UMD Distance Education Think Tank -- August 17,
2004
Synthesis of input from participants
Prepared by Barbara
Johnson, Jennifer Frahm, and Helen
Mongan-Rallis.
Working Draft last revised September 15, 2004
This document represents a synthesis of the results of the
Think Tank that met on August 17th, 2004. Material obtained here was
obtained through a combination of small group discussions and large group
sharing. Small groups provided material through one of the group members taking
notes on a computer and submitting these to the Think Tank coordination group.
Large group input was obtained by notes being taken on the computer during the
session and projected to the large group on the screen (so that all
participants could see what was being recorded and provide suggestions on the
wording of what was recorded). Following the Think Tank, the Think Tank
Coordination Group were provided with a copy of all the written materials that
were gathered. The group met to discuss the results and give input on how best
to analyze and synthesize these. Barbara Johnson, Jennifer Frahm, and Helen Mongan-Rallis then met to develop the
written synthesis that is provided below. Responses to each question have been
organized into categories. As far as possible the actual words of participants
have been used and every effort made to keep the integrity of individualsÕ
original meaning.
What is Distance
Education?
Distance education means different things to different
people. Even the name may be a misnomer because the audience may be on campus
students (who are thus not at a distance but who are taking a course through an
online format). What emerged in the Think Tank discussion in response to the
question, ÒWhat is distance educationÓ was the following:
The key factors that participants shared in defining DE were
as follows. These have been organized into categories on which different
definitions can be based. Items raised in the Think Tank in many cases are
relevant in more than one category and thus appear more than once.
Definitions based on:
á an
alternative way to teach classes other than conventional in classroom teaching
What methods/formats of
Distance Education are there & what are the purposes of each?
|
Method or format |
Formats of
delivery/teaching |
Expectations
of students |
Purposes
& advantages |
Disadvantages
of this method |
|
Hybrid
models |
||||
|
a. Traditional F2F for
content, online component for discussion. |
á Face-to-face class (F2F) ) that uses web-based tools
and resources as supplement: o
web readings &
resources o
online quizzes o
WebX for students to
share ideas á F2F used for presentation of information by teacher
& students, for developing fundamentals. Web-based tools and resources
used as supplement and for moving beyond for foundation/basics introduced in
F2F class (ie: for analysis, synthesis and evaluation of material). á Seat time required for all class sessions just as in
complete F2F model of teaching. á Credit load for faculty as well as number of credits
assigned to the course based on number of F2F contact hours) |
á Attend all F2F class sessions á Share ideas related to F2F class topics with peers
using WebX á Use Internet for accessing class syllabi & course
materials, readings & other resources á Take online quizzes |
á Online sharing enables all students to participate in
class discussion in equitable way. This is especially helpful to shy students
and those who like to take longer to think about and formulate their answers
before contributing to discussion. Reduces F2F dominance of one or a small
group of students. á Discussion can be more student centered and not have
instructor be Òin frontÓ of the classroom. á More efficient use of F2F time because: o
Class time can focus
more on instructor presenting material and group activities. Deeper analysis
of what is taught in class then happens in online discussion o
Includes more than can
be covered in the classroom á Assessment of student learning and understanding
through online discussion and quizzes enables instructor to begin next class
knowing where problem areas are and thus able to use class time to focus on
these areas. á Enables instructor and students to use a wide variety
of resources – both hard copy and online. á Greatly reduces or eliminates need for paper copies
of handouts and readings (as these are posted on or linked to course web
site) á Students provided with immediate feedback on
performance via online quizzes |
á Can significantly increase workload for students and
instructor if web based component becomes in addition to, rather than in
place of these elements being used in F2F class. |
|
b. Mostly F2F, with some
seat time replaced by online. |
Online component replaces
some of F2F class sessions (e.g. instead of class meeting 3 times a week, it
meets twice a week and third class is replaced by students participating in
web-based discussions). |
á As for Hybrid (a) but students attend fewer F2F
sessions; flexibility as well as increased responsibility to complete
out-of-class sessions at any time (within specified time period) |
á As for Hybrid (a) but greater emphasis on non F2F
component. á Non F2F replaces as well as supplements F2F component. á Enables more flexible use of time by students and
instructor. Reduces travel time to campus. |
á |
|
c. Limited F2F, emphasis on
online for content and discussion. |
Mostly online, with monthly
F2F meetings where seat time is required. F2F used for presentation of
information by teacher & students, for developing fundamentals, for
building on issues raised in online discussion forum, and for F2F group work
by students. Shift in responsibility for
teaching and learning so this is shared more equally by instructor and
students. |
á Students take greater responsibility for their own
learning; requires more self-discipline in setting aside time needed for
online participation and for doing outside readings. á Students learn more through independent reading and
from discussion with peers, guided by instructor initiated discussions and
building on framework/content introduced in F2F sessions. á Students still attend F2F sessions (but only for
limited percentage of overall course time) |
á Geared more to students who have significant
off-campus commitments and/or who prefer flexibility of not attending F2F
real-time class sessions, but who like to/need to have F2F contact with peers
and instructors to clarify concepts and learn from others. á Better suited to students who are able to take more
responsibility for own learning in terms of learning through independent
reading and online discussions. |
á Students may let online discussion responsibilities
slide, preferring to wait to ask questions and engage with others in the F2F
sessions. |
|
d. Interactive television
(ITV) |
An extension of face-to-
face teaching that enables the instructor to teach simultaneously students at
remote classroom sites as well as at the classroom site in which the
instructor is located (the host site). Cameras at the host site enable remote sites to see and hear the
instructor, the students at the host site, and also to see any multi-media
used at the host site (such as videos, DVDs, computer projections, and Elmo
projector). Similarly, cameras at remote sites connect those sites with the
host sites and with each other, so that the participants at all sites can
switch views to see the other sites. This method of teaching simulates face-to-face
teaching for students at remote sites. |
á Same as would be the case for face-to-face teaching
(seat time, attending class on physical campus). However, students at remote
sites attend class in classrooms not on the host campus. á Students have to learn different techniques for
participating in classroom discussions in order for the instructor and
students at other remote sites to be able to hear them (such raising hand so
remote students can see who is speaking; being more sensitive to taking turns
in speaking) á Requires more self-discipline of students at remote
sites (as instructor not in same physical space) á Remote students have to submit & receive
assignments electronically or via mail. |
á Enables one instructor simultaneously to teach
multiple groups of students at different locations. á Reduces cost of paying for instructors at each site
or for instructor to commute to remote sites. á Enables students at remote sites to take classes
without having to commute to host campus. á Increases the outreach of the university and draws in
a wider range of students. á Alternative way to deliver electives. |
á Less personal than face-to-face in same space
classroom. More challenging for students to participate in discussions (large
group and small group) á More challenging for instructor to involve remote
students, to monitor their involvement. and to check for their understanding.
á Cost of maintaining multiple classrooms and paying
for ITV connection and support. |
|
Learning
community model |
||||
|
Learning community model. |
a. Online interactive discussion using web resources to
enrich understanding of assigned materials, engaging students in examination
of themselves to reach conclusions about themselves in terms of new
experiences, readings, quizzes, written work, post in discussion groups and
evaluate the postings. b. Students bring content and experience to discussions.
Teacher guides learning through suggested readings and in-depth questions to
initiate questions c. Deliberately targets those students who wish to learn
though a student centered learning community model. Specifically based on
principles of adult learning. d. Using the word ÒcommunityÓ assumes everyone is
contributing, so instructor has to facilitate on an ongoing basis to ensure
community. e. Meet face-to-face at start of course for orientation,
and thereafter all online: á
Syllabi & some
readings online; also may use text book, CDs and hard copy library materials á
Students read
information from readings independently; focus of course is on web-based
discussion and analysis of assigned readings. á
Teacher guides learning
through suggested readings and in-depth questions to initiate discussions á
May be real time
meetings via ITV as needed during the course á
Students may engage in
group work with each other in real-time using WebX chat or other real time,
web-based conferencing options. |
á Students self-motivated, self-responsible, and able
to learn without much and frequent direction. á Some independent papers submitted electronically, some
assignments done in groups á Emphasis is on learning through a combination of
analysis and discussion of outside readings and other studentsÕ posts, as well as on every student participating in all discussions. (differs from face-to-face courses,
where emphasis tends to be on direct input of the instructor). In other
words, requires full participation of all students. á Students expected to apply their learning to their
own lives (and to incorporate the ways in which they do this into their
online discussions. This requires self-disclosure and trust in classmates) á Students have to have access to a computer on the
Internet and participate in discussions via the Internet on a regular basis á Students have to have basic computer skills to be
able to use online course materials and to communicate with others
electronically |
á Develops self-responsible and self-directed learners. á As for Hybrid (c), but without the elements of F2F
except for introductory class. Thus designed for students who are not able to
or prefer not to attend F2F, real-time classes. Can be taken by students who
live at great distance from physical campus. á Eliminates travel costs and time needed to commute to
campus. á Students may be geographically dispersed from each
other and from campus á Alternate way for students to access classes. á Enables increased accessibility to students with
physical disabilities á Helpful for non-traditional students (who cannot meet
in real-time and who have to arrange their school work around the employment
and family responsibilities). á Alternative way to deliver electives á Encourages shy students and to participate á Online sharing enables all students to participate in
class discussion in equitable way (allows all students the time they need to think and formulate a
response without being interrupted). This is especially helpful to shy
students and those who like to take longer to think about and formulate their
answers before contributing to discussion. Reduces F2F dominance of one or a
small group of students. á Even if one or a small group of students try to
dominate a discussion, participants can choose the amount of attention they
give to those studentsÕ posts. á Discussion can be more student centered and not have
instructor be Òin frontÓ of the classroom. á Extends offerings of the university beyond the
physical limits of the host campus (students can take course from anywhere in
world, provided they have Internet access). á Alternative way for departments to offer faculty
opportunities to teach classes in an overload situation. á Use of affective performance evaluation online gives
instructor insight into studentÕs understanding; and how the instructor
frames the reflective exercise. |
á Some students may post just to get points á Some students may think it is a waste of time á Separation from peers á Many students prefer to listen rather than talk. á CanÕt get or give immediate feedback (students and
instructor) á Students may think it is easier than F2F á Students may think timelines donÕt matter (and thus
find that they cannot keep up with the rest of the learning community). á Time management is an issue, with more time required
from students and instructor than traditional instruction. á Many would prefer to talk and get feedback –
rather than write which leaves the communication there for all time. á Sense of being separated from oneÕs peers á Not all students are willing and able to
self-disclose and reflect on application of learning to their own lives in
public, written discussion forum. á Some significant differences in teaching online
(compared to F2F) require that instructors need new teaching skills. Because
of the relative newness of this type of teaching, there is little training
and support available to teach faculty how to teach in a learning community
mode. (Example, knowing to know how create discussion questions that lead to
meaningful online discussions; when to provide input and how to balance their
input into discussions; how to deal with online conflict among students or
arising from inappropriate
posts; how to facilitate on an ongoing basis to ensure community). á Does not work effectively if instructor is not able
to keep up with and monitor discussion, and provide individual and group
input as needed (instructor needs to be able to be online regularly) á Different for undergraduate than graduate students
(better suited to latter and to adult learners). |
|
100%
non Face-to Face |
||||
|
0. Correspondence INI |
á
Instructor develops
course package (Òinstructor-in-a-boxÓ model). Materials may be in a variety
of formats used in any combination (e.g. web-based, paper packet of lectures
and other written materials/workbook, CD, video). Students then complete
readings and assignments at their pace, independent of other students.
Essential that course materials are provided to students in a timely manner
and that the instructions and materials provided by the instructor are clear. á
Correspondence and
sharing of materials from teacher to student and student to teacher may be
via regular mail or electronically. Material may be in a variety of formats
(e.g. paper, video, audio tapes, CDs) á
May have time limits
for completion of units within the course and the whole course, or students
may be allowed to take as long as they need to complete the course. á
May involve
communication between instructor or a tutor, with instructor/tutor providing
feedback to students on assignments; or students may provide evidence of
learning by completing online automatically scored assessments á
Students may be locally
based or for from campus (location of students is irrelevant to teaching and
learning). |
á Requires high degree of responsibility, ability to
follow directions and self-discipline to complete work independently. á Assignments must be done and submitted within
specified time periods. á If INI is taken online, students have to have basic
computer skills to be able to use online course materials and to communicate
with instructor electronically á |
á Self-paced learning (within time limits required by
particular course). á Enables a large number of students to take a course
in a given time period. |
á Monitoring of student progress difficult and may come
too late. á Limits student learning to input only from instructor
and readings and not from multiple perspectives of other learners (because of
teacher directed format of delivery). á Students who do not learn well through the format in which content is
provided (if this content is provided only via one method, such as written
materials) are not able to have concepts explained via alternate method. á InstructorÕs time involvement with sporadic
registration of students |
What works and why?
The key factors that participants shared in defining
Distance Education were as follows. These have been organized into categories
on which different definitions can be based. Items raised in the Think Tank in
many cases are relevant in more than one category and thus appear more than
once.
Success factors based on:
1.
Characteristics of teaching methods:
2.
Location of learners & instructor:
1.
Hybrid course - In class time more valuable and useful because
other things can be handled online
2.
Using e-mail as a way to conduct office hours - Convenient;
good use of time; any time access
3.
Online testing really successful
4.
Faculty Rotation of presentation - Rotation of sites (distance
education onsite) where the students spend time at each site. Or instructor will travel to each site.
3.
Access and transmission of learning materials:
1.
Drop box - If you set up mailboxes with cgi scripts and if you
are able to open easily; if you are able to read and grade electronic copy
rather than hard copy; having electronic copy of assignments means instructor
gets to keep a copy of the studentsÕ work
2.
Ability to access anytime - Works for non traditional student
3.
Content links allows you to really explore - Can lead to more
in depth learning – outline carefully which links student needs to
absolutely study/visit.
Allows for ÒindividualÓ interest – by visiting course links to
expand knowledge of various areas.
4.
Lowest Common Technology - It works better when the technology
is available to the person with the least of technology. For example, a broadband supported
technology used might alienate
those participants who have dial-up connections.
5.
Having the syllabus online is successful because the students
have access when they need it, rather theyÕve lost it or not.
6.
Centralized online course page—all thatÕs available
online. Helps both faculty and student see whatÕs what.
4.
Synchronous vs. asynchronous:
1.
Hybrid course - In class time more valuable and useful because
other things can be handled online
2.
Threaded discussion - students can think about what they want
to say before it is posted
3.
Using e-mail as a way to conduct office hours - Convenient;
good use of time; any time access
4.
Online testing really successful
5.
Having a course online so they can access Òwhen they are ready
for itÓ - Sometime students return to course content Òwhen they are ready to
learnÓ – technology allows them to return later when they are ready to
learn or learn more.
6.
Online learning community - Students bring content and experience
to discussions. Teacher guides learning through suggested readings and in-depth
questions to initiate questions. Expectations are clear. Asking students to
bring in the content – provide online links and students become
discovers. In-depth conversations and learning by reflecting on reading and
experiences in a given topic. Orientation is vital, different type of learning
so have to have information on how to get students to reflect and to be a
community of learners. Ongoing
monitoring by instructor to make sure students are going in the right
direction.
5.
Types of interactions
1.
Hybrid course - In class time more valuable and useful because
other things can be handled online
2.
Threaded discussion - Allows discussion among students
3.
Online testing really successful - Pool of questions, all
students get slightly difference exam – corrected Òon-the-flyÓ by the
system.
4.
Besides user ID and password – there is a picture of
students - Put a human face on the students taking the class
5.
Online learning community - Students bring content and
experience to discussions. Teacher guides learning through suggested readings
and in-depth questions to initiate questions. Expectations are clear. Asking
students to bring in the content – provide online links and students
become discovers. In-depth conversations and learning by reflecting on reading
and experiences in a given topic. Orientation is vital, different type of
learning so have to have information on how to get students to reflect and to
be a community of learners. Ongoing
monitoring by instructor to make sure students are going in the right
direction.
6.
eGradebook, other automated pieces of software make life
easier for the instructor and serve the student well.
7.
Building community is important in whatever form that takes.
No learning community serves no one. In Psych they have a message center, an
announcement page, a comment box on each page, etc to keep students connected
to each other and to the instructor. Specific (online) office hours works well.
8.
Lets students know when they can expect to hear from you, so
thereÕs no misunderstanding.
6.
Administrative issues (such as registration in- vs.
out-state):
1.
Formal online orientation to students before they are allowed
to take a course online - Instructor knows students know what to do
What hasnÕt worked? Why?
Problems or obstacles based on:
What do we need to do next at UMD?
There is a strong correlation
between the Issues comments and the Next Steps comments. The following categories have been
identified based on the content of these comments: U=Union, I=Instruction, S1= Students, S2= Systems, O=Other,
M=Marketing. It is important to
note that several comments fit into more than one category. In such instances, the given comment is
placed in a category and followed by designators for the other
category/categories to which it belongs.
To demonstrate the correlation between the Issues comments and the Next
Steps comments the following sub-categories have been identified: Next Steps at
UMD and Issues. These
sub-categories are presented respectively as follows.
Union - This
category includes issues that are related to the union.
|
Next Steps at UMD |
Support Needed |
|
Deal
with work load issues (inload, online, overload) |
|
|
Identity
issue: who are we as a university? What is our mission relative to DE? What
are our priorities? As a system, do we want this to be part of our identity?
If we do, what follows in terms of resources? (I, S2, S1, M) |
VCAA
needs to decide; Senior admin needs to get involved and decide; lots of
wonderful things can happen but they are dependent of key people; it is
fragmented; look to other universities and what they are doing; contribute
ideas so that the mission reflects what we want; |
|
If
we make the assumption that DE is something that the admin wants faculty to
do, then it is one issue; or are people being hired just to do instruction
design? Is the amount of work comparable for F2F and online? (recognize that
it is not) (S2) |
|
Instruction - This
category includes issues that are related to instruction.
|
Next Steps at UMD |
Support Needed |
|
Dept
incentives for faculty to embrace DE; what is value e.g. resources, time
(catnip and cream, carrots) (S2) |
|
|
Find
ways to facilitate partnering, mentoring of people who are teaching online;
ways to pair people up |
|
|
Identity
issue: who are we as a university? What is our mission relative to DE? What
are our priorities? As a system, do we want this to be part of our identity?
If we do, what follows in terms of resources? (U, S2, S1, M) |
VCAA
needs to decide; Senior admin needs to get involved and decide; lots of
wonderful things can happen but they are dependent of key people; it is
fragmented; look to other universities and what they are doing; contribute
ideas so that the mission reflects what we want; |
|
Uniform
method by which we determine standards for courses that are offered by UMD;
perhaps have checklist of what needs to be in online course (provide
recommended principle functional standards; suggestions of things to be careful of)
(S2) |
E.g.
Capella University pays people to go in and use a taxonomy and analyze
student responses -- > this information is then given back to faculty so
they can discuss with other faculty the level and quality of their questions |
|
Teach
faculty how to teach online, what to expect, how to be more efficient (S2) |
Have
experienced online instructors help guide faculty new to online teaching |
|
Determine
course effectiveness |
|
Marketing - This
category includes issues that are related to marketing distance education.
|
Next Steps at UMD |
Support Needed |
|
Disseminate
information to people about what is going on |
|
|
Identity
issue: who are we as a university? What is our mission relative to DE? What
are our priorities? As a system, do we want this to be part of our identity?
If we do, what follows in terms of resources? (U, S2, S1, I) |
VCAA
needs to decide; Senior admin needs to get involved and decide; lots of
wonderful things can happen but they are dependent of key people; it is
fragmented; look to other universities and what they are doing; contribute
ideas so that the mission reflects what we want; |
Students - This
category includes issues that are related to students.
|
Next Steps at UMD |
Support Needed |
|
Identity
issue: who are we as a university? What is our mission relative to DE? What
are our priorities? As a system, do we want this to be part of our identity?
If we do, what follows in terms of resources? (U, S2, I, M) |
VCAA
needs to decide; Senior admin needs to get involved and decide; lots of
wonderful things can happen but they are dependent of key people; it is
fragmented; look to other universities and what they are doing; contribute
ideas so that the mission reflects what we want; |
Systems - This
category includes issues that are related to systems/administration.
|
Next Steps at UMD |
Support Needed |
|
Dept
incentives for faculty to embrace DE; what is value e.g. resources, time
(catnip and cream, carrots) (I) |
|
|
Identity
issue: who are we as a university? What is our mission relative to DE? What
are our priorities? As a system, do we want this to be part of our identity?
If we do, what follows in terms of resources? (U, I, S1, M) |
VCAA
needs to decide; Senior admin needs to get involved and decide; lots of
wonderful things can happen but they are dependent of key people; it is
fragmented; look to other universities and what they are doing; contribute
ideas so that the mission reflects what we want; |
|
University
needs a position on this; this forms a foundation for policies |
|
|
Needs
to be a clearinghouse on DE – what is going on where; what supports
there are for each. E.g. list of all the courses that are offered online; a
way to identify a course that is DE |
|
|
Comprehensive
list of classes that are offered and different deliveries; list of ways in
which classes are offered (instructional methods, software used (so faculty
and look through list of what is being used, by whom, and why) |
|
|
Where
to find out about different classes |
|
|
Uniform
method by which we determine standards for courses that are offered by UMD;
perhaps have checklist of what needs to be in online course (provide
recommended principle functional standards; suggestions of things to be careful of)
(I) |
E.g.
Capella University pays people to go in and use a taxonomy and analyze
student responses -- > this information is then given back to faculty so
they can discuss with other faculty the level and quality of their questions |
|
Not
mandating uniform look – giving options |
|
|
Identify
some sort of uniform standard/ guideline for what a 1 cr, 2 cr, etc class is.
E.g. how much time a student can expect to be working on a class for a given
number of credits; also how much time for designing a class, based on number
of credits. Also depends on number of students, methods of instruction used |
|
|
If
we make the assumption that DE is something that the admin wants faculty to
do, then it is one issue; or are people being hired just to do instruction
design? Is the amount of work comparable for F2F and online? (recognize that
it is not) (U) |
|
|
Teach
faculty how to teach online, what to expect, how to be more efficient (I) |
Have
experienced online instructors help guide faculty new to online teaching |
|
The
craft of learning – like Cambridge, Oxford tutors. Under those models,
when you have learned all you want to from your class, you donÕt go to class |
|
|
Find
an easy way for guests to get involved in threaded discussion (i.e. guest
speakers) How
to stimulate interest and create proper incentives to get more faculty
involved. Provide examples of
incentives at all levels for all faculty. Partnering
and mentoring for online Find
ways for faculty to Òget their feet wetÓ without fear of failure Sharing
results from special training and conferences |
ITSS
can helpÉfind a simpler way. Hear
stories of those who are doing it – the good and the bad WhatÕs
in it for me and whatÕs in it for my students? Feel the tech support is there. Find someone who can talk to faculty but understand the value
of online and technology. Find
ways to support faculty to build online competencies Partnering
and mentoring can help get some startedÉ Can
help/encourage faculty to go to
other conferences |
|
Central
clearinghouse for all Òdistance edÓ courses. |
Name
a person/place |
|
Student
support |
24/7
help line |
|
Guest
login for WebX |
|
|
WebX
help |
Setting
up; how to have guest login |
|
Better
Spam filter |
|
|
Explore
sites for high-speed connection for students, e.g., local library; other
cooperative arrangements |
Resources |
|
An
official position of the University related to distance education |
|
|
Need
an elmo in every room Need
more ITV classrooms Need
more technical support for all students Need
tech. Support when need it Simplified
registration User
friendly grad school Better
support for faculty who want to go online Recognition
from admin. That courses take more time, appropriate. Work load credit Better
trained technicians in classrooms, donÕt always know how to even save files
or know what to do when computer jams See
all sites at the same time or see them all on internet TV Identify
ourselves that says we are or not moving forward with more online courses,
need to make a commitment, and we need to decide if that is part of our
mission. Bemidji State is advertising all over the place in the paper, radio,
etc. and has a direction. As a land-grant univ. we need to advertise and make
a decision on the direction. What are our priorities?? Do we want DE part of
our identity, define ourselves |
Money,
write grants Money Money,
staff Money
staff Registration
people can handle that Tenure
committee educated and willing to make changes Need
a commitment from administration and a decision in the direction we are
going, then get the resources to do it We
are very fragmented, need to be more consistent to get the systems in place |
|
List
of delivery tools using including a grading scale. |
For
the clearinghouse format – short descriptions ---scanable. |
|
From
an admin. Point of view |
Clear
standard of what an online DE is at UMD. Approval for online |
|
Seamless
format from grade k –20 |
|
|
Linking
with high schools for ÒCITS |
|
|
Adapt
TC nursing course |
|
|
determine
cost effectiveness |
|
|
Mission
of UMD |
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Change
the Definition of Distance ED ÒDistributed LearningÓ |
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Alternative
distribution methods for on campus students |
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Develop
common standards for all online classes |
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Flat
rate for online/Distance Distance |
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New
Student group in PeopleSoft |
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Other - This
category includes issues that are not related to any other category.
|
Next Steps at UMD |
Support Needed |
|
none |
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What other issues & questions are there?
What other issues are important to consider for those
involved in Distance Education? (e.g. by students, faculty, administration, IT
support people). What other questions should we be asking?
Union Issues = U
¥ Workload
¥ Tenure
recognition
¥ Time
it takes to develop a course (I)
¥ More
research on other institutions strategies (M, I, S1, S2)
¥ Research
MN Digital Learning Plan (M, I, S1, S2)
¥ Identify
types of support needed (M, I, S1, S2)
¥ Work
with union at all phases of brainstorming, planning, implementation, etc.
Student Issues = S1
¥ What
students pay for DE courses; issue of in-state vs. out-of-state tuition. (S2)
¥ Look
at creating a policy for off campus students registering for distance education
courses (its different in the Twin Cities)
¥ More
research on other institutions strategies (M, I, U, S2)
¥ Research
MN Digital Learning Plan (M, I, U, S2)
¥ Identify
types of support needed (M, I, U, S2)
Systems Issues = S2
¥ What
students pay for DE courses; issue of in-state vs. out-of-state tuition. (S1)
¥ How
much do our policies need to be the same as the Twin Cities campus?
¥ Reason
we are not free is we have set up a set of centralized rules. Affects funding
formulas.
¥ Skate
to where the puck is going to be – keep the policies wide open -- be
careful of policies that box us in.
¥ Have
a DE center that we all operate out of (along the lines of what we have today).
There are models like this out there.
¥ What
kind of outside and internal academic scholarship has been done – people
investigating what DE is effective (see Educause article). We donÕt have a
single point of reference. There is a state agenda on everything we have talked
about today. Thus if we are going to have a DE clearinghouse, we should be able
to pull together the best practices. (M, I)
¥ Need
to think about what our mission is and our identity is (I)
¥ If
we are serious about the business of DE, hire a faculty development and
research person whose role it is to coordinate mentoring and info dissemination
on DE; need to keep on top of what is happening in DE, how this fits into the
global marketplace [relates to clearinghouse issue] (M)
¥ Accessibility
and usability: there is governance and guidance on this (e.g. Section 508).
There are federal laws about this. What should faculty know before they develop
a course (because it is hard to go back and retrofit a course to make it
accessible) (I)
¥ Clearinghouse
of whatÕs going on right now at UMD in the arena of distance ed.
¥ PeopleSoft
friendly way to indicate whatÕs totally online and partially online.
¥ Identify
types of support needed (M, I, U, S1)
¥ Top
administrative support/approval. Define vision, mandates, large priorities.
¥ More
research on other institutions strategies (M, I, U, S1)
¥ Research
MN Digital Learning Plan (M, I, U, S1)
¥ Standardize
competing strategies and policies
¥ Where
to get software, how to learn it, who uses it and can act as a resource or give a recommendation, how students react to
it. (I)
¥ Will
we continue using WebX or move to WebCT? (I)
¥ Functionally
based standards, e.g. you will include a syllabus which will have the following
elements; you will include UMDÕs logo, you will check to keep your links
active, you will have an office hour where youÕre sitting at your computer
looking for email, etc. (I)
Instruction Issues = I
¥ Time
it takes to develop a course (U)
¥ What
kind of outside and internal academic scholarship has been done – people
investigating what DE is effective (see Educause article). We donÕt have a
single point of reference. There is a state agenda on everything we have talked
about today. Thus if we are going to have a DE clearinghouse, we should be able
to pull together the best practices. (M, S2)
¥ Need
to think about what our mission is and our identity is (S2)
¥ Accessibility
and usability: there is governance and guidance on this (e.g. Section 508).
There are federal laws about this. What should faculty know before they develop
a course (because it is hard to go back and retrofit a course to make it
accessible) (S2)
¥ Develop
delivery strategies for online courses
¥ More
research on other institutions strategies (M, S2, U, S1)
¥ Research
MN Digital Learning Plan (M, S2, U, S1)
¥ Encourage
use of certain standard tools, or provide overarching framework/parameters
¥ Functionally
based standards, e.g. you will include a syllabus which will have the following
elements; you will include UMDÕs logo, you will check to keep your links
active, you will have an office hour where youÕre sitting at your computer
looking for email, etc. (S2)
¥ Offer
online orientation ÒcourseÓ for any student/faculty interested in
teaching/learning online with basic tech skills required to maximize online
experiences.
¥ Meet
accessibility standards, both online and otherwise
¥ Identify
types of support needed (M, S2, U, S1)
¥ Faculty
mentoring faculty
¥ Will
we continue using WebX or move to WebCT? (S2)
¥ Where
to get software, how to learn it, who uses it and can act as a resource or
give a recommendation, how
students react to it. (S2)
Marketing Issues = M
¥ Cost
to institution
¥ How
do we stay competitive
¥ Need
to look at market dynamics
¥ What
kind of outside and internal academic scholarship has been done – people
investigating what DE is effective (see Educause article). We donÕt have a
single point of reference. There is a state agenda on everything we have talked
about today. Thus if we are going to have a DE clearinghouse, we should be able
to pull together the best practices. (I, S2)
¥ If
we are serious about the business of DE, hire a faculty development and
research person whose role it is to coordinate mentoring and info dissemination
on DE; need to keep on top of what is happening in DE, how this fits into the
global marketplace [relates to clearinghouse issue] (S2)
¥ Get
the word out about what resources UMD can offer
¥ Identify
types of support needed (M, S2, U, S1)
Other Issues = O
¥ Have
a governance and administrative discourse around these issues-- needs to be
coordinated effort, not isolated individuals.