CPCC ELEARNING ADVISORY COMMITTEE

Final Report : April 30, 2010

Update March 4, 20112010/2011 Focused Five Recommendations

TEST PROCTORING

2010/2011 Focused Five

•Faculty Training

•Quality CoursesGuidelines for appropriate use of

master

•eLearning Liaison

•eLearning Committee

•Student Orientation

ACCREDITATIONSTUDENT IDENITY

VIRTUAL 3RD PARTY PROCTORINGBIOMETRICSPERSONAL QUESTIONSWEBCAMSBROWSER CONTROLSCOSTS

TRAINING FACULTYREDUCE ACADEMIC DISHONESTYINCREASE ACCURATE ASSESSMENT

PILOT EMERGING TECHNOLOGIES

Test ProctoringH

IGH

LIGH

TS

PARTICIPATION

2010/2011 Focused Five

•Faculty Training

•Quality CoursesGuidelines for appropriate use of

master

•eLearning Liaison

•eLearning Committee

•Student Orientation

HIG

HLIG

HTS

Participation

“Determining ‘participation’ in online classes for reporting purposes”

Minimum of one “hit” in LMS statistics within 10% period Increase student awareness: Login to the LMS by the 10% date

Prevent lots of FTEOpportunities to informRegistration

80 percent is online

Need to weigh costs vs. benefits Programming vs. Student Success

Update: New legislation – effective in July 2011 regarding participation for financial aid purposes

ONLINE ELEARNING STUDENT ORIENTATION

Should it be Mandatory?

Yes

For all students who enroll in an online course

HIG

HLIG

HTS

Student Orientation

Suggestions on How?• Requirement as a component of

• ACA 118 – Student Success• CIS 070 – Fundamentals of Computing or CIS 110 –

Introduction to Computers

• or Requiring ACA 112 – Introduction to Distance Learning as a prerequisite

Additional Recommendation:

Traditional face-to-face students should go through a similar orientation that introduces CPCC Processes, Expectations, Computer Skills.

HIG

HLIG

HTS

vStudent Orientation

Recording assessment attemptsAt this time, they are not recorded

HIG

HLIG

HTS

Student Orientation

QUALITY

2010/2011 Focused Five

•Faculty Training

•Quality CoursesGuidelines for appropriate use of

master

•eLearning Liaison

•eLearning Committee

•Student Orientation

HIG

HLIG

HTS

Quality

Recommendation: The Quality Course Review should be mandatory for every distance course: online (IN), hybrid (HY), and teleweb (TW).

• New course/Division Masters be submitted for QCR –Quality Course Review. • Division Directors/delegator will take a lead in the submission process• QCR in conjunction with areas/divisions. • CPCC Quality Course Review rubric is thorough, effective and does not need immediate modifications

Opportunities Promotion/application checklist/ annotated rubricVisibility – best practicesAvailability of options

o Face-to-face o On-demand options

HIG

HLIG

HTS

Subcommittee Highlights and Recommendations

Recommends: an eLearning Liaison position

• A pilot process for Division’s Quality Course Review. This review process includes the participation of an eLearning Liaison as one of the reviewers.

• eLearning Liaison would be an assigned instructor by the Division who would be compensated for their additional duties by the way of re-assigned time or a stipend).

•Also recommended by Strategic Plan

Recommends:

•The implementation of guidelines for appropriate use of master courses or QCR reviewed courses from another instructors. (A draft document was developed by eLearning and this subcommittee.)

Quality

STRATEGIC PLAN

2010/2011 Focused Five

•Faculty Training

•Quality CoursesGuidelines for appropriate use of

master

•eLearning Liaison

•eLearning Committee

•Student Orientation

HIG

HLIG

HTS

Strategic Plan

Current distance offerings1 AAS degree (HIT)7 certificates

RecommendationsPrerequisites adapted for DLRequired training for DL facultyDepartmental liaisons + collaborationDistance campus model

"How do we successfully increase the number of online courses being offered by Central Piedmont Community College?"

LEARNING SYSTEMS - LMS / CMS

Evaluating effectiveness of the current Learning Management Systems (LMSs) at CPCC: Blackboard and Moodle

Researching resources that would need to be in place for hypothetical migration from Blackboard to Moodle.

2010/2011 Focused Five

•Faculty Training

•Quality CoursesGuidelines for appropriate use of

master

•eLearning Liaison

•eLearning Committee

•Student Orientation

HIG

HLIG

HTS

LMS – Blackboard and Moodle

Environmental Survey: •Identifying faculty preferences for the online teaching environment •Identifying student preferences for online learning environment •Evaluate the effectiveness of existing learning systems to the needs of our community

Timeline Considerations: The subcommittee recommends that no significant transitions or migrations to alternative or secondary LMS/CMS platforms occur before the upcoming SACS visitation. Learning Systems: A migration from Blackboard to Moodle or Moodle to other platforms is not seamless, and requires an investment. At this time, the subcommittee does not support the introduction of additional LMS.

COLLABORATION + COMMUNICATION

2010/2011 Focused Five

•Faculty Training

•Quality CoursesGuidelines for appropriate use of

master

•eLearning Liaison

•eLearning Committee

•Student Orientation

HIG

HLIG

HTS

Communication & Collaboration

Subcommittee Goals / MissionIdentify participantsIdentify communication channelsDevelop process for innovation

OpportunitiesInternal communication enhancementsExternal innovators and environmentInnovation decision-making process

RecommendationsDL student organizationeLearning communitySenate eLearning committeeCommunication enhancements to OutlookCollaboration tools neededDistance campus

“"How do we improve communication and collaboration with

influencers of distance learning at Central Piedmont

Community College?"

HIG

HLIG

HTS

Communication & CollaborationProcess for Innovation

Decision ModelsProblemConsider alternativeChoose alternativesEvaluate

Development ModelsAnalysisPlanning DevelopmentExecutionEvaluation

Performance ModelsPlanningCoachingAppraisal

Stakeholders?

OFFICE HOURS

2010/2011 Focused Five

•Faculty Training

•Quality CoursesGuidelines for appropriate use of

master

•eLearning Liaison

•eLearning Committee

•Student Orientation

HIG

HLIG

HTS

Office Hours

Policy 4.12, section A, part 3a "Each teaching faculty member will schedule and maintain office hours in appropriate locations (e.g., office, lab, studio)."

Opportunities + RecommendationsOffice hoursPhysical presenceFully at a distance faculty

oDoes not support a different contract for full-time distance faculty

“What is the position of the College to

provide opportunities for virtual faculty

office hours? Do we provide equitable

practices that support the needs of our students and the organization? ”

REQUIRED TRAINING

“Should training be required to teach a distance course for the first time?”

Absolutely!

Q.

HIG

HLIG

HTS

Faculty Training

9 Hours Minimumo3 hours Introduction o3 hours Gradebook and Assessmento3 hours Online Pedagogy

Flexible delivery•Face2Face•Online

Supportive faculty memberStipend or Reassigned time

•For new course developmentIdentify Quality Division Masters

•For ALL Distance CoursesStrategy for extreme, last-minute situations

•Provide, Assign, RequestStructured Learning Path

•Advanced levels of training;•Recognition

RECOMMENDATIONS FOCUSED FIVE Contact:

Erin ReedDirector, Distance Education Development & Delivery

Central Piedmont Community CollegeCentral Campus, Hall PD Building, Room 323

704.330.6946 phone704.330.6945 fax

erin.reed@cpcc.edu 

eLearning Faculty Support Line: 704-330-6111www.cpcc.edu/distance

2010/2011 Focused Five

•Faculty Training

•Quality CoursesGuidelines for appropriate use of master

•eLearning Liaison

•eLearning Committee

•Student Orientation

ACCOMPLISHMENTS - ONLINE SESSIONS

2010/2011 Focused Five

Faculty Training - Update as of 3/4/11

Require all faculty teaching online for the first time to complete the 9 hour training series

Accomplishment Designed, developed, and delivered 9hr (3 courses) fully online option) for “How to Teach Online” using Blackboard & Moodle. Eighty-four faculty took advantage of the two track series providing them with the necessary knowledge, skills, and tools for success in teaching at the distance.

Communication: Email prior to the beginning of semester (Division Directors & Program Chairs) Advertised in Monthly eLearning Newsletter (Aug-Jan)

Intro2Bb – Overview (35 participants) Intro2Moodle – Overview (15 participants)

Intro2Bb – Gradecenter (11 participants) Intro2Moodle – Gradecenter (5 particpants)

Online Pedagogy (18 particpants)

In LearnerWeb: Need for more automating Verify DD or PC would need to check LW to see if instructor completed

ACCOMPLISHMENTS

•2010/2011 Focused Five

Quality Courses - Updateas of 3/4/11

Recommendation: The Quality Course Review Process @ CPCC should be mandatory for every distance course: online (IN), hybrid (HY), and teleweb (TW). 

Feasibility for 2010/2011: • Require all new online courses to go through the Quality Course Review Process prior to being offered online. • Pilot process –Division QCR…. Less man hours review includes the participation of an eLearning Liaison as one of the reviewers. (up to 4 / week)• Continue with Voluntary QCR (up to 2 / week)• Communication: eLearning Newsletter, website, Word of mouth, Division directive

• 2 day Quality Matters (QM) workshop for 30 instructors, Program Chairs, and Division Directors on applying quality benchmarks and identify good practices in online learning.

•Behavioral and Social Sciences Division pilot to implementation revised Quality Course Review process for all the distance courses in the division (IN, HY, TW) using the CPCC QCR Rubric. (Goal 40 course)

•Guidelines for appropriate use of a Master

ACCOMPLISHMENTS

•2010/2011 Focused Five

Student Orientation - Updateas of 3/4/11

Recommendation: To have students complete a mandatory orientation prior to taking online classes.

Suggestions on How?

• Component of a course eg: ACA 118, CIS 070, CIS 110 ; or require ACA 112 • Current Online Orientation automatic assignment and/or connected with Registration Blocks

Feasibility for 2010/2011: • ITS Project Request - towards the online assessments tied into the OSP

www.success.cpcc.edu • Communication: email via eLearning, Registration, Counseling & Advisement,

Instructor

• 13 Face2Face (F2F) Distance Learning Training sessions to better prepare students for their online courses in Fall of 2010. •Fall 2010 - A total of 329 students took advantage of preregistering for the in-person sessions, while an additional 264 participated in the fully online version. (593)

•Spring 2011, 287 registered for the F2F and 177 for online (481)