Child pages
  • Distance Learning Subgroup - Initial Brainstorming
Skip to end of metadata
Go to start of metadata

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:

  1. 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.
  2. 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.
  3. 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?
  •  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

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 /
Affiliation

Programs
  Offered

Disciplines /
Subjects

Academic
 Level

Preferred Areas
of Focus

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  

Leidse Onderwijsinstellingen (LOI)

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

Plourde

Project Leader, LMS

mathieu@udel.edu

University of Delaware

 

 

 

Best practices/Exemplary courses

 

Lorie

Stolarchuk

Learning Technology Trainer

lorie@uwindsor.ca  

University of Windsor

Hybrid (Online Education)
FASS, Business, Science and Nursing offer TOL & Hybrid courses

All

Grad-Students/Faculty (Online Education)
Undergrad for other disciplines

Best Practices

 

Jann

Sutton

Instructional Designer

jsutton@udel.edu

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
Instructional
Technology
Specialist

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. (smile)

 

Maggie

Ricci

Principal
Instructional
Technology
Specialist

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
Community Source
Training Online

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























2 Comments

  1. Unknown User (plynch)

    Hi all

    Sorry I couldn't join the BOF at the conference.

    Some very interesting topics. I have a bit of a dumb question though. Why the emphasis on distance learning? I like to say to folks here that a student is at a distance whenever they are away from their lecturer. Online offers some opportunities, such as distance delivery and many of those opportunities can be taken advantage of to better engage on-campus students. Indeed some University faculties here have a policy that all courses must include an element of blended learning. Distance delivery offers some challenges and I can see that solving those challenges above may offer another more opportunities for on-campus, near campus, blended, different time, different pace, different pathway etc. and not just off-campus delivery.

    1. Hi Patrick,

      I think we all understand the value of hybrid learning and how distance education principles can enhance the classroom experience. But this group will focus mostly on "pure" distance education. A lot of people over the years have experienced some frustrations with Sakai and want to share their practices and suggest improvements to make the distance learning experience as good as possible.

      So I suggest we try to keep a distance education focus on this initiative, and see how those results can apply to the F2F and hybrid realms later.

      Mathieu