Beyond Accreditation and Standards: The Distance Educator’s Opportunity for Leadership
of 19
-
Upload
gary-matkin -
Category
Education
-
view
815 -
download
0
description
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
Transcript of Beyond Accreditation and Standards: The Distance Educator’s Opportunity for Leadership
- 1. Gary W. Matkin, Ph.D.
Dean, Continuing Education, UC Irvine
UCEA 95th Annual Conference
April 8, 2010
Beyond Accreditation Standards: The Distance Educators Opportunity for Leadership
2. The Challenge and Context for Leadership
The Iron Triangle
ACCESS
QUALITY
COST
3. The Challenge and Context for Leadership
ACCESS
QUALITY
COST
4. The Form of Accreditation Demands:Desired Student Outcomes
(DSOs)
WASC Statement Regarding Desired Student Outcomes:
The institutions student learning outcomes and expectations for
student attainment are clearly stated at the course, program and,
as appropriate, institutional level. These outcomes and
expectations are reflected in academic programs and policies;
curriculum; advisement; library and information resources; and the
wider learning environment.
5. The Form of Accreditation Demands:Desired Student Outcomes
(DSOs)
Students will demonstrate:
Advanced knowledge, skills, and values appropriate to the
discipline;
The ability to be creative, analytical, and critical
thinkers;
The ability to work as individual researchers/scholars as well as
in collaboration with others in contributing to the scholarship of
their disciplines, as appropriate;
Relevant knowledge of the global perspectives appropriate to the
discipline;
Knowledge of new and various methods and technologies as
appropriate to the discipline;
Advanced oral and written communication skills, complemented, as
appropriate to the discipline, by the ability to access and analyze
information from a myriad of primary, print, and technological
sources.
6. The Form of Accreditation Standards:Mapping Course DSOs to
Program DSOs
WASC Statement Regarding Desired Student Outcomes at the Course
Level:
The institutions student learning outcomes and expectations for
student attainment are clearly stated at the course, program and,
as appropriate, institutional level. These outcomes and
expectations are reflected in academic programs and policies;
curriculum; advisement; library and information resources; and the
wider learning environment.
7. The Form of Accreditation Standards:Improvement Process
WASC Statement Regarding Continuous Improvement Processes
The institution employs a deliberate set of quality assurance
processes at each level of institutional functioning, including new
curriculum and program approval processes, periodic program review,
ongoing evaluation, and data collection. These processes include
assessing effectiveness, tracking results over time, using
comparative data from external sources, and improving structures,
processes, curricula, and pedagogy.
8. The Form of Accreditation Standards:External Assessment
WASC Statement Regarding External Assessment
All programs offered by the institution are subject to systematic
program review. The program review process includes analyses of the
achievement of the programs learning objectives and outcomes,
program retention and completion, and, where appropriate, results
of licensing examination and placement and evidence from external
constituencies such as employers and professional
organizations.
9. Sources of Content
Material from Content Management System
Teacher Created
- VOP
10. Flash 11. PrintOpen Material
Proprietary Material
University Owned Material
Students
Course
(Learning Object)
Continuous Improvement Cycle
12. OIT
TLTC
DLC
13. Distance Educator LeadershipOpportunities
Increased Demand for Transparency, Accountability
Increasing Competition in Higher Education
Increased Acceptance of New Instructional Technologies
Rapid Introduction of New Instructional Technologies
14. Distance Education LeadershipAdvantages
Tradition of Learner Centeredness
Market Orientation
Technological Orientation
Institutional Autonomy
15. What You Can Do
Practical Suggestions about How to Seize the Day
Establish Continuous Improvement Processes
Be a Leader in the Use of New Instructional Technologies
Develop an Open Web site
Publicize
16. Establish Continuous Improvement Processes
Capture Learning Data
Create A Learning Asset Database
Use Data to Improve
Consider Joining the Transparency By Design Movement
Publicize
17. Be a Leader in the Use of New Instructional Technologies
Stay Aware of New Developments in the Field
Copy OthersQuickly
Adopt an Evidence-Based Approach
Perform Limited Pilot Projects
Make Budgetary Provisions
Publicize
18. Develop an Open Web Site
Public Service
Showcase for Institutional Programs
Attract Prospective Students
Repository for Instructional Material
Dissemination for Research Results
19. Develop an Open Web Site
Funding Target
Save Current Students
Staff Training and Development
OCW-in
Membership in a World-Wide Community
20. Publicize
Create Strategic Relationships
Use Internal Communication Methods
Go External
Use Yourself as Symbol
21. Gary W. Matkin, Ph.D.Dean, Continuing Education
[email protected]
http://unex.uci.edu/garymatkin/
http://ocw.uci.edu/
Download Presentation at
http://www.slideshare.net/garymatkin
