6. WHO’S TAKING ONLINE COURSES?
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
8,000
9,000
Fall 2012 Fall 2013 Fall 2014
Student Enrollment: Overall and Online
All students enrolled, all students total students enrolled in ANY distance education: percentage enrolled:
8. ONLINE PROGRAMS
EXISTING FULLY ONLINE PROGRAMS
Undergraduate:
• Broadcasting and Mass Communications
• Public Justice
• Vocational Teacher Prep
Graduate
• Biomedical and Health Informatics (MS)
• MBA
• MBA Health Services Administration
• Strategic Communications (MS) (SCMA)*
• VTP (MSED)
• Behavioral Forensics (certificate)
• Health and Wellness (advanced certificate)
• Health Information Technology (certificate)
• Integrated Health Systems (certificate)
• Interdisciplinary Trauma Studies (certificate)
• Nursing Home Administrator Licensure (certificate)
13. BACKGROUND
• Increasing need to ensure student engagement in online learning
• Increased focus on course quality in existing Oswego online programs
• “Net Native” generation’s expectations for interactivity and information on demand
• Production quality of MOOCs and leading edge online programs (2U, etc)
14. BACKGROUND
• Development of 5 essential elements with Provost and Dean’s Council
• Provost’s communication of the 5 essential elements to Faculty Assembly
15. 5 ESSENTIAL ELEMENTS
• Online instructor introduction ( “meet your instructor” video)
• Online course guided tour (“about this course” video)
• Online student orientation (video)
• Online office hours
• Calendaring of assignments for mobile learning access
16. ESSENTIAL ELEMENTS: MEET YOUR INSTRUCTOR
• Rationale: humanize online learning and minimalize transactional distance issues between students and
faculty
• Action: create a short video with standard elements (examples: research interests; favorite elements of
teaching; scholarly background; outside interests)
• Benefits: supports the concept of teaching presence (Garrison, 2007)
• STATUS: CREATING FOR NEW COURSES AND COURSE REFRESHES
17. ESSENTIAL ELEMENTS: ABOUT THIS COURSE
• Rationale: explains the purpose of the course; discusses learning outcomes; alignment within a major
• Action: create a short video to explain what the course is about and who should take it
• Benefits: allows students to understand the intent of the course upfront
• STATUS: CREATING FOR NEW COURSES AND COURSE REFRESHES
18. ESSENTIAL ELEMENTS: STUDENT ORIENTATION
• Action: replaces existing generic Blackboard orientation created by Open SUNY
• Rationale: provide an Oswego focused student orientation to using Blackboard
• Benefits: provides an accurate, Oswego themed orientation to orient students to using Blackboard
• STATUS: IN DEVELOPMENT
20. ESSENTIAL ELEMENTS: ONLINE OFFICE HOURS
• Rationale: provide an opportunity to answer student questions and build a sense of community
• Action: offer workshops and job aid videos on Bb Collaborate; Google Hangouts
• Benefits: bridges transactional distance for students; provide an upfront opportunity to identify issues
within the early part of the semester.
• STATUS: READY FOR PILOT FALL 2017
23. BLACKBOARD COLLABORATE ULTRA - PRODUCT OVERVIEW
• Redesigned User Interface
• Java not needed
• Current Features
• Audio, Video, Recording
• Polling, Breakout Rooms
• Chat
24. BLACKBOARD COLLABORATE ULTRA - PRODUCT OVERVIEW
• Missing Features
• Limited to 100 participants
• No private chat
• Course room only
• No instructor room
• No ability to create individual sessions
29. BLACKBOARD COLLABORATE ULTRA - PILOT PARTICIPATION
• Currently 1 class and 2 departments using Ultra
• If you want to use Ultra too:
• Send email to bbhelp-list@ls.oswego.edu
30. ESSENTIAL ELEMENTS: M-LEARNING
ASSIGNMENT CALENDAR
• Rationale: provide critical course information to students in a “just in time” manner via mobile apps
(Blackboard Student)
• Action: develop workshops and job aids for faculty utilization of assignment due dates. Promote
awareness of app to students.
• Benefits: reaching students where they are, on devices/apps they use
STATUS: FALL 2017 PILOT*
*pending details of SUNY/Blackboard contract negotiation
32. BLACKBOARD LEARN MOBILE
• Course notifications
• Announcements
• Assignments - available, due, and past due
• New content added
• Tests - available, due, and past due
• Item graded
33. ONLINE COURSE DEVELOPMENT CYCLE
• Formal proposal and chair support via course request form
• Contact Greg or Theresa
• Gain approval from chair
• Faculty developer and chair sign development agreement
• ID partner assigned
• ID partner and faculty developer create project plan that includes 3 of the 5 Essential Elements - video, office
hours and setting due dates - accessibility and quality (OSCQR rubric - Open SUNY Course Quality Review
(OSCQR) Rubric)
35. TIMELINE
• Minimum of 12 months in advance of delivery to integrate the appropriate Essential Elements
+Accessibility as part of the online course
• Instructor identified and committed
• Dates for new online course proposals:
• August 15 for following Fall (8/15/2017 for Fall 2018 delivery)
• December 15 for following Winter
• January 15 for following Spring
• May 15 for following Summer
36. COURSE REFRESH PROCESS
-COURSE LIFECYCLE MANAGEMENT
• Course creation date/”freshness” (last revision date)
• High impact gen ed
• Supports a fully online program
• Review against accessibility goals
• Review against course quality rubric
• Integrate 5 essential elements
• Course refresh stipends available
• Formal proposal and chair support via course request form
• Contact Greg or Theresa
• Gain approval from chair
• Faculty developer and chair sign development agreement
• ID partner assigned
• ID partner and faculty developer create project plan that includes 3 of the 5 Essential Elements - video, office hours and setting
due dates - accessibility and quality (OSCQR rubric - Open SUNY Course Quality Review (OSCQR) Rubric)
37. HYBRID COURSE DEVELOPMENT CYCLE
• Formal notification of new hybrid courses in advance of delivery
• Faculty cohort workshops
39. HYBRID COURSE DEVELOPMENT CYCLE
• “Born Digital means Born Accessible”: accessibility initiative
• (Office of Instructional Technology; “Reimaging the Role of Technology in Higher Education”)
• Accessibility goals and drivers
• Access for all
• Universal Design for Learning (UDL)
• Lawsuits in Higher Ed
• Accessibility awareness initiative
• Breakout sessions
• CELT Accessibility Badges
• Integrating accessibility awareness into course development cycle
• Accessibility Guide
41. COPYRIGHT & ONLINE TEACHING
• Ad hoc group formed to discuss copyright in online learning environments (comprised of a few
librarians & Theresa Gilliard-Cook)
• Our goal: to create a resource guide / FAQ for faculty that answers questions you have about copyright
• Ex. How can I digitize something I own (like a VHS) and put it online for my students?
• What questions do you have about copyright?
42. WHAT ARE OERS?
• Can describe any type of educational resource - textbooks, videos, labs, even entire courses!
• Are usually created by educators, libraries, museums / archival organizations, government agencies,
publishers, etc.
• Can be used and shared freely
• Can be revised or remixed with other materials
• Usually have Creative Commons licenses or are in the public domain
43. WHY SHOULD YOU USE OERS?
Benefits for your students
• You will save your students money.
• Consumer prices for college textbooks increased 88 percent over
the last decade.
• Stats professor David Usinski (Erie CC) has saved his students over
$52,000 since Fall 2013 by using OERs.
• They can help support student success and retention.
• Dr. Usinski has seen:
• Pass rates increase from 67% to 87%.
• Fail rates fall from 22% to 11%.
• Withdrawal rates fall from 11% to 2%.
Source: Gardner-Athey, K. (2016). Open educational resources [PowerPoint
slides]. Personal communication.
Benefits for you
• Pedagogical freedom: you can modify or update them to
meet your instructional needs.
• Most OERs can be modified. You can also mix and match
various OERs to meet your needs. This frees you from
an expensive textbook that dictates the topics you
discuss in class, and the order the textbook demands.
• Your students will have immediate and lasting access to
the resources.
• Students often have to wait for student loan
dispersements or other financial assistance in order to
purchase their textbooks. By adopting OERs in your
class, your students will have access on the first day of
class – you’ll know everyone is on the same page.
44. HOW CAN I FIND OERS?
Check out the library’s resource guide:
http://libraryguides.oswego.edu/oer
45. WHY SHOULD YOU USE OERS?
Benefits for your students
• You will save your students money.
• Consumer prices for college textbooks increased 88 percent over
the last decade.
• Stats professor David Usinski (Erie CC) has saved his students over
$52,000 since Fall 2013 by using OERs.
• They can help support student success and retention.
• Dr. Usinski has seen:
• Pass rates increase from 67% to 87%.
• Fail rates fall from 22% to 11%.
• Withdrawal rates fall from 11% to 2%.
Source: Gardner-Athey, K. (2016). Open educational resources [PowerPoint
slides]. Personal communication.
Benefits for you
• Pedagogical freedom: you can modify or update them to
meet your instructional needs.
• Most OERs can be modified. You can also mix and match
various OERs to meet your needs. This frees you from
an expensive textbook that dictates the topics you
discuss in class, and the order the textbook demands.
• Your students will have immediate and lasting access to
the resources.
• Students often have to wait for student loan
dispersements or other financial assistance in order to
purchase their textbooks. By adopting OERs in your
class, your students will have access on the first day of
class – you’ll know everyone is on the same page.
46. ON THE HORIZON
• SUNY Oswego @Syracuse Metro Center –hybrid programs initiative
• 2 year course rotation coordination for online, evening and Metro Center degree programs
