E Learning Strategic Thinking
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Transcript of E Learning Strategic Thinking
The Ins and Outs of Getting an e-Learning Initiative Started in Higher Education
College of Arts and ArchitectureThe Pennsylvania State University
Friday, February 27, 2009
Who we are......
Visual Arts
Theater
MusicLandscapeArchitecture
Integrative Arts
Art History
Architecture
E-LearningInstitute
MissionTo work with the disciplines
represented in the College of Arts and Architecture to
become a leader in e-learning and instructional technology in
the Arts and Design
Friday, February 27, 2009
e-Learning Institute Goals
Support the design and development of e-Learning courses within the College.
Simulate research in the digital arts and design as they relate to e-learning and instructional technology.
Friday, February 27, 2009
University’s Charge to the College of Arts and Architecture
Serving General Arts Credits to Students(Every Student Must Take two to graduate)
Demand is Greater than 14,000 + enrollments Annually(New freshmen 7,000+ at UP, 7,000+ at Campuses)
Friday, February 27, 2009
Three Delivery Approaches
• Face-to-Face (no face-time reduced)
• Technology enhanced (minimal face-time reduced)
• Blended (significant face-time reduced)
• Online (no face-time)
% of face-time reductionFriday, February 27, 2009
Current Online Status
24 online courses producing 7,990 Enrollments -- 45% (16,903) of all UP GA Enrollments
5 of 7 Academic Units have at least one online course
2 blended courses
11 delivered through ELMS
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Plan For GrowthProvide at least one online course for each discipline
Shift Strategically toward Programmatic Development
• 1 Digital Arts Certificate (9 courses, 5 new)
• 1 MPS in Art Education (5 courses, 1 new)
13 new online courses, 1 blended planed for development in next two years
2 planned for revision
Friday, February 27, 2009
Need
Increase Revenue
Reduce Curricular Drift
Improve Efficiency of Instruction
Increase Enrollment Capacity
Goal
Reliability
Scalability
Reusability
Sustainability
Model
People
Process
Platform
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People: Driving PhilosophyThe creative design process is only as strong as the team that has been assembled
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Core ID&D Team
Director
Sr. Instructional Designer
Instructional Designer
Instructional MultimediaSpecialist
Program Manager
InstructionalTechnologySpecialist
e-LearningSupport
Specialist
CurriculumPlanner
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Process: Driving PhilosophyA well defined process provides a mechanism for effectively communicating and coordinating team activities resulting in the development of high quality courses
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e-Learning Institute ID&D Process
Process Phases
Phase 1design specificationCreation of a course design specification document outlining course delivery expectations.
Phase 2instructional designCreation of an instructional design document detailing the course pedagogical structure.
Phase 3Prototype developmentDesign and development of a fully functional sample lesson.
Phase 4ProductionCreation of the course based on the prototype and the instructional design document.
Phase 5Quality Assurance reviewReview of the course to ensure it meets specific design, development, and delivery quality standards.
Friday, February 27, 2009
Setting Expectations With The ID&D Process
Phase 1
(5%)
Phase 2
(15%)
Phase 3
(20%)
Phase 4
(50%)
Phase 5
(10%)
Total
(100%)
12 Month 3 (weeks) 8 (weeks) 10 (weeks) 26 (weeks) 5 (weeks) 52 (weeks)
9 Month 2 (weeks) 6 (weeks) 7.5 (weeks) 20 (weeks) 3.5 (weeks) 39 (weeks)
6 Month 1.5 (weeks) 4 (weeks) 5 (weeks) 13 (weeks) 2.5 (weeks) 26 (weeks)
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Platform: Driving PhilosophyEmpower faculty and designers by providing a stable, reliable, scalable, easy to use technical infrastructure ultimately improving the course design and delivery process
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Evolution of Needs
Static
Dynamic
ID Reliance
Independence
Year 1Year 2Year 3Year 4Year 5
Creation of Course Content
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What Were We Seeking?
✤ Digital E-Learning Content Management System
✤ System used to develop, deploy and share course materials using open source technologies
✤ Features designed by instructional designers to support the ID&D process
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Keys to Success
✤ Keep content separate for design
✤ Each course offering should be able have its unique look and feel
✤ Instructional elements should be sharable
✤ Faculty need to be able to edit their own materials
✤ Project communication must facilitated by system
Friday, February 27, 2009
ELMS (e-Learning Management System)
CommunityModules
ELIModules
CustomThemes
+ + +
PHP &MySQL
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Key Features of ELMS✤ Drag-and-Drop items between resources
and course structure
✤ Add new course pages with a few clicks
✤ One standard interface for all content creation, design and content organization
✤ Context menus relative to what content you are editing / creating
✤ Course navigation determined by outline
✤ WYSIWYG content editor
✤ User management / Angel Integration
Friday, February 27, 2009
What Does it Take to Get Started with ELMS✤ System
PHP, mySQL, Drupal 6.x installed, Custom Drupal Modules
✤ End Users
Web browser capable of handling JavaScript
✤ HR Resource Recommendation
Programmer familiar with Drupal and PH
Graphic Designer on staff with CSS expertise
IT support with knowledge of Drupal installations
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Establish Yourself Through Strategic Planning
Policies
IncentivesHR Growth
Design and Delivery ApproachStructural Approach
Environmental Scan
Enrollment Scale
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Environmental ScanDevelop an e-Learning Strategy that Fits Your Culture and Mission
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e-Learning Delivery Options
World Campus(External to University)
e-Learning
Cooperative(24 Campuses)
UP
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Potential Online EnrollmentsSpring 2009
UPWorld Campuse-Learning Cooperative
Enrollment Potential
UP 4535
World Campus 615
e-Learning Cooperative 390
Total 5540
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Identifying an Online BalanceSpring 2009
0
1,250
2,500
3,750
5,000
UP e-Coop WC
615390
4,535
Enrollment Potential
$0
$150,000
$300,000
$450,000
$600,000
UP e-Coop WC
$563,795
$76,050
Revenue Potential
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PoliciesHelp Set Expectations by Establishing Policies and Procedures to Support Effort
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Protecting Yourself with Policies
✤ Protect Intellectual Property
• MOU and Courseware Copyright Agreement
✤ Deal with Copyright
• TEACH Act vs. Fair Use
✤ Plan for Continuous Quality Improvement (e-LCQUI)
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Design and Delivery ApproachDevelop an Instructional Design and Development Approach that Fits Your Culture
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Risks and Challenges With Traditional Approaches
✤ LMS/CMS’s Change
✤ Outages -- Planned and Unplanned
✤ Creative Design Limitations
✤ Limited Sharability of Content
✤ Limited Media Integration
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Structural ApproachCreate a Structural Approach That Will Help You Communicate Course Development Expectations
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Units
Weeks
Lessons
Modules
etc......
Courses are a series of instructional sequences
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A page can be categorized as
Content
Assignment
Landing Page
Directional
Course Orientation
SyllabusList of Readings
Page
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Content
Lists
Submit
Poll
Pages are constructed by integrating instructional elements
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Enrollment ScaleIdentifying a plan for scaling enrollments will pay dividends in the future
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100 100 100
Underlying Assumption1 Instructor/TA:100 Students
Instructor
TAs or Adjunct
Students
100 100 100 300
+
100
+++
300 300
Add Sections with Instructors
Add Sectionswith TAs
Add TAs to Increase Section
Size
+ +
100 100 100
++
300
Add Sectionswith TAs and a
Master Instructor
+
Friday, February 27, 2009
ID Resource Justification ModelWorking Assumptions
ID&D Task % of Time Allocation Hours Spent Per Week
Course Development 30 12
Pilot 15 6
Maintenance 5 2
Total 50 20
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ID Resource Justification Modelby Course Load
New Course DevelopmentPIlot OfferingsCourse Maintenance
*
*
* Represents the need for a New ID
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ID Resource Justification Modelby Hours Spent Weekly
New Course DevelopmentPIlot OfferingsCourse Maintenance
16
46
7890
98106
114
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IncentivesDetermine What is Motivating the Faculty and Administration and Develop Appropriate Incentives
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What are Peoples Incentives for Undertaking e-Learning✤What is the motivation for there interest
• revenue
• build in efficiencies
✤What are the incentives to undertake
• financial
• freeing up time
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E-Learning Faculty Fellowships
✤ Engage and support faculty in the collaborative development scholarly materials
✤ Can take any of three forms
1. Create e-Learning courseware or programmatic e-Learning offerings
2. Help revise existing e-Learning courseware
3. Investigate how teaching and learning can be improved through the use of technology
Friday, February 27, 2009