Implementing an Online Learning Initiative

Engage . Enrich . Empower

Implementing an Online Learning Initiative

http://2015elr.wikispaces.com/Implementing+an+Online+Learning+Initiative

Andy PetroskiDirector of Learning TechnologiesAssistant Professor of Learning TechnologiesHarrisburg University

@apetroski

apetroski.wikispaces.com

https://www.linkedin.com/in/apetroski

HarrisburgUniversity

LTMS

CAE&LT

POLL

At what stage are you with online learning at your school, district, or organization?

Why are you creating online learning?

What will an experience be like in your online courses?

How will you know online learning has been successful?

Student Teacher Learning

School Online

From: http://elearninginfographics.com/blended-learning-infographic/

- None - Some

- Majority - All

Who will work on the design of an online course?

Who will work on the development of an online course?

Who will manage the online course catalog?

Role ResponsibilitiesCurriculum Specialist Identify curriculum needs/demands, manage the curriculum schedule, manage

instructor assignments

Subject Matter Expert Aligns curriculum with standards, provides subject matter knowledge, and aligns assessment with learning outcomes, validates the final content

Instructional Designer Designs the learner experience in alignment with curriculum standards and assessment to achieve learning outcomes. Creates a facilitator guide.

Instructional Technologist Integrates technology into the instructional design

Multimedia Designer Creates interactive multimedia and multimodal learning opportunities

Quality Assurance Test Confirms the course is usable, free of errors, and meets established course design and development standards

Course Instructor Facilitates the student activity in the online course, grades assignments, monitors and summarizes discussions, and communicates with students

Technical Support Provides technical support to course instructors and students

Online Catalog Manager Manages and updates master courses, copies master courses into live courses, creates course backups

Design New Courses Revise Existing Courses• Kickoff with Design Team and Faculty (12 weeks prior)

• Analyze Learning Objectives (12 weeks prior)

• Complete Curriculum Template (11 weeks prior)

• Complete Content Template (10 weeks prior)

• Gather/Create Media and Resources (7 weeks prior)

• Course Development (6 prior)

• Quality Assurance (2 weeks prior)

• Course backup (1 day post)

• Debrief with Design Team and Faculty after a new course has run (15 weeks prior)

• Identify courses for review and Quality Assurance; based on review timetable and course schedule, faculty request, data collection and feedback (10 weeks prior)

• Kickoff with Design Team and Faculty (8 weeks prior)

• Design Team review (7 weeks prior)

• Faculty review (7 weeks prior)

• Create documentation and get sign-off on edits (5 weeks prior)

• Make edits in course (4 weeks prior)

• Quality Assurance (2 weeks prior)

A timeline

Process

Process

Initiate Evaluate Transform / Renovate / Optimize

Communicate Implement Evaluate

SchedulingFacultyAdministrationCatalog Management

SurveysGradesCourse EvaluationsConversations

Course DesignExperience DesignMedia DesignCourse DevelopmentQA TestingStaging

Internal processesRegistration ConfirmationCourse Launch

FacilitationStudent AssessmentFeedbackQC CommunicationStudent MonitoringCourse Adjustments

SurveysGradesCourse EvaluationsConversations

POLL

What do you believe to be the realities of online course design?

Skills

Similarities

Differences

Teacher Instructional Designer

Subject Matter Expert Pedagogy Expert

Teaching Experience Online Learning Design Experience

Second Client Consultant / Project Manager

Facilitator Learner Advocate (Combat the curse of knowledge)

CMS Editor CMS Developer

Assessment Feedback Assessment Design Support

Course Reflection at Conclusion Course Analysis at Conclusion

Course Timeline = Semester Course Timeline = Catalog Management Process

Roles

Online Learning Framework & Curriculum Framework

Spreadsheet

Online Learning Framework & Curriculum Framework

Spreadsheet

Curriculum Framework

SpreadsheetStoryboard

Rubric / Target Goals

Curriculum Framework

SpreadsheetStoryboard

Rubric / Target Goals

Storyboard & TemplateStoryboard & Template

Template & Rubric / Target Goals

Template & Rubric / Target Goals

Mid-Course EvalEnd-Course Eval

Rubric / Target GoalsOnline Learning Framework

Mid-Course EvalEnd-Course Eval

Rubric / Target GoalsOnline Learning Framework

Tools

Rigor?

Course Components . . .

•Objectives•Assessments•Instructional Strategies

. . . are sufficiently broad, deep and rigorous such that successful students will have the knowledge and skills required by the standards upon completion of the course.

• Content• Assignments• Technology

Students share their paper with at least one

other student in a Google Doc for peer

feedback.

Students post their paper or a summary on a blog/forum for

general public feedback.

“I liked the course because it was easier to complete all of the work. I was able to do everything on my own time with a deadline at the end of the week. I also liked the weekly discussion boards.”

“I loved the personal classroom feel of the videos and the message board posting assignments.”

“I don’t like online learning because I cannot ask teachers questions.”

“It was a little rough at the beginning to understand the instructions. A little more clarity at the beginning would be helpful.”

“I worry about how to communicate with others in online learning.”

Skills

What skills does an online teacher need?

http://marylandonline.org/coat/documents/Are_you_a_good_candidate.pdf

Skills

Engage . Enrich . Empower

Implementing an Online Learning Initiative

http://2015elr.wikispaces.com/Implementing+an+Online+Learning+Initiative