Getting Started with e-Learning Initiatives in Higher Ed

The Ins and Outs of Getting an
e-Learning Initiative Started in
Higher Education

College of Arts and Architecture
The Pennsylvania State University

Friday, February 27, 2009

Who we are......
Mission
Architecture

To work with the disciplines
Visual Arts Art History

represented in the College of
Arts and Architecture to
E-Learning

become a leader in e-learning
Institute

Theater Integrative Arts

and instructional technology in
the Arts and Design
Landscape
Music
Architecture


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.


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)


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 reduction

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


Plan For Growth
Provide 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


Need Goal Model

Increase
Revenue
Reliability
People
Reduce
Curricular Drift
Scalability
Improve Process
Efﬁciency of Reusability
Instruction
Platform
Increase Sustainability
Enrollment
Capacity


People


People: Driving Philosophy
The creative design process is only as strong as the
team that has been assembled


Core ID&D Team

Director

Instructional Instructional
Curriculum Program Sr. Instructional
Multimedia Technology
Planner Manager Designer
Specialist Specialist

e-Learning
Instructional
Support
Designer
Specialist


Rotating Team Members

Faculty
College
Dept. Head
Admin.

Core
Team


Process
•


Process: Driving Philosophy
A well deﬁned process provides a mechanism for
effectively communicating and coordinating team
activities resulting in the development of high quality
courses


e-Learning Institute ID&D
Process
Process Phases

Phase 1
design specification
Creation of a course design specification document outlining
course delivery expectations.

Phase 2
instructional design
Creation of an instructional design document detailing the
course pedagogical structure.

Phase 3
Prototype development
Design and development of a fully functional sample lesson.

Phase 4
Production
Creation of the course based on the prototype and the
instructional design document.

Phase 5
Quality Assurance review
Review of the course to ensure it meets specific design,
development, and delivery quality standards.


Setting Expectations With
The ID&D Process

Phase 1 Phase 2 Phase 3 Phase 4 Phase 5 Total
(5%) (15%) (20%) (50%) (10%) (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)


Platform


Platform: Driving Philosophy
Empower faculty and designers by providing a stable,
reliable, scalable, easy to use technical infrastructure
ultimately improving the course design and delivery
process


Evolution of Needs
Creation of Course Content
Static ID Reliance

Year 1
Year 2
Year 3
Year 4
Year 5
Dynamic Independence


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


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
✤


ELMS (e-Learning
Management System)

+ + +

PHP & Community ELI Custom
MySQL Modules Modules Themes


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
✤


ELMS Technical Structure


ELMS Structural Overview


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



Establish Yourself Through
Strategic Planning
Environmental Scan
Policies
Design and Delivery Approach
Structural Approach
Enrollment Scale
HR Growth
Incentives

Environmental Scan
Develop an e-Learning Strategy that Fits Your Culture and
Mission


e-Learning Delivery Options

World Campus
(External to University)

e-
Learning
Cooperative
(24 Campuses)
UP


Potential Online Enrollments
Spring 2009

Enrollment
Potential

UP 4535

World Campus 615

e-Learning
390
Cooperative

Total 5540
UP
World Campus
e-Learning Cooperative


Revenue Potential
Per 100 Students


Identifying an Online Balance
Spring 2009

5,000 $600,000
$563,795
4,535
3,750 $450,000

2,500 $300,000

1,250 $150,000

$76,050
615
390
0 $0
UP e-Coop WC UP e-Coop WC
Revenue Potential
Enrollment Potential


Policies
Help Set Expectations by Establishing Policies and
Procedures to Support Effort


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)
✤


Design and Delivery Approach
Develop an Instructional Design and Development Approach
that Fits Your Culture


Risks and Challenges With
Traditional Approaches
LMS/CMS’s Change
✤

Outages -- Planned and Unplanned
✤

Creative Design Limitations
✤

Limited Sharability of Content
✤

Limited Media Integration
✤


Course Content Course Communication

OR


Course Interface Faculty Content

Published Content

Interface Design Standards


Structural Approach
Create a Structural Approach That Will Help You
Communicate Course Development Expectations


Courses are a series of
instructional sequences

Units
Weeks
Lessons
Modules
etc......


An instructional sequences is a
series of pages

1 2 3 4 5

Lesson

A page is the lowest level
learning object in a course

Page

A page can be categorized as

Landing Page
Content
Directional

Page
Assignment
Course
Orientation
Syllabus
List of Readings


Pages are constructed by
integrating instructional elements

Content

Poll
Submit

Lists


Enrollment Scale
Identifying a plan for scaling enrollments will pay dividends
in the future


Underlying Assumption
1 Instructor/TA:100 Students

Add Sections
Add TAs to
Add Sections Add Sections with TAs and a
Increase Section
with Instructors with TAs Master Instructor
Size

++
Instructor

+++
TAs or
++ ++
Adjunct

Students

100 100 100
100 100 100 100 100 100 100 300
300
300 300


HR Growth
Develop a Model for Determining Future Human
Resources Needs


ID Resource Justiﬁcation Model
Working Assumptions

ID&D Task % of Time Allocation Hours Spent Per Week

Course Development 30 12

Pilot 15 6

Maintenance 5 2

Total 50 20


by Course Load

*

Course Maintenance
* PIlot Offerings
New Course Development

* Represents the need
for a New ID


by Hours Spent Weekly

114
106
98
90
78
Course Maintenance
PIlot Offerings
New Course Development
46

16


Incentives
Determine What is Motivating the Faculty and
Administration and Develop Appropriate Incentives


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
•


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


Getting Started with e-Learning Initiatives in Higher Ed

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