • 859 students using OpenStax books saving $84,000
    • 2.5% of the students are using OpenStax in this example so that impact can be much larger
  • Focus on Scale “How many students will be impacted by OER”
    • Key to transformative change
    • Focus on high-enrollment courses
  • Start with easy wins to impact students now!
  • We = not me – there really needs to be a designated leader and a champion.
  • Have a leader but include: faculty, admin, librarians, instructional support, bookstore, students, …everyone!
  • Successful initiatives take several approaches simultaneously.
  • Implementation Strategies:
    • Expressed support from administration – eg. email from Provost as to the recommendation and adoption of the initiative.
    • Presentations during department meetings
    • Ask faculty directly to try the OpenStax books in a pilot
    • Promote “Textbook Heroes” and ask them to promote OER
    • Hold faculty workshops and offer a stipend for evaluating and reviewing OER resources
    • Provide an OER grant program (orientation day, measurable outcomes, efficacy studies) and easy wins are looking at OpenStax high enrolled courses with adoptions at scale.
    • Connect work to faculty tenure or promotion
    • Involve students – student government, student newspapers
    • Include a search filter for OER classes in your SIS ($40 low cost/no cost courses).
  • Writing OER
    • Start with adopting current textbooks as OpenStax texts (or other such as Saylor)
    • Reinventing the wheel is time consuming and costly vs finding existing resources
    • Independent peer review is critical for scale, other institutions to adopt
    • Check with OER groups firs to see if another project is underway
  • Modifying OER
    • Most faculty say they want to modify OER, but few actually do
    • Modifying OER can increase print copy costs, ability to sell used copies
    • Check licenses carefully
  • OpenStax CNX
    • Can be used to custom and publish open education resources.
  • Custom Print Options via accesyourtextbook.com
    • Can be used to create a custom print version of an OpenStax textbook.