Building technology supported learning
- If you are going to worry about something, worry about lack of participation. Worry about lack of skills.
-- Instruction eLearning 2.0 and Quality : eLearning Technology
Before providing student access to online course materials and activities, instructors need to have an understanding of instructional design and have basic course development skills necessary to facilitate delivery of some part of their course work through the Catalyst/ Moodle course management system.
Instructor and course activity preparation
Because students accessing and submitting work to a "live" or production course are creating "student records" that are protected by FERPA requirements, faculty are required to administer their responsibilities and provide the same quality learning experience that is expected in an on-campus classroom. Faculty using Catalyst/ Moodle course management system must master the skills to effectively integrate these technologies into supporting student learning.
There are two separate Catalyst/ Moodle environments.
- Development - courses under construction, testing, experimentation, master course shells - course content but no student records
- Production / "live" - only accessible by authorized instructors and registered students. For courses where the instructor and the course materials satisfy requirements and received the necessary approvals. Student accounts are automatically created for all students registered for a live course at the beginning of the quarter and students will have access to the course material and activities throughout the quarter.
Everything an instructor needs to learn to use the Catalyst/ Moodle course management system, develop course materials, and facilitate student learning are provided. Additionally, there are checkpoints to ensure that the student experience will meet all legal requirements and student learning outcomes expected.
General guidelines - all courses
Criteria to demonstrate "completion" of the requirements for all "live" or production courses that will be accessed by students in the current semester. All these are required for a course where there is no reduction in on-campus meetings.
- request a faculty Development account - necessary access to Catalyst-specific training.
- Catalyst 1: An Introduction to Catalyst - experience Catalyst/ Moodle as a student, plan and prepare for your own course - learn about the legalities of teaching with this tool, process used to migrate courses from development to "live", add / expand quizzes, graded assignments, graded discussions reviewed by facilitator / mentor for completion.
- Catalyst 2: Designing & Building Your Catalyst Course - design and build your own Catalyst online course, learn design techniques and tips that promote ease of use and course management.
- sandbox - evidence of resources (links, pages, book), activities (discussion forums with topics, assignments, quizzes), course settings, grading setup
- TSLR Overview and Learning Support (CAOS 198Y) - Seven Principles - pedagogy, best practices, application of Catalyst/ Moodle functions for specific student learning outcomes - assignments, quizzes, discussion participation complete
alternative - Catalyst 3 - covers similar some pedagogy and application of Catalyst/ Moodle functions
- request Master shell for building content for a specific course - mentor review checklist prior to request for production course
- request for student accessible course for next quarter
Distance learning course additions
Addition requirements for a course where course work is completed online through the course management system.
- Hybrid or blended - up to 50% online and/or technology mediated
- Distance learning - 51% or more technology mediated, less than 49% on-campus
- Full online - 100% online, may include required on-campus orientation and/or exams
There is a reduction in on-campus meetings for any of these course formats.
- TSLR Teaching and Learning (CAOS 195Y) - continuing and extending Seven Principles, course management, administration, student support, communication - "self contained" - more extensive because there is little or no other interaction with students other than through the web-based content resources and communication functionality. - checklist for mentor review
- approvals - Dean, Distance Learning, Curriculum Committee
- notification for course catalog as Distance Learning
Learning outcomes for faculty
- experience as a student - student view of primary functions - resources, activities, communications, navigation
- understand faculty legal responsibilities - copyright, FERPA student records, processes for creating and maintaining courses
- practice creating content, using administration and instruction functions - sandbox
- mentoring by experienced Catalyst/ Moodle using faculty
- participate in an online community of practice with other faculty to discuss ideas and implementation of technology supporting student learning
- evaluate and apply Catalyst/ Moodle functions to own course objectives, student learning objectives
- request course master shell to be used for developing actual course specific materials and content
- plan and develop course outline, resources and activities in course Master shell
- An undergraduate education should be active, cooperative, and challenging.
- -- Chickering & Gamson, 1987
These checklist items represent the foundation knowledge and skills required for including technology supported learning in a live class. Seven Principles for Good Practice in Undergraduate Education
- 1. encourage student-faculty contact
- 2. encourage cooperation among students
- 3. encourage active/engaged learning
- 4. give prompt feedback
- 5. emphasize time on task
- 6. communicate high expectations
- 7. respect diverse talents and ways of learning
- student view, participation
- activities, resources - add to course - discussion forums, assignments, quizzes
- course setup - lessons, calendar, due dates
- communication, interaction - messages, forums, feedback
- grades, participants
- profile, personalization
- Course Evaluation Checklist based on the Seven Principles
Online teaching and learning
- copyright, FERPA, academic integrity
- student learning outcomes, instructional design
- student FAQs
- facilitation - tools, techniques
- student records, activity logs, reports
- Learning Environment Technology Considerations
- development, live server - access, requirements
- course migration, maintenance procedures
- student records, grade submission
- department oversight
- Distance Learning requirements