Supporting Remote Teaching and Learning in Florida
Transcript of Supporting Remote Teaching and Learning in Florida
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SupportingRemoteTeachingandLearninginFlorida
State-BasedApproaches,InstitutionPractices,andFeedbackonTopIssuesandNextStepsforthe“NewNormal”
March2021
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TheAdaCenterinBriefSupportingHigherEducationITCapacity
• Foundedonthebeliefthattechnologyisnotasilverbullet toanyproblem,butwiththerightplanningandimplementation,softwarecanplayanimportantroleinadvancingstudentsuccessandequity.
• Supports nationalinitiativessuchastheBill&MelindaGatesFoundation’sFrontierSet,AchievingtheDream,StateSuccessCenters,AACCPathways,andothers.
• Developsresearch-basedresourcesforthefieldandworksdirectlywithcollegesandstatesinneedoftechnologystrategy,purchasing,andimplementationsupport.
MeetOurNamesake
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“Anew,avast,andapowerfullanguageisdevelopedforthefutureuseofanalysis,inwhichtowielditstruthssothatthesemaybecomeofmorespeedyandaccuratepracticalapplicationforthepurposesofmankindthanthemeanshithertoinourpossessionhaverenderedpossible.”– AdaLovelace,FounderofScientificComputing
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ThisreportwascreatedbyTheAdaCenterinMarchof2021fortheFloridaCollegeSystem(FCS)andFloridaStudentSuccessCenter(SSC)inresponsetothe2020COVID-19pandemic,whichrequiredcollegestorapidlydigitizeoperations,includingteachingandlearning.
ThisresearchwasmadepossiblethroughTheEducationCommissionoftheStateswithsupportfromTheBillandMelindaGatesFoundation.
Forfurtherinformationaboutthisprojectorthecontentsofthisreport,pleaseemailBrittneyDavidson,Principal,[email protected].
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InThisReport
v ProjectBackgroundandResearchMethodology
v StateandSystemResearchReview
v FloridaColleges– EffectivePracticesandChallengesDuringShifttoRemoteT&L
v Preparingforthe“NewNormal”:What’sTopofMindforCollegesMovingForward?
v NextStepConsiderations
v GuidingQuestionsforFurtherDiscussion
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ProjectBackgroundandResearchMethodology5
Ongoingresearchandsurveyshaveshownthat,whilecollegeshavemadevalianteffortstotransitionteachingandlearningto aremoteenvironment,thereisstillmuchtolearnandmuchthatcanbeimproved.EvenbeforeCOVID-19,technologycapacityacrosscollegeswasuneven;often,collegesservingthegreatestnumberoflow-incomeandracially-minoritizedpopulationsweretheoneswiththeleasttechnologyexperienceandcapacity.Asthepandemichasamplifiedtheneedforvirtualization,thesecapacitygapshaveonlyexacerbatedexistinginequities.Fortunately,stateentitiesarerecognizingthattheyareinauniquepositiontotakeonnew,potentiallymoreimpactfulapproachestohowtheysupportinstitutionsandabroaderequityagenda.
TheFloridaCollegeSystem(FCS)andtheStateSuccessCenterhavealreadymadestridesinthiseffort,havingsupportedits28statecollegesthroughaninitialtransitiontoremotelearning.TheteamhaspartneredwiththeAssociationofCollegeandUniversityEducators(ACUE)toprovideprofessionaldevelopmentforfaculty,isexploringhowtosupportunderrepresentedstudentsinworkforceprogramswithAdvanceCTE,andhasrecentlylaunchedaGuidedPathwaysinitiative.Yet,withsuchdiverseinstitutionsandprogramsacrossthestate– ruralandurban,academicandcareerandtechnicaleducation-focused– adaptingteachingandlearningtoavirtualenvironmentat-scaleisunchartedterritory.Byhearingdirectlyfrominstitutionleaders,FCSandTheStateSuccessCentercangainaclearerandmoreaccuratesenseofcolleges’existingbestpracticesandgreatestneeds.Theseinsightscanbeusedtoguideongoingequityandaccessinitiativesaswellasthesystem’s broaderstrategytofacilitatecoordinatedteachingandlearningimprovementsinaremoteenvironment.
OurApproach
Initialkickoffmeetingtodiscussgoalsandkeyareasofinquiry
Backgroundresearchonstate-basedeffortstosupportremoteteachingandlearning
ResearchinterviewswithstatesystemandStudentSuccessCenterleaders
BackgroundresearchonFloridacolleges’remoteT&Lresourcesandpracticesto-date
Interviewswithfaculty,staff,andleadershipatsixselectedFloridacolleges
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StateSystemResearchOverview:KeyContributors6
NorthCarolina
Washington
NewYork
SampleAreasofInquiry
California Texas
AdditionalResearch
Belk Center/NC State
Washington SSC
NY SSC/SUNY
Ø Whathasbeenthestate’sgeneralapproachtosupportinginstitutionsthroughoutthepandemic?TheCenter’sapproach?
Ø Whattypesofquestionsandsupportrequestsareyougettingmostoftenfrominstitutions?Aboutteachingandlearning?
Ø What’sanexampleofaprogramorsupportthathasbeeneffectiveinsupportingteachingandlearning?
Ø Whathasbeenlesseffectiveinsupportingteachingandlearning?
+AdaCenterfieldresearch
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DespiteVariedStructures,Contexts,andResources,StatesConvergedOnSeveralPromisingPracticesforInstitutionSupport
“CommunitiesofPractice” ”AskAnExpert” LearningtoGoRemote,Remotely
Washington NewYork
Communitiesofpracticebringtogetherindividualsacrossinstitutionswhoarefocusedonsimilarcontentareastolearn,problem-solve,andsharepractices.
Benefits:• HelpsaugmentestablishedPDthatmaybefocusedonlonger-term,broadreforms(e.g.,GuidedPathways)ratherthanurgent,targetedsupport(e.g.,managingremotelearningforNursingstudents)
• Providemorereal-timeopportunitiesforcollaborationandrapidinsightdissemination
• Createsasupportnetwork,reducesfeelingsofisolationamongfaculty
“Thiswasalifesaverwhenweweresuddenlyforcedonline.Thankyou!IthinkthereasonIkeepgoingisachancetoshareideasacrossthecolleges.It'sworthit.”
COPs Varied In Specificity, Content Area • STEM• Workforce
• Starfish• Chemistry
• Humanities• Education Prep
Washington NorthCarolina California
SeveralstateseithercreatedprocessestoconnectthoseseekingsupportwithexpertsatotherinstitutionsorstaffedcentralizedexpertsonkeytopicswithintheSSCorsystemoffice.Dependingonthestate’sfocusandresources,expertswereleveragedfor:
ITPlatforms: StatesorsuccesscentersconnectinquiriestoCanvasorD2Lexpertswithinsystemoratamoreadvancedcollege;offerhelpdeskservices.
InstructionalDesign:Statesorsuccesscentersofferwebinars,1-on-1appointmentswithinstructionaldesignerstosetuporimproveonlinecourse.
Targeted,As-NeededHow-Tos:Surveysorformscollectinquiries/asksonspecifictoolsorchallenges;1-2SSCorsystemrepresentativesofferregularwebinarstoaddresscommonasks.
Partnershipshelpedprovideaccesstoexperts,managementforinquirysolicitationandresponse
NewYork
Somestatescapitalizedonexistingonlineteachingresourcestooffermorestructuredtutorials,workshops,andpackagedasynchronouslearningopportunitiesforfacultytodeveloptheirremote/onlineteachingapproaches.
California
Online“Coursework”PackageforRemoteTeaching• Asynchronousrecordedwebinars/how-tos• Periodicsynchronousdiscussions• Curatedresourcestiedtospecifictopics/lessons• “Badging”forspecificonlineT&Lskills• Webpageoptimizedforeasyuserbrowsing,someutilizeanLMSportalspecificallyforfacultylearners
SamplePrograms:• NYRemoteTeachingAcademy• CAOnlineNetworkofEducators(@ONE)• DigiTex
Texas
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NoSilverBulletforChallengesThatRemain,ButStatesAreExploringSolutions
AdaptingCTEandHands-OnCoursestoRemoteEnvironment
“There’sananxietywithinthe‘academiclanes’- inclasseswithlabenvironments,likeweldingorbiology,there’sjustanexpectationofface-to-faceinstruction,sothey’restruggling...”
TyingTeachingandLearningtoGuidedPathwaysandEquityDiscussions
CuratingandOrganizingResourcesToProvideSupportWithoutOverwhelmingUsers
Soliciting,AnalyzingandRespondingtoFeedback
• Facultyreportfeeling“overwhelmed”bylonglistsofresourcelinks,unsurewheretostart
• Someinstitutionsskepticalaboutideas/practicesfromotherstatesorinstitutionsthatareverydifferentfromtheirown
Structured,topicalPDbasedonfacultyaskscanstreamlinecontent
Varied,state-basedexemplarsgarnermorecredibility,interest
“...OurcolleagueinOpenEducationalResourceshelpedwiththisbysponsoringvirtuallabsoftwarerequestsandshowingthemhowitcanberun.”
- KristiWellingtonBaker,WashingtonSuccessCenterDirector
BigQuestions• Howdofindoutwhatinstitutionsneed?
• Howdoweknowifwe’rebeinghelpful?
• Howdowedothisallefficiently?
NorthCarolina
“Weaskedthreekeyquestionsinastatewidesurveyatthebeginningofthiscrisis:(1)whatresourcesareneededforeffectiveteachingandlearning?(2)howcanwegetfacultyandstudentstoengagemoreonline?(3)whatworkiscurrentlybeingdoneontheseissuesbyfacultythatisgoingunnoticed?”- AudreyJaeger,ExecutiveDirector,BelkCenterforCommunityCollegeLeadershipandResearch
New Urgency, Attention on Technology…“Even though Teaching & Learning is the fourth guided pathways pillar, it’s been the most challenging for us to tackle as part of our broader Guided Pathways work. COVID has created a golden opportunity to do that.”
…And on Equity “The national conversation on equity has really allowed us an opportunity to get granular with student outcomes data on teaching and learning, though it can be hard to have those conversations in a remote setting.”
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FloridaCollegeResearchOverview9
AreasofInquiry1) Whatwerethemosturgentasks/needsasyour
campusmovedtoremoteteachingandlearning?Howhasthatevolved?
2) Whatpracticesorsupportsaroundteachingandlearningwereparticularlysuccessful?Whatwaslesssuccessful?
3) Whatresourcesorsupportswere/aremostdifficulttofindorprovide?
4) Whattopicsmightyou(orfacultyatyourinstitution)wanttodiscusswithotherinstitutions?
5) HowareinstitutionsaddressingequitywithinT&L?
6) TestInterestIn:CommunitiesofPractice;AskanExpert;Formalized,OnlineTrainingModules
7) AskAbout:CTEremotelearning,CARESActfundingandrapidcredentialingapproaches
DaytonaStateCollege
HillsboroughCommunityCollege
ValenciaCollege
NorthFloridaCollege
SantaFeCollege
ChipolaCollege
Institutionsrepresentedamixofurban,rural,andsuburbancollegesacrossthestateofFlorida.Theyalsorepresentarangeofsizes,servingbetween~2thousandtoover40thousandstudents.
LMSSystems:
42Canvas
D2LBrightspace
IntervieweesCameFromaRangeofDepartments,Roles:SampleTitles• Provost• VPofWorkforceandEconomicDevelopment• LearningResourcesandSupportLeads• DirectorofInstructionalTechnologies• DirectorofOnlineTeachingandLearning• Faculty(LiberalArtsandCTE)
19Individuals Interviewed Across Institutions
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Astheinitialdustclearedandinstitutionsrecognizedthatremoteteachingandlearningwouldcontinueformonths,urgentrequestsforbasictechnologysupportandset-upgavewaytoconcernsaboutteachingandlearningquality,equity,andacademicintegrity.
SampleTopCitedQuestionsCollegesnotedthat,atahighlevel,top-of-mindissuesbecamemorefocusedoneducationqualityandaccess;supportsalsoneededtobecomemoretargetedandmoresystematized,asleadersnoticedsomefacultyandstaffwereabletomoreeasilyadjusttotheonlineenvironmentthanothers.
• HowdoIkeepstudentsengagedonline?• Whatcanbeusedtoensureacademicintegrity?Howdotheseworkwithourexistingtools?
• Howdowereachstudentsthathave“disappeared”orareclearlystruggling?
• WhataremypeersdoingtosupportT&Latourcollege?Whattechtoolsaretheyusing?
“MyAnswerDepends…”:FloridaCollegesIllustrateHowPractices,ChallengesandTriumphsVaryAcrossthePandemicTimeline
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Duringourinterviewswithvariousstateandsystemofficials,AudreyJaeger(NC)sketchedouthowNCState’sBelkCenterfor CommunityCollegeLeadershipandResearchdidnotexperiencetheshifttoremotelearningasone“bigwave,”butratherasthreedistinctphases,eachofwhichcamewithuniquechallengesthatrequiredvariedresponses.Floridacollegeleaders’responsestoquestionsaboutchallengesandbest practicesforremoteteachingandlearningmirroredsomeofJaeger’sperspective;criticalquestions,needs,andstrategiesshiftedovertime.
EmergencyResponse SustainandImprove Prepareforthe“NewNormal”
Facedwithgoing“suddenlyremote”intheSpring,institutionsworkedquicklytocommunicatechangestostudents,supportfacultyandstaff,andlearnnewwaysofleveragingtechnology.
SampleTopCitedQuestionsInitialinboundinquiriesfromfacultyandstaffwereoftenhandledbyindividualsinLibraryServices,OnlineTeachingandLearning,andInstructionalAffairs/LearningResourcesdepartments.QuestionsrevolvedaroundinitialsetupwithintheLMSandbasichow-toinstructionforotherrelevantremotetechnology.
• HowdoIuploadthingstotheLMS?• HowdoIuseZoom?Teams?• Whatshouldbeonmycoursepage?• Howdowesupportstudentswithoutinternetaccessorcomputers?(CARESActfundinghere)
• Help,myaudioisn’tworking!(Andotherreal-timetechnicaltroubleshooting)
Ascollegeshavebeguntocomebackforin-personclassesandsupport,theyarereflectingonhowlessonslearnedthroughthisperiodcouldredefineeverythingfromthewaytheinstitution’sworkforceismanagedtohowtotackleequityandaccessinteachingandlearninggoingforward.
SampleTopCitedQuestionsLookingforward,collegesarethinkingmorestrategically.Manynotedthatthepandemichaschangedthewaytheinstitutionseestechnology,andquestionsrevolvearoundthinkingmoreholisticallyandlong-termaboutwhatthefutureofhighereducationshouldlooklike.
• Whatwoulditlookliketocontinuetohaveapartiallyremoteworkforcegoingforward?
• Howshouldweberethinkingfacultyandstaffonboardingandprofessionaldevelopment?Whatrolesandresponsibilitiesneedtoevolve?
• Howdoweleveragetechnologytomaximizeaccessandequitywithoutsacrificingquality?
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Inthefuture,givenmixedmodalitiesthatwillbepresentinoursupportand
learningenvironments,individualswhowerepredominantlyonlinewillwant
connectionwithotherhumanbeings,andthosethatwereprimarilyin-personwillrealizetheconvenienceofbeingonline.
Weneedtobepreparedtomeetthechallengesofboth.
“
WendiDew,AVPTeachingandLearningValenciaCollege
”
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EmergencyResponse:FloridaCollegesBenefitFromExistingLMSInfrastructureandOnlineT&LExpertise
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Inotherstatesandatotherinstitutions,LearningManagementSystem(LMS)platformsweresometimesintransition,notfullyimplemented,orpoorlyusedbeforethe2020shifttoremoteinstruction.Thesestatesandinstitutionsreportedfacinganuphillbattletoquicklyimplement,scale,andtrainfacultyandstaffonnewLMStools.
ThesesixFloridainstitutionswerelargelysparedthisacutestruggle.EachinstitutionhadalreadyimplementedeitherD2LBrightspaceorCanvas.Eachoftheinstitutionsalsobenefittedfrompastinvestmentsinonlineeducationdelivery.
However,likeothercollegesnationwide,Floridacollegesgrappledwiththewaysinwhichthepandemictestedtheirbandwidthandresources,andtheygrappledwithhowthecrisisexposedandexacerbatedexistinginequities.
ArchitectureforSuccessq EstablishedandWell-UtilizedLMS:AllFloridacollegesinterviewedbenefittedfrom
havingestablishedLMSplatforms.Thosewithsmoothertransitionshadalsoinvestedin(1)LMSexpertsonstaffwhocouldteachothersaboutLMSfeaturesand/ortroubleshootLMSissues(2)LMS-specificprofessionaldevelopmentandtraining(3)ClearanduniversallyacceptedstandardsforLMSusage.
q EstablishedOnlineProgramming:Institutionsleveragedlocal“experts”,orthoseonstaffthatalreadyhadexperienceteachingallorpartoftheircourseonline.Somecolleges,likeDaytonaStateandNFC,benefittedfromadecades-longpushintodistanceeducationthatwasoriginallymeanttoexpandaccessacrosstheservicearea.
q OrganizedOvercommunication:Allcollegesnotedtheurgentneedforupdatesduringtheshift;leadersemphasizedtheneedtoclearlyandconsistentlycommunicatewithstudentsandstaff.Leaderspostedfrequentupdatestodedicatedwebpages(orfrontpages),understandingthatemailscouldgetburiedinbusyinboxes.Importantly,themostsuccessfulcollegesensuredthatthemostcriticalinformationwasproperlyemphasizedanddispersedthroughmultiplechannelsandkeptallupdatesorganized(e.g.,postedatregularintervalsinthesamelocation)soasnottoconfusestudentsandstaff.
“We’reruralFloridaandhavethelargestdistrictwithoneofthesmallestpopulations. So,distancelearningwasnecessarytodoagesago.Weasked,ifthey[students]didn’twanttodrive45-50mins,howdoweservethem?”- Dr.JayWelch,NFC
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EmergencyResponse:BandwidthandResourcesaUniversalChallenge,ButNuancesAroseAccordingtoCollegeSize
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ChallengesandLessonsLearned
ResourcingStudentsAmidTheShift:“Band-AidsRatherThanSolutions”
Balancing urgency with feasibility• Valencia: “We were trying
pedagogy AND technology, in-depth, short amount of time -just too muStrch, frustrating. Decided never to move in that direction again.”
BalancingUrgencywithRealisticFacultyandStaffBandwidth
ExperiencesVariedAccordingtoCollegeSize,Capacity
Intheearlyweeksofthepandemic,theshifttoremoteT&Lrevealedtwomajorcategoriesforsupport:(1)TechnicalTrainingand(2)PedagogicalTrainingforanOnlineEnvironment:
• Longlistsofresourcespoppeduponinternalandexternalwebsites,butfacultywereattimesoverwhelmedandunsurehowtominetheoceanofresourcesforwhattheyreallyneeded.
• SomecollegesdeployedintensivePD,butquicklyrealizedthatteachingnewtechnicalskillsandpedagogysimultaneously(whilefacultywerestillteachingfullcourseloads)leftfacultyconfused,overwhelmed,andlesslikelytoabsorbcriticalinformation.
“Weweretryingtodotechnologyhow-tos andpedagogyin-depthandatthesametime.Itwasjusttoomuch.Werealized,‘gosh,wewouldneverteachourstudentsanewskillthisway,whyarewedoingthattoourfaculty?!’”
- TeachingandLearningLead,ValenciaCollege
CARESActfundingprovedcriticalforFloridacolleges,withallnotingthatsomefundswenttowardprocuringlaptopsandothermaterialsforstudents.However,otheracuteandunexpectedresourcingneedsarose:
• Manycollegesputupwi-fihotspotsinparkinglotsforstudentsthatdidnothaveinternetaccessathomebutnotedthatnotallstudentshadreadyaccesstoacarfromwhichtheycouldwork.
• Somefacultynotedthatremotelearningcamewithunexpectedcosts,particularlyforhands-onlabsthatrequired“notonlyatextbook,butaseparatelabkitthatstudentsdidn’tknowthey’dneedtopayfor,”orworksheetsthat“requiredprintersthatstudentsdidn’thave.”
“Onecolleaguetoldmethatatonepoint,wewereallcompetingfortheserockkitsforasciencecourse.Thevendorranoutofthem!Thenwhat?”
-Faculty,HillsboroughCommunityCollege
SmallerInstitutions
• MorerelianceonLMSvendorfortroubleshooting;vendorhelplinesoftenbusy
• Limitedcapacityforspecializedroles(e.g.,instructionaldesigners)
QualityMattersstandardsandFLVCresourcesgivenhighpraisebybothlargeandsmallinstitutions
LargerInstitutions
• Morefrictioninrollingoutpolicy/practicechanges,;longertimelinefordecision-making
• Largenumbersoffacultyandstaffthatrequiredvariedsupport
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CaseStudy:ValenciaCollege’sCaseManagement“Triage”ApproachDeploysPeerSupportForFacultyatScale
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TheProblem TheSolution
Asalargerinstitution,Valenciahadhundredsoffacultymembersthatneededsupportduringthetransitiontoremoteteachingandlearning.
However,facultywereatvastlydifferentproficiencylevels,withsomeneedingintensivesupporttogetuptospeedononlineinstruction,othersrequiringsomelightdirection,andafewalreadyhighlyadeptatonlineteachingandlearningpracticeandtechnology.
TheValenciateamwondered:Howdowemeetsuchvarieddevelopmentneedsquicklyandatscale?
DataGathering SegmentationandTriage
AssignMentorsandDedicateTime
ExaminedLMSdataanddatawarehousedatatoassessprofessionaldevelopmentneeds.Dataexaminedincluded:• Hasaninstructortaughtanonlineclassbefore?
• Forhowmanytermshasaninstructortaughtonline?
• Howmanydifferenttypesofcourseshasaninstructortaughtonline?(#coursepreparations)
• WhatrelevantPDhastheinstructordonebefore?
FacultyAnalyzedandSegmented1800 600 FacultyIdentifiedas“Critical
Contacts”forIntensiveSupport
Datawascompiledintoafaculty“transcript”,allowingtheValenciateamtomodeloutanticipatedlevelsofsupportneededagainstexistingcapacitytoprovidethissupport:
• Recognized~3-4differentlevelsofneedbasedonfacultybackgroundandexperienceonline
• Developed~7leveltriagesystemwithsequencedactionsteps,fromlightsupporttodeeperintervention
• Identified“criticalcontacts,”definedasthosewithlittleonlineT&LexperienceandminimalonlineinstructionPD
100 MentorsDrawnfromT&LStaffand“HighlyProficient”Faculty
“CriticalContacts”wereeachassignedamentor(leveragingexistingmentorprogram)withintheirfieldforintensive1:1support.Elementsofsuccess:
• Mentors:Consistedof60-70facultyandmembersofT&Lstaff;abletoactivateexistingmentorshipprograms
• ConsultationGuide:Standardizedsetofquestionsfilledoutbeforementorshipsessionstoguidediscussion
• RealisticExpectations:Emphasized“teachingenough,”butnotallowingperfecttobetheenemyofthegood;reducednumberofcoursepreps
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SustainandImprove:EffectivePracticesandKeyChallenges15
ArchitectureforSuccess
ChallengesandLessonsLearned
Simple,BroadGuidelinesShort,simpleresourceshelpedillustratebaselineeffectivepracticeforLMSusage,videolectures,andstudentcommunication;longermoreintensiveresourceswereoftentoo“overwhelming”forfaculty.
“Heroic”LearningTechnologistsLibraryservicesandteachingandlearningstaffbecameindispensable,offeringon-callsupport,webinars,andcustomizedhow-tomaterials.
PeerSupport,ExemplarsExistingpeermentorshipprogramswerereconstitutedtoscaleeffectiveteachingandlearningpracticeacrossdisciplines.
ContinuedChallengetoProvideAccessSomestudentsremainedunderresourced forremotelearning;manyalsorequiredalready-scarceITsupporttoadjusttotheremoteenvironment.
ApprehensionAboutNewStructures,ChangeSomefacultyresistednewLMS/courseshellstandards,othersworriedself-serviceportalsforstudentstomanagedegreeplansandcoursechangesmight“makeittooeasy”forstudentstocircumventprogramrequirements.
DepletedStaminaLonghourstaxedfacultyandstaffmoraleandstamina,manywonderinghowto“supportstudentsandourselves”atthesametime.
“JohnGardner,ourautomotiveinstructorhelpedotherCTEinstructorsunderstandhowtodovideo-based‘capsules’ofinstruction.Hisvideoswereinteractive,andthestudentspreferredwatchinginstructionfromtheirownprofessoronYouTuberatherthanjustastockvideo.”-VikkiMilton,DirectorofLearningResources,ChipolaCollegeSeeJohnGardner’svideoserieson“TechGarage”
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CaseStudy:MultipleCollegesBegintoEstablishClear,UniversalGuidelinesforLMSUsage
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SampleLMSStandardsChipolaCollege’sLMSguidelinesaresplitintotwolevels:MinimumStandardsandProficientStandards.MinimumStandardsarerequiredforallcoursesandProficientStandardsaremeantforonlinecourses.Standardsincluded:
q Utilizesthecustomized“PagesFrontPage”toaddressaWelcomeandCourseIntroduction
q PublishesFinalExamdateandtimeoncalendar;locationaddedwhendetermined
q Recordsdailyattendanceq ContainslinktoFirstDayHandout(Mustbe
titled“FirstDayHandout”)
WhyDoesThisMatterForOurStudents?
…ButLeadersShouldBePreparedforSomeFacultyResistance“Therehasbeensomepushbackonthegradebookstandards…thetensionis,studentsneedconsistency,andourfacultydemandflexibility.”– CabinetMember,Mid-SizeFloridaCollege
90%StudentsclaimtheystronglyprefertotakeclasseswithfacultythatusetheLMScalendar,grading,anddiscussionboardfeatures.Overall,LMSstandardizationreducedstudentanxietyandbarrierstolearning,criticaladjustmentstoenablestudentsuccess.TheAdaCenterStudentFocusGroups,2019
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Wewerenimbleduringthisperiod,becausewehadtobe.Buttherehavebeenalotoflessonslearned,andtherearethingsthataregoingtoneedto
evolvegoingforward.
Thetruthis,thisairplanejustdoesn’tflybackwards…
“
Dr.EdBonahue,ProvostSantaFeCollege
”
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ReturningtoaNewNormal:ReflectionsFromInstitutionsIlluminateWhichTop-of-MindIssuesStatesWillNeedtoConsiderGoingForward
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SupportingAnEffectiveTeaching&Learning
TechnologyInfrastructure
PreparingforNewRolesandResponsibilities
ExploringNewHybridModelsforTeaching,Learning,andWorking
PuttingAccessandEquityattheForefrontoftheFutureofHigherEd
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ReturningtoaNewNormal:SupportinganEffectiveT<echnologyInfrastructure
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“It’dbegreattohaveaclearinghouse ordiscoveryportaloftechnologytoolsandreviews.”
“Isthereawaytogettheseproctoring applicationstobelessexpensivebycoordinatingasastate?”
“Weneedeachofthesethingstointegrate andworktogether,rightnowtheydon’tplaywell.It’dbegreattoknowifothershaveencounteredthisissue,orifwecouldpressurethevendorsforafix.It’snotgoingaway.“
Forinstitutionsnationwide,includingthoseinFlorida,theshifttoremoteteachingandlearningilluminatedhowmuchmorecouldbe(andneededtobe)donewithexistingmajortechnologyplatforms,liketheLMSandstudentsuccessCRMs.Butitalsoputthespotlightontoolswithfeaturesspecificallycateredtotheremotelearningenvironment.Astheusageofthesetoolsgrows,sodoestheneedtounderstandtheproductmarketlandscapeandexplorehowtoscaletoolseffectivelyandsustainably.
ProctoringTools Floridacollegesarecurrentlyusingdifferentproctoringtools,oftenprocuredorscaledquicklyduetotheurgenttransition:• Currentcontractingenablingcoststoballoonovertimeas
usersareadded.• Moreguidanceneededaroundhowtoorientstudentsto
thesetools;nationalresearchfromTheAdaCenterindicatesthatstudentshavebeencaughtoff-guard,stressedbynewtechnologyusedinhigh-stakestestingcontexts.
StudentCommunicationTools• Usageratesforchatbots skyrocketedatFloridacollegesthat
hadalreadyinvestedinatool(Ex:DaytonaStateCollegesaw#ofchatsincreaseby10X)
• Similarly,existingCRM technologieswereleveragedmoreheavilytoenrollandadvisestudentsremotely
• Collegesuniversallynotethatappointmentschedulingfeatures(sometimesincludedinCRMtools)wereinvaluableforstudentsandreducedbarriers.
HowCantheStateHelp?
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ReturningtoaNewNormal:EvolvingRolesandResponsibilities
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OnboardingandPD:Setting NewStandardsHiringfortheFutureofHigherEd:AChangingLandscape
• Instructionaldesignskillswillbeinincreasinglyhighdemand
• Jobdescriptionsforfacultyandstaffarealreadychanging
• Supportstaffrolesareshiftingfrombasiccalendarmanagementtoon-handbasicITsupport
“Thejobhaschanged.IneedaquickSharePointtutorial,MSForms,aZoomset-up,notdiction!”
“We’vealreadyre-writtenafewjobdescriptionsforflexibilityacrossmultiplemodalities…”
“They’relikeIRstaff,difficulttorecruitandmaintain.Thatcombinationoftech,teachingandhumanity…it’sveryrare!”
• Peermentorshipprogrammingwithininstitutionsexpandingtoaddresstheintersectionofpedagogytomodality
”Duringthisperiod,weprovedtoourselveshowadaptableandnimblewecouldbe…andwillneedtobe.”
• MandatorytrainingnowincludingmoreintentionalLMSorientations,equityandaccessdiscussions,andbaselineonlineT&Lpractices(thoughwhatis“baseline”versusmoreadvancedisstillbeingdefined)
”We’retryingtobelessreactiveandmoreproactiveaboutsettingstandardsforonlinelearning…”
“We’reimplementingmandatoryLMStrainingandmoreintensivetrainingforonlineandhybrideducators”
HowCantheStateHelp?I’mapartoftheCollegeSystemCouncilforInstructionalAffairs.It’sreallyvaluable,butinsteadofmegoing,I’dliketohavemorefacultyengagement,anopportunityforthemtocometogetheranddothesamekindofthingattheirlevelwiththeirpeers.”
- LynneWyche,DirectorofLearningResources,NFC
80% OfFloridaintervieweesexpressedinterestinCommunitiesofPracticeforfaculty
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ReturningtoaNewNormal:NewModelsforHybridTeaching,Learning,andWorking
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WhatAboutCTE?Remoteinstructionwasmostchallengingforhands-on,workforce-focusedprograms.MostCTEleadersleveragedCARESActfundingforlaptops,PD,andnicheapplications.Butthroughthischallenge,ValenciaCollegerecognizedanopportunitytore-thinkthearchitectureoftheseprograms:
“IfIhaveaconstructionprogramandthetimingofthecoursedoesnotworkforastudent,thatstudentdoesn’tregister.Youhopetheyregisternexttime,buttheymightnot….Ourhopeisthatthiswillmakeaccesstoadvancedcoursesmucheasier.“
- Dr.NasserHedayat,AVPCareerandWorkforceEducationValenciaCollege
BigQuestionsAriseAsCollegesContemplateaHybridApproach
WorkfromHomeforFacultyandStaff?CriticalQuestions:
• Communication:Coursemodality– andconsiderationsforthatmodality– willneedtobeclearlyarticulatedinstudentfriendlylanguage.(Note:Facultyacknowledgedthatstudentscouldbecomeconfusedbytermslike”Hyflex”)
• OneSize(Modality)DoesNotFitAll:Whilesomestudents,particularlyadultlearners,benefittedfromtheflexibilityofdistancelearning,manywerealsoeagertoreturntoface-to-faceclasses.
DaytonaStateCollegeHavingahybridworkforceallowedthecollegetoextenditssupportserviceshours:“Werealizedthat33%ofstudentactivitywashappeningduringourpreviously‘closedhours.’Whatdidwemissbefore?”
MixedModalityConsiderationsforStudents
• Howdowedecidewhogetstoworkremotely?• Howdoweresourcefacultyandstafftoworkremotelyparttime?• Couldallowingmoreremoteworkallowustomoreeasilyfillroles
thatarepersistentlydifficulttosource?• Couldallowingmoreremoteworkhelpusbetterservestudents?
Synchronousonlinelecturecoverstheory,knowledge
*Canberecordedforstudentstoreview
LabsopenMonday-Saturdayforhands-onlearningcomponent;studentscomeattimethatworksforthem
Instructorsprovidein-personsupportinlabs;splithours
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ReturningtoaNewNormal:EquityandAccessAttheForefrontoftheFutureofHigherEd
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“Requiringphysicaltextbooksisarealbarrierforourstudents.Textbookscostasmuchasclasses!WeshouldexploreOERresources asapartofthisnewphaseofteachingandlearning.”
“Accesstolaptopsandwifihotspotsisstillspotty.Weneedalonger-termsolution.”
“Howmightwecollaboratebetterwithhighschoolstomakesurestudentscometouswiththebaselinedigitalliteracyskills?”
HowCantheStateHelp?EquipmentNeedscomeintofocus,asstudentswereforcedtobecomemoreself-reliantforremoteclasses,manylackinginternetaccessandlaptops.
DigitalLiteracytakesnewdimensions,withlesstech-savvystudentsfacingmorebarriersinclass.
FinancialNeedsanincreasingchallengeforstudentswhohavelosttheirjobsandconfrontthecostsofeducation,withmanyreachingoutforhelptoourfacultyandstaff.
Accessibility growsinimportance,withfacultyunsureofhowtobeADAcompliantand/oridentifystudentneedsremotely.
BasicNeedsbecameapparenttofacultyinnewways;Zoomprovidedawindowintostudents’livesastheysharedincreasinglylimitedspace,time,internetaccess,andevenfoodwhilejugglingcompetingdemands(e.g.,childcare,shiftingjobhours);conversationsaboutequityandaccessibilityaboundedacrossdepartmentsandunitsatcolleges.
FloridaCollegesUnanimouslyCiteConcernforStudentNeedsinRemoteEnvironment
ANoteOnRapidCredentialsTheeconomiccrisisbroughtonbythepandemiccreateduniqueworkforceeducationchallengesandopportunities.Rapidcredentialsofferedtheopportunitytoupskillstudentsatrecordspeed,butalsorantheriskof“creatingmoreunemployedworkers,morequickly.”Leadersnotedthatemployersshouldhave“skininthegame”forthesecredentialstoensurethat“wearen’tgivingthem100studentsforoneposition,whichisgreatforthem,butterribleforourgraduates.”(Note:Mostworkforceprogramshaveshiftedbacktosomeinpersoninstruction).
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FromMyHometoYours:TheSurprisingWaysRemoteT&LBuiltEmpathyand
isSpurringMomentumTowardGreaterAccess
Dr.NasserHedayat (AVP,CareerandWorkforceEducation,ValenciaCollege)describedspeakingwithaCTEfacultymemberwhoobservedastudentonZoomslouchingduringalesson.“Can’tyouatleastsitup?”,theinstructorasked.Thestudentexplainedthathe,infact,couldnot;hehadinjuredhisbackliftingheavymaterialsatworkbutdidn’twanttomissamomentofclass.
“Normally,thisinstructorwouldcometoclassandlikelyseeanemptychair.Byprovidingdistanceinstruction,instead,hesawthatstudent’scommitment.Itmadehimmorecommittedandmoreempatheticasateacher.”Dr.Hedayat explained.
“Giventhechoicebetweenin-personandonlinelearning,anyonewilltellyou:therearethingsyougetfrombeinginpersonthatyoucan’treplicateonline.Butbeingonlinemeanswecancreatemoreaccessforourstudents.Itmeansinsteadofseeinganemptychairandthinking,‘Oh,thispersonstoppedoutbecauselifegotintheway…’,or‘Thisstudentisjustanotherabsentee…’,wecansay,‘Lifecangetinthewayofyoucomingtocampus,butitdoesn’thavetogetinthewayofyoureducation.’”
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FeedbackOverview:GivenTop-of-MindIssues,HowCanState-BasedLeadersHelpGoingForward?
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TestedIdeasfromOtherStates
CommunitiesofPractice(COPs) 80%Collegeswereparticularlyinterestedindiscipline-specificopportunitiesforfaculty.
ManypointedtotheFLVCasanexemplarymodelforLibraryServicesstaffthatcouldbeextendedtootherroles.
(See”Recommendations”onp.25)
AskanExpert 50%SmallerschoolscouldbenefitfromexternalLMSexpertsandinstructionaldesigners,butlargerschoolsfoundin-housestaffresponsiveandadeptenoughtofillthisneed.
Manyintervieweesnotedthat,afterthe“emergencyresponse”period,thekindsofquestionsthatwereaskedrequiredindividualsthatwere1)familiarwiththeinstitution’schosenLMS,2)familiarwiththeinstitution’sparticularguidelinesforcourseshells,and3)insomecases,familiarwithspecificacademiccontent.
LearningtoGoRemote,Remotely 20%Intervieweesnotedthatone-size-fits-allprofessionaldevelopmentforonlineteachingandlearningwouldlikelybetoogenerictobeworththeliftrequiredtocreatemodules.
Severallargerinstitutionsalreadyhaverobustonlineteachingandlearningmodulesinplace,including“badging”orotherspecialrecognitionforfacultyandstaffthatcompleteit.
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FeedbackOverview:GivenTop-of-MindIssues,HowCanState-BasedLeadersHelpGoingForward?
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AnticipatedLift PotentialImpact
SupportandEvolveExistingState-BasedPDtoAddressEquity,Access,andT&LModalityLeadersacrosshierarchiesandunitsnotedthatdiscussionsaboutmodality,equity,andaccess(e.g.,WhatarebestpracticeLMS/onlineT&Lguidelines?HowshouldthesebeimplementedinonboardingandinternalPD?Whatdoemerging,effective“hyflex”approacheslooklike?)fromacrossinstitutionsshouldbeembeddedinGuidedPathwaysworkshops;collegeswereapprehensiveaboutseparate,newPDthatmightovertaxinstitutionbandwidth.
Low High
SupporttheCreationofITInventoryDatabases(CentralizedorInstitution-Based)Proctoringapplications,chatapplications,andCRMsarelikelytocontinuetobevitalgoingforward.Anunderstandingoftheprosandconsofapplicationsthatarebeingusedacrossdifferentcollegeswouldbehelpful,thoughcollegescouldalsobenefitfrominstitution-specifictechnologyinventoriesthatcaptureT&Lapplicationsbeingusedacrossdifferentdepartments;severalfacultymembersnotedthattheywereoftenunawareofthetoolsbeingusedinwithintheirowncolleges.
MediumtoHigh,DependingonApproach
Medium
ExploreState-WideProcurementorPartnershipEffortstoLowerCosts,ImproveStudentExperienceTherewassomeappetiteforaleveragingastate-widecontracttoreducethecostofproctoringapplicationsandstandardizethe remotetest-takingexperienceforstudents.Collegesalsouniversallynotedthataccesstotechnologyresources(namelylaptops)andinternetaccesscontinuedtobepainpointsforstudents,aswellasforsomefaculty,leadingtomultipleasksforfurthersupportin establishingmoreandstrongerinternethotspotsthroughoutcommunitiesandfundsfortechnologytools.
MediumtoHigh,DependingonApproach
Medium-High
ExplorePotentialforFaculty-CenteredorTopic-SpecificCommunitiesofPracticeIdeally,COPsshouldbecateredtowardfacultyandfocusonsharingexemplarypracticeswithindisciplines.CollegesnotedtheCOPsshouldmeetevery3-6weeks,butthatanongoing,well-moderatedlistservabouttop-of-mindtopicsandquestionscouldhelptokeepfacultyintouchacrossinstitutions.Severalintervieweesnotedthat,ifnotformalCOPs,opportunitiestodiscusstopicssuchasmanagingaremoteorpartiallyremoteworkforcecouldalsobehelpful.
ANoteonFLVC:80%proactivelymentionedFLVCasanincreasinglyimportantinfrastructuretomaintaintosupportlibraries/distancelearning.SeveralnotedthatFLVCalsooffersanexemplarymodelforcross-institutionalCOPs.
High Medium-High
PotentialIdeastoExplore:
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SuggestedGuidingQuestionstoInformNextStepsForState-BasedLeaders
26
1) Whichtop-of-mindtopicsmighttheStateorSSCbebestpositionedtosupportgoingforward?
2) Whichtypesofindividuals,facedwithevolvingrolesandresponsibilities,(e.g.,leaders,faculty,instructionaldesigners,teachingandlearningleads,etc.)mighttheStateorSSCbebestpositionedtosupportgoingforward?
3) Whatarethebestmodalitiesfordeliveringsupportforthis/thesetopics(e.g.,webinar,COP,website)givenwhatalreadyexistsatcollegesandwithinthestate?
4) Howmightotherentities,likeFLVC,orongoingprogramming,likeGuidedPathwaysworkshops,behelpfulindeployingthissupport?Whatcanwelearnfromthem?
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SupportingRemoteTeachingandLearninginFlorida
March2021