Python Notes for mca i year students osmania university.docx
Jumping Into the Deep End: CCCS' Success At Moving CTE Courses to Blended Courses
1. CCCS’s Success at Moving
CTE Courses to Blended
Courses
July 9, 2014
Presented by Brenda Perea
Instructional Design Project
Manager
2. Provide more opportunity for students to complete a
certificate or degree
Industry demands
The TAACCCT1 grant required all COETC consortium
members courses touched by the grant to be in online or
hybrid format
3.
4.
5. EIC130 National Electrical
Code I
EIC225 Programmable
Controllers
ELT106 Fundamentals of
DC/AC
ELT112 Advanced DC/AC
ENY121 Solar Photovoltaic
Components
PRO120 Process Tech 1-
Equipment 1
PRO130 Instrumentation I
PRO131 Instrumentation II
PRO240 Industrial
Troubleshooting
Hydraulics I
Hydraulics II
Industrial Motors and
Control
Introduction and
Intermediate PLC's
MSHA Supplemental-
Mine Safety and Health
Admin
Mechanical Components
Welding
ENY101 Introduction to Energy
Technologies
GIS101 Introduction to Global
Information Systems
MAN102 Business Ethics
NRE214 Environmental Issues &
Ethics
PET101 Petroleum Fundamentals
PRO120 Process Technology I:
Equipment
PRO130 Petroleum
Fundamentals: Instrumentation
PRO250 Oil and Gas Production I
PSY150 Environmental
Psychology
EIC 101 Job Training and
Safety
EIC 175 Job and Climbing
Safety
ELT 106 Fundamentals of
DC/AC
ELT 107 Industrial
Electronics
IMA 160 Basic Fluid
Power
WTG 100 Introduction to
Wind Industry
WTG 110 Power & Control
Systems
WTG 210 Wind Turbine
Airfoils & Composites
6.
7.
8.
9.
10.
11. Only 15 out of 122
course had been
converted to hybrid
format
Due date for all 122
courses to be in
hybrid format Dec
2013
12. We didn’t know what needed to be done before full
scale adoption
Asking faculty to commit to a different teaching style
At first, provided no training or resources to provide
pedagogy or help for converting courses
There was NO detailed plan to convert a F2F
course to hybrid.
13.
14. Analyzed Certificates and courses
Identified courses in currently in hybrid status
Selected:
Courses in certificates with high enrollment
F2F courses which could be “flipped”, delivered online, used
simulations, and where authentic assessment was needed for
certifications
Courses that could be shared between colleges to maximize
use of faculty time and reduce duplication of effort.
Created a course development plan with
benchmarks and deadlines
15. 1. Faculty Out Reach
2. Course Mapping
3. “Chunking” the content
4. Used competition between colleges as an
incentive
5. Publicized the success of grant hybrid
courses in “what’s new in hybrid” email
blasts
6. Published courses to OER
7. And used public “shaming” within the
consortium
16.
17.
18. *When building the content:
*Create “snack-sized”
appetizers of Content
delivery
*Content
*Challenges and Activities
*Assessments
*Feedback
*Stack the appetizers into
full sized modules
19. 19
1. An instructional designer
worked onsite and through
teleconferences with faculty
to convert F2F courses to
hybrid
2. Returned to steps 2, 3, 4, 5,
6 and 7 of Plan A
20.
21.
22. Technology and Time
Quality Assessment-Reluctance to “buy-in” that a hybrid
course is as good or better than F2F
Long standing belief that CTE courses are different
because of Competency Based testing and industry
certification
Evolving Online/Hybrid Pedagogy
Differing LMS’s
23. 23
Detailed Plan
Use of Instructional Designers
Detailed course mapping first to see when
and where hybrid design would fit
Central website for easy access to all
hybrid courses, www.cccscoetc.weebly.com
Allocating enough time revise F2F content
for hybrid delivery
24. Instructional designers
A specific “hybrid only” message”
Recognition of impact across college
departments and across the system
Increased enrollment in certificate courses
25. Videos:
YouTube, Vimeo or the Internet Archive
Audio/Podcasts:
Soundcloud or the Internet Archive
Presentations:
Slideshare, EverySlide
OPEN Content:
Google Drive
Digital Public Library of America PhET P2PU OpenStax
DOL OER or OPEN information
http://open4us.org/faq/
http://open4us.org/resources/cc-by-license-implementation-
deep-dive-resources/
OPEN Courses:
Merlot, Connexions,
MIT OpenCourseWare,
Open Yale Courses,
Harvard Open Learning Initiative,
Open Culture, Coursera, OpenCourseWare
Consortium, MOOC List, edX, OpenCourse Library,
Hybrid Course info:
CCCS InfoGraphic
CCCS How to manual
26. ► Open Educational Resources and Practices
► The Adoption of OER by One Community College Math Department
► OER Videos http://www.youtube.com/watch?v=1wgqQdYKjIM
http://www.iskme.org/category/tags/oer-research
► http://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-research-rob-farrow/
► http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-research
► http://www.irrodl.org/index.php/irrodl/article/view/1523/2652
► http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html
27. This Workforce Solution presentation created by Brenda M. Perea of the Colorado
Community College System COETC Grant is licensed under a Creative Commons
Attribution 3.0 Unported License. The material was created with funds from the
Trade Adjustment Assistance Community College and Career Training (TAACCCT)
Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based
on a work at www.cccs.edu.Permissions beyond the scope of this license may be
available at www.cccs.edu.
27
Notas del editor
Opening the Gate:
A Fast and Easy Way to Create, Collaborate, and Share Courses!
Why did CCCS decided to convert CTE energy courses to hybrid?
Provide more opportunity for students to complete a certificate or degree
Industry demands
The TAACCCT1 grant required all COETC consortium members courses touched by the grant to be in online or hybrid format
CCCS-Colorado Online Energy Training Consortium members
Our consortium had 16 colleges and we needed an cost efficient way to develop or revise 270 courses.
Converting course to hybrid design had the same “bell curve” of the technology adoption curve:
the early adopters eagerly submitted their courses whether they were “final editions” or rough drafts.
As the website was built, more and more colleges, were peeking and willing to share. Instructors and institutions began to see similarities and differences and began contacting each other/other institutions for resources. That contact started a intrastate collaboration on course development, leading to several exemplary courses that are now being used system wide.
Success to Date
Aug 2012- 15 courses in hybrid
Dec 2014- approximately 270
Courses Now in Hybrid a sampling
Aims Community College—Oil and Gas Technologies
Pueblo Community College—Workforce Development in Mining and Extractive Technologies
Colorado Mountain College—Solar Technology and Manufacturing Process Technologies
Northeastern Junior College—Wind Energy
Red Rocks Community College—Water Quality Management
Line Person
Solar and Process Technology
Water Quality Management
Oil and Gas Technology
Wind Energy
Situation Report Aug. 1 2013
Only 15 out of 122 course had been converted to hybrid format
Due date for all 122 courses to be in hybrid format Dec 2013
Why were we like a giraffe in a pool”?
We didn’t know what needed to be done before full scale adoption
Asking faculty to commit to a different teaching style
At first, provided no training or resources to provide pedagogy or help for converting courses
There was NO detailed plan to convert a F2F course to hybrid.
How Did WE Avoid “Drowning”
Analyzed Certificates and Courses
And Created Plan A
Plan A
Analyzed Certificates and courses
Identified courses in currently in hybrid status
Selected:
Courses in certificates with high enrollment
F2F courses which could be “flipped”, delivered online, used simulations, and where authentic assessment was needed for certifications
Courses that could be shared between colleges to maximize use of faculty time and reduce duplication of effort.
Created a course development plan with benchmarks and deadlines
What supported Plan A?
Faculty Out Reach
Course Mapping
“Chunking” the content
Used competition between colleges as an incentive
Publicized the success of grant hybrid courses in “what’s new in hybrid” email blasts
Published courses to OER
And used public “shaming” within the consortium
Faculty Outreach
Info Graphic
Sent out Hybrid InfoGraphic and a How to Manual
Contacted each faculty developer taking a PN “positive or negative” reading on their course development
Identified the “early adopters” of hybrid design or those faculty that were willing to try
Built relationships with faculty willing to listen and try out new courses design
Made site visits to helping faculty to redesign their courses
Course Mapping
Course Competencies
Module topics
Measurable Objectives
Content, Activities, Challenges
Assessment, Rubrics
Feedback
Publish to OER
Chunk the Content
When building the content:
Create “snack-sized” appetizers of Content delivery
Content
Challenges and Activities
Assessments
Feedback
Stack the appetizers into full sized modules
If Plan A wasn’t quite right for a college…gave them plan B
An instructional designer worked onsite and through teleconferences with faculty to convert F2F courses to hybrid
Returned to steps 2, 3, 4 and 5 of Plan A
Just when you thought it was safe in blended learning
Was OER a “Hard Sell”
Yes
Instructors who taught by the textbook didn’t want to change.
Instructors who were willing to move to hybrid were reluctant to then “share” their courses
Challenges to Converting to Hybrid
Technology
Time
Quality Assessment-Reluctance to “buy-in” that a hybrid course is as good or better than F2F
Long standing belief that CTE courses are different because of Competency Based testing and industry certification
Evolving Online/Hybrid Pedagogy
Differing LMS’s
Competency-based courses which only used industry supplied manuals for content delivery
What Worked Well?
Detailed Plan
Use of Instructional Designers
Central website for easy access to all hybrid courses, www.cccscoetc.weebly.com
Allocating enough time revise F2F content for hybrid delivery
Detailed course mapping first to see when and where OER fits into an existing course
Course mapping new courses to ensure all competencies are list to find appropriate OER
Central URL repository for easy access to OER sites
Central website for OER index
Multimedia hosted on an institution channel or institutional account
Allocating enough time to search & revise content
What did it Take for Buy in
Instructional designers
A specific “hybrid only” message”
Recognition of impact across college departments and across the system
Increased enrollment in certificate courses
Tools an OER Superhero Uses in this Grant
CHAMP Dashboard
http://www.symbaloo.com/shared/AAAACMSNVS0AA42Agd4JvQ==
OPEN Courses:
Merlot, Connexions, MIT OpenCourseWare, Open Yale Courses, Harvard Open Learning Initiative, Open Culture, Coursera, OpenCourseWare Consortium, MOOC List, edX, OpenCourse Library,
Videos:
YouTube, Vimeo or the Internet Archive
Audio/Podcasts:
Soundcloud or the Internet Archive
Presentations:
Slideshare
OPEN Content:
Google Drive
Digital Public Library of America
PhET
P2PU
OpenStax
DOL OER or OPEN information
http://open4us.org/faq/
http://open4us.org/resources/cc-by-license-implementation-deep-dive-resources/
Open Educational Resources and Practices
The Adoption of OER by One Community College Math Department
OER Video http://www.youtube.com/watch?v=1wgqQdYKjIMhttp://www.iskme.org/category/tags/oer-research
http://oer13.wordpress.com/2013/03/26/the-ecology-of-sharing-synthesizing-oer-research-rob-farrow/
http://www.slideshare.net/robertfarrow/the-ecology-of-sharing-synthesizing-oer-research
http://www.irrodl.org/index.php/irrodl/article/view/1523/2652
http://www-jime.open.ac.uk/jime/article/viewArticle/2013-04/html
Creative Commons Attribution
This Workforce Solution created by Colorado Community College System COETC Grant is licensed under a Creative Commons Attribution 3.0 Unported License. The material was created with funds from the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant awarded to the Colorado Online Energy Training Consortium (COETC).Based on a work at www.cccs.edu.Permissions