Distance Learning Subgroup - Initial Brainstorming
Please note this is an open page for the group and the community: anyone is welcome to help edit, restructure, or completely re-envision. All help is welcome.
Please contact me if you have any questions, thoughts or ideas.
Initial Brainstorming
Tasks:
- To begin to identify key areas of interest for a Distance Ed group, taking from, expanding upon, or adding to ideas we noted at the Denver conference. - See linked notes.
- Collect information on who in the community is interested in participating in this group and some demographics about the programs they represent - probably you if you're reading this.
- Begin to distinguish which areas will be priorities for the short and long term. This will be an ongoing conversation.
Background Info:
Notes from #Sakai10 BOF Session on Distance Ed
Areas of Focus:
What are our major interest areas/topics to focus on & What are the priorities?
Review notes above and add to the list here or contribute something entirely new. (Everyone should feel welcome to contribute, categorize, and edit this list!)
- Build a Repository for Distance Ed
- Use OpenEdPractices
- Share Templates, Training Documents, Best-Practices, Other Materials and resources (define/flesh out)
- Items can be geared towards course developers, faculty development, or faculty
- Developing effective group-work (team) practices with Sakai tools, and accompanying pedagogy
- Create Faculty Development Courses
- Course on Developing an Online/Distance Ed Course
- Module(s) on "Good practice in Online Teaching"
- Course on Effective Teaching DE Course
- Can be module based so users/schools can choose which if not all, and rearrange to fit into their specific program
- Whether and how Sakai can help with the traditional challenges of distance learning
- Exam Security
- Laboratory work
- Discussion appeal
- Time management (student and faculty)
- Increasing presence and personality
- Student collaboration (working in groups on assignments)
- A discussion area/email list that allows for focus communication around distance leaning
- What faculty outreach strategies are working at various institutions (e.g., how do you make faculty aware of and motivated to take advantage of course design consultation/services)
- Has anyone established a DL course certification program of any type to a) encourage/acknowledge faculty who design/teach following best practices (QM or others, tied to faculty development courses or not) and/or b) let students know which courses were developed according to best practices? If so, what is working? Not working?
- Take a look at eXellence (http://www.eadtu.nl/e-xcellencelabel/) for quality assurance in e-learning (try online quickscan)
- How to create structured presentation of content in Sakai
- Melete modules
- Custom templates in rich text editor
- Disadvantages
- Ungainly interface
- Separate file store--doesn't use Resources tool
- Resources tool-based site
- Allows flexibility, but requires more knowledge of HTML and Dreamweaver (perhaps)
- If developed on local machine and uploaded using WebDav, causes file synchronization issues, where what appears in WebDav is not what appears when viewing files using Resources tool in Sakai
- What is the best strategy using Dreamweaver?
- Local site is mapped network drive using WebDav
- Remote site is mapped network drive using external WebDav client (Network Places, WebDrive, Cyberduck, etc.). Site is developed locally and then synchronized. Preferred method for VT distance learning.
- Remote site uses Dreamweaver's built-in WebDav functionality.
- Use of "base" project site to store resources of sites that are duplicated each semester
- Interactive Syllabusout of UVA
- OpenSyllabus out of HEC Montréal
- When does it go production?
- Does Sakai 3 provide better ways to structure content natively?
- Various SCORM Tools (UC Berkely[?] tool, SCORM Cloud, Kineo)
- Learning Path out of LOI
- SoftChalk - a Sakai Commercial Affiliate with Sakai Integration, affiliated with Connextions and Merlot
- Melete modules
Who are we:
Below please identify yourself and a little about your school/program.
While we may choose to redefine these later as a group, for now please use the follow definitions as a guide:
- Programs Offered: Fully Online (No face to face meetings), Hybrid/Blended (Some face to face, and some fully online), Enhanced/Supplemented (regular face to face classes using technology)
- Disciplines/Subjects: We are trying to identify different disciplines that may be represented (science and engineering, humanities, etc.)
- Academic Level: K-12, Undergraduate, Graduate, Corporate, Other (Specify)
- Preferred Areas of Focus: As the list of topics grows for the Distance Learning subgroup, what are you most likely to be interested in and contribute back to both short term and long term. This will help give focus as we set priorities and direction.
First |
Last |
Role |
Email |
School / |
Programs |
Disciplines / |
Academic |
Preferred Areas |
Willing to serve as co-facilitator? |
|---|---|---|---|---|---|---|---|---|---|
Rob |
Coyle |
Instructional Designer/Sakai Functional Admin |
rcoyle@jhu.edu |
Johns Hopkins |
Fully Online/Hybrid/Supplemented |
Engineering/CS |
Grad |
|
yes |
Mark |
Breuker |
Information Analist e-Learning |
mbreuker at loi dot nl |
Fully Online/Hybrid |
|
|
|
|
|
Robin |
Hill |
Coordinator, Instructional Computing, AND Distance Ed Instructor |
hill@uwyo.edu |
University of Wyoming |
Fully Online / Hybrid / Supplemental |
All |
All |
Improving distance ed for technical and scientific courses |
|
Mathieu |
Project Leader, LMS |
mathieu@udel.edu |
University of Delaware |
|
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|
Best practices/Exemplary courses |
|
|
Lorie |
Stolarchuk |
Learning Technology Trainer |
lorie@uwindsor.ca |
University of Windsor |
Hybrid (Online Education) |
All |
Grad-Students/Faculty (Online Education) |
Best Practices |
|
Jann |
Sutton |
Instructional Designer |
University of Delaware |
|
All |
undergrad & grad |
Online Content Development; Social Presence/ group interactions |
|
|
Brian |
Dashew |
Instructional Designer |
brian.dashew@marist.edu |
Marist College |
Fully online/hybrid/suplemented |
All |
undergraduate and graduate |
Courses on developing courses (QM certified); Courses on delivering courses (currently offer an Art of Teaching Online for faculty) |
|
Rob |
Fentress |
Senior Instructional Design & Developer |
learn [at symbol] vt [dot] edu |
Virginia Tech |
Fully Online (Graduate)/Hybrid/Supplemented |
All |
Graduate, Undergraduate, some external contract work with non-profits |
Courses on developing courses (QM certified); Strategies for providing structured presentation of content in Sakai. |
|
Ann |
Jensen |
Instructional designer |
aj14@txstate.edu |
Texas State University |
Fully online / hybrid / supplemented |
Math ed, social work, business, curriculum & instruction, others |
Graduate (mostly), undergraduate |
Sharing design / content of faculty development workshops. Sharing information about faculty outreach strategies |
|
Kate |
Ellis |
Principal |
kdellis @ indiana.edu |
Indiana University |
Fully online / hybrid / supplemented |
all |
undergrad & grad |
Approaches to faculty development for online course design, teaching online, and developing and supporting online programs |
yes |
Philip |
Uys |
Director, Strategic Learning and Teaching Innovation |
puys@csu.edu.au |
Charles Sturt University, Australia |
Mix of blended and fully online. Both for our approx 25 000 distance educatoin students and 10000 on-campus sstudents |
all |
undergrad & grad |
Developing a fully online module in Sakai about "Good practice in online teaching" |
|
Maggie |
Lynch |
Dean, Information Technology & Distance Education |
maggie-lynch@redwoods.edu |
College of the Redwoods |
Rural District with three campuses and 5 instructional sites over 10,000 square miles. 10% of courses are fully online with goal to reach 25% in three years, 30% of current classes are hybrid, remainder courses using Sakai to enhance face-to-face instruction. Fully online enrollment approx 2,000. Total student headcount using Sakai approx 11,000. Student FTEs 5,500 |
ALL |
community college |
Willing to share fully online modules in Sakai about "Good practice in online teaching" as well as a number of tutorials and f-2-f workshop materials for faculty development and student orientation to environment. |
|
Jon |
Hays |
Instructional Designer |
jonmhays@media.berkeley.edu |
UC Berkeley |
few fully online courses, but possibility of online/hybrid courses in the near future. |
|
undergrad & grad |
Best Practices. Also interested in informing requirements for Sakai 3 |
|
Kim |
Eke |
Sr. Mgr., TL Interactive |
kim_eke@unc.edu |
University of North Carolina at Chapel Hill |
Some fully online courses; growing interest in blended and online for future offerings. |
all |
undergrad & grad |
Faculty development courses (How to design your blended course, etc.) & good examples of activities & assignments that leverage the online environment. |
|
Maggie |
Ricci |
Principal |
mricci@indiana.edu |
Indiana University |
Fully online / hybrid / supplemented |
all |
undergrad & grad |
"Good practice in online teaching"; faculty development courses in designing online course; courses in how to teach an online course |
|
Rita |
Pavolka |
Associate Mgr |
pavolka@indiana.edu |
Indiana University |
Fully online / hybrid / supplemented |
all |
undergrad & grad |
Online courses focused on learning to design online course; examining good practice in online teaching;show and tell samples; student engagement |
|
Tony |
McKenzie |
Teaching & Staff Development Coordinator |
tmckenzie@csu.edu.au |
Charles Sturt University |
Fully online / hybrid / supplemented |
Arts, Business, Education, Science (esp environmental and health sciences) |
undergrad & grad |
transformative learning and curriculum; teaching team transformation |
yes |
Patrick |
Lynch |
eLearning Coordinator |
p.lynch@hull.ac.uk |
The University of Hull |
All flavours although distance is still very much a minority |
Wide range of subjects |
Undergraduate, Postgraduate |
Sharing good practice and tips or workarounds. Show and tell |
|
Debbie |
Runshe |
Instructional Designer |
drunshe@iupui.edu |
IUPUI |
Fully online, hybrid, etc. |
Many subjects |
Undergrad and grad |
|
|
Suzanne |
Gord |
Instructional Designer |
gords@muohio.edu |
Miami University (Ohio) |
Fully online, hybrid, supplemented |
Many and varied |
Undergrad, grad, PhD programs |
Creating faculty development courses especially an orientation to distance learning and using Sakai; creating structures and templates that best suit the online learner. |
|
Randy |
Thornton |
Client Evangelist |
rthornton@rsmart.com |
rSmart |
|
|
|
collaboration & sharing of training materials & practices; encourage prioritization of design & software tools for DL in Sakai 2/3 |
|
Nancy |
O'Laughlin |
Instructional Designer |
nolaug@udel.edu |
University of Delaware |
Fully online / hybrid / supplemented |
all |
Undergraduate and Graduate |
Faculty Development Courses |
|
Kirk |
Alexander |
Program Manager |
kdalex@ucdavis.edu |
UC Davis |
UC is Exploring Fully Online |
|
Undergraduate |
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