#UWdtl – Overcoming Change: How to Increase Faculty and Staff Buy-In for Online Programs

Online learning can provide efficiencies to both the educator and the institution, but while the efficiencies to the educator are typically realized over time, the efficiencies to the institution may be realized more immediately. Join the winner of the Schullo Award as he updates us on his 2017 session, and learn new strategies to reduce costs, reduce attrition, and increase enrollment in your institution.


  • Presentation Slides
  • Buy-In = commitment, defining work, setting stretch targets
  • Compliance is not Commitment
  • Telling faculty to do something… is not a great idea.
  • Reluctance – Skepticism to online learning, workload, tenure
  • The whole idea of teaching includes evidence-based practice and rigorous inquires are core to education.
  • Oversold promises… you can…

“Teach from the Beach”

  • Enter student needs, access and convenience
  • Foundation – Effective online strategy, platform for learning (LMS), faculty support, student support.
    • Going online is excellent faculty professional development.
    • Using an LMS provides a baseline and foundation for courses.
    • Faculty support – instructional designers, multimedia specialists, recording studio, quality assurance
    • Student support – help desk, provide support for their learning, technical, orientation
    • Removing restraining forces is key
    • Management research – Create a supporting and trusting culture,
      Communication – Clear, that impacts you, strategic use of online will fix, there will be costs and adjustment, there will be milestones and review

    • Find advocates among the faculty.
    • Former adversaries are the best advocates.
    • Look for problems and ways they can be fixed.
    • Build a reward structure and share accomplishments.
    • Embed instructional designers in departments! Go where the faculty are…

      Build an LMS template to make it easier! Gives faculty a start…

    • Build a framework for support for faculty.

    #UWdtl – Coping with Institutional Changes

    Higher education institutions are undergoing extreme pressures internally and externally, having to address changes to their online and distance education programs that are needed to ensure future growth and development. This panel will explore approaches in organizational change within three different institutions to help participants consider various frameworks on how change may affect their units and institutions. Ray Schroeder will discuss the “Strategic Compass” approach to envisioning future directions of the online program, Rovy Branon will explore how online learning is shaping the new “60-year curriculum” at his institution, and Jason Rhode will share his institution’s experience reimagining distance learning support as a result of a recent institution-wide program prioritization process.


    • What are the biggest changes at our institutions today? Answer: What isn’t changing right now in higher ed?
    • In Seattle with Microsoft, Amazon, etc. wealth has poured into the city as well as population growth. Yet, our pressure is serving more people with tremendous growth while at the same time with ensuring helping society with affordable education opportunities.
    • At NIU and across the state, facing political and funding as a state institution. Public perception of the state not following through with budget for providing funds for student need. Financial aid was an outside pressure generated by the state that created perceptions of public education. We are in the midst of massive change in terms of how higher education delivers product and how we are viewed. As institutions how can we start rethinking our degrees and our relationships with students to ensure students are not only successful at our universities but also after graduation that they can find a job and begin their career.
    • What is the most pressing need and how are we responding? Enrollments is a concern in the Midwest. State funding is unstable and unsecure. Dropping birth rates are limiting the number of high school graduates and traditional students. There has also been drops in international student enrollment.
    • Corporate often takes a position of “no degree no problem” as they are looking for specific skill sets.
    • Strategic plans can be a challenge too if it sits on a shelf – yet even with deadlines and timelines – things change too rapidly. Rather, shall we look at a compass model and focus on our strengths and what direction are we focusing on heading?
    • The 60 year curriculum… This is a term that is being established, is putting personalization into the needs of the students vs a 2 year and 4 year degree. It includes informal life long learning, certificates, non-credit pathways, and unique approaches to traditional degrees.
    • A “Compass Process” is strategic planning, but a time table is more flexible to allow for timeliness and this offers agility and being responsive to needs. “We are committed to a pathway not a program.”
    • Once you have your strategic direction and compass or trajectory, you then need to operationalize the plan. Program prioritization and the alignment of decision making includes budget, increase efficiencies, quality, and then to advance the culture of data informed decision making. A comprehensive review of academic programs as well as campus support services enables insight as to how quality measures are included, benchmarking against other institutions. Targeted work to enhance, sustain, or change services… is everything critical or are there opportunities to create new synergies through complex conversations. Say, looking at “advising” in new ways. We affirm this is important, how can we streamline and make it even more effective to drive institutional change.
    • Message is how can we move forward and how can we strengthen our institutions.
  • Tips from Panel:
  • Know yourself, be agile, be nimble, be flexible, include a wide array of perspectives.

    Embrace the uncomfortable, when it’s outside the norm, there is uneasiness but you will grow as a result.

    Bring your influence and help the institution to move forward and be a catalyst to move the change along.

    External focus is so important, but so difficult to do. But still do it… it’s not just about use its about what is happening outside of our institutions. It’s important to take a step back and look at ourselves from an external lens.

    Stay true to your educational mission also. Keep your distinctiveness.

    #UWdtl – What Actually Impacts Student Outcomes in Online Courses

    After attending this session, attendees will be able to identify student, instructional, and social/academic characteristics of online courses that significantly impact student learning and satisfaction.


      Goals are to develop a toolkit, collect data, and share effective practices.
      How can we better support faculty and design courses?
      Online Instructional Characteristics: Learner Support, Design and Organization, Content Design and Delivery, Instructor Interactivity, Peer Interactivity, Assessment
      Infographic on the 8 Key Indicators for Online Quality

    • Understanding by Design Framework
    • Learner Support > Learner support was statistically significant in the research: eg. management of student expectations, providing orientation, alignment of objectives, assignments, and activities, clear instructions, description of grading and assessment plans.
    • Content > Not just transmission of content, but how and why and the interactivity with the content is important. Students want to know why they are reading a PDF, watching a video, what are they doing to interact and engage with the content as a learning activity.
    • Interactivity > Students want interactivity and robust assignment and regular feedback and richness in contact with the instructor and peers.

    #UWdtl – Have it All: Boost Evaluations, Enhance Learning, and Minimize Cheating!

    Leverage technology to develop positive relationships and create an active classroom where students are motivated to learn!


    “That was an awesome worksheet,” said no student ever…

    • How can we best cultivate positive relationships in the classroom and online.
    • Think about a time when you were motivated to do your best work (classroom, team, club…). Describe the teacher/coach/leader with a few adjectives. (Encouraging, Enthusiastic, Approachable, Empowering, Nurturing, Engaging, Motivating, Inspiring)
    • The 3 R’s include: relationships, relevance, and rigor. How can we be intentional to cultivate these in the classroom and online?
    • Teaching presence is important to focus on in online courses so that students “know” that you are there.


    #UWdtl – Using the Power of Story to Reach Distance Learners’ Hearts and Minds

    As a leader in the education field, you have the potential not only to imagine new approaches to learning, but also to inspire students, faculty members, and administrators to support and execute your vision. By understanding how your audiences think and feel, and by leveraging the power of storytelling principles, you can express your ideas in a way that resonates with your audiences and motivates them to spread your ideas.

    Patti Sanchez, Chief Strategy Officer, Duarte, Inc.

    Keynote attendees will learn to:

    • Connect with students and stakeholders empathetically

    • Understand the power of speeches, stories, ceremonies, and symbols

    • Leverage the hidden story structures inherent in great communication

    • Create captivating content and ideas that get repeated

    • Inspire others to support your vision for distance education

    • Notes:
      • Leaders


      the future – pioneering the way
      • Leaders


      the future – tell the story of the journey we are on together


      into the future – an adventure, traveling into a place of unknown
      They S curve of innovation…

    • Slide:ology, Duarte Academy, Resonate, Workshop, HBR Guide, eCourse, Duarte Online
    • Storytelling moves people – storytelling principles can persuade people and stories engage multiple parts of our brains. Stories align us… when we hear a story we have shared experiences that bring us closer together, they bond us together
    • Empathy and connection are provided through storytelling
    • Stories = beginning > middle > end
    • Ceremonies are stories in spatial form – Rights of passage (graduation ceremonies include separation, transition, reincorporates, etc.)
    • Great speeches use story principles – Great stories have rising and falling of action: what is, what could be, (the gap between the 2 creates tension and inciting incident), this repeats… until the “new bliss”
    • Sir Ken Robinson’s TED Talk is an Example
      • Leaders create


      and movements (series of regular communications and to move mass)
      • Ideas represent and mean


      – and humans don’t like change as it’s scary

      Create moments like speeches, ceremonies, events to create opportunities for stories.
      • Stories


      us, what is your call, what is your story, how can we enhance education through creating stories of innovation?


      • are made of


      • designed by


      • Let’s


      • people!


    #UWdtl – ABCs of Distance Education: The Pitfalls of Online Teaching

    Session Description

    Are you new or relatively new to the field of online education? Join us as we address a range of topics in online teaching. At the end of this session you’ll leave with a deeper understanding of the hot topics in the field as well as practical tips and techniques to help you succeed.

    MC and Session Facilitator: Olena Zhadko, Lehman College, City University of New York

    Alignment and backward design: From objectives to outcomes

    Backward design is one method of selecting appropriate objectives, determining acceptable evidence (assessments) for meeting those outcomes, and planning meaningful learning experiences and instruction to accomplish the chosen assessments. Join us as we walk through the process.

    Martin LaGrow, Ellucian

    Creating and facilitating engaging discussions in the online classroom

    Learn about instructor strategies for integrating effective and engaging discussions in their online learning environments.

    Justin Staley, DePaul University

    Creating meaning through authentic assessment online

    This presentation provides theoretical framework for authentic assessment, talks about key considerations in developing effective assessment, and shares examples of specific applications in online and blended courses.

    Jennifer Dobberfuhl Quinlan, Brigham Young University

    From passive observers to active participants

    Research shows that students learn better when they move from passive observers of course content to active participants. This session will look at some emerging technologies that engage students with content, both video and text.

    Nikki Schutte, College of St. Scholastica

    Researched evidence for pedagogical use of video and resources

    Learn why using video is a positive pedagogical practice, tips on how to use video, and where you can find free video resources.

    Nancy Evans, Indiana University of Pennsylvania


    • What do you want to know about online teaching? [padlet]
    • If you are teaching online, it’s a really great idea to actually take an online class to put yourself in the shoes of students.
    • Use a quality standard: QM Rubric, Rubric for Online Instruction (ROI), Open SUNY Course Quality Review (OSCQR) Rubric, (OLC) Quality Course Teaching and Instructional Practice
    • Pitfalls in Online Learning Design

    Watch out for the following pitfalls: No organization, too heavy on text, rely too heavily on one type of activity, no (or limited) teacher facilitation, no (or limited) social interaction.

    • Use a matrix for course development: 1) Learning Objectives, 2) Content, 3) Assignments/Activities, 4) Reflective Questions
    • Provide clear organization, this is key. Here is an example of an organized Blackboard course.
    • Alignment and Backward Design: From Objectives to Outcomes
    • When creating objectives… can you actually assess “Students will understand…”
    • Do your assignments match your objectives?
    • Recall, identify, analyze, select, associate are better objectives.
    • Objectives are a map to a destination.
    • Demonstrate learning through assessment.
    • Content is NOT king… rather, let’s not let content (or a textbook) drive our teaching and learning. Content is already out there on Google.
    • Outcomes: Start with the end in mind (Backwards Design). Helps to keep focus what is truly important.

    It’s wrong to start with a textbook, rather, asking what do we want our students to know and how will we know when we get there? – Martin LaGrow

    • Creating and Facilitating Engaging Discussions in the Online Classroom – Discussions can fall flat in an online class: it’s difficult to convey personality, instructor can’t “read” students reactions, …
    • Bloom’s Taxonomy can use verbs to guide discussions: creating, evaluating, analyzing, applying, understanding, remembering.
    • Consider how many posts/responses students must complete for the week and when these are due. eg. Initial posts due on Wednesday each week, students are required to respond to 3 classmates or the teacher for the remainder of the week, responses must fall on at least 2 separate days, posts back loaded at the end of the week lose points.
    • Align assessment and content with outcomes. Be cautious with assessment, few high stakes exams, the higher the motivation to cheat + create stress!
    • Book “Make it Stick” – Use quizzes for retrieval practice before high stakes tests. Did students get what they needed out of the learning activities.
      Research evidence for pedagogical use of video and resources.
      Beep! Remember film strips?

    • Technology is now more pervasive than ever with mobile devices.
    • Here are the Do’s ad Don’ts of Using Video