TIME OUT FOR LUNCH DISTANCE EDUCATION: THE ABC’S OF DISTANCE COURSE DEVELOPMENT naser alsharif, pharm. d. , phd (nalshari@creighton. edu), x 1857 eileen burke-sullivan, phd, (e_burkesullivan@creighton. edu), x 3285 brenda coppard, phd, otr/l, faota (brendacoppard@creighton. edu), x 5958
NOTE PLEASE!! • To help you experience a developed on-line course (in Front Page) and some of the key points discussed in this presentation please visit: • (http: //pharmacyonline. creighton. edu/pha 447) • User Name spahpweb 2guestpha 447 Password 447 Guest) • If you have any problems accessing the website or any if you have any questions or issues when you access the website, please do not hesitate to contact me. nalshari@creighton. edu; x 1857 Thanks. Naser
OBJECTIVES • Identify primary issues involved in creating an online course. – Pre-course Offering – During Course Offering – Post Course Offering • Demonstrate examples of best practices in on-line course development • Identify resources related to creating an online course. • Develop interest in Distance Education Workgroup
INTRODUCTION • Build on the ABC’s of Distance Course Pedagogy and how Chickering’s 7 Principles of Good Teaching Apply to Online Course • Course on-line reflects your personality in the classroom • Get out of your comfort zone • Respect the on-line learner • Be simple but creative, innovative • Use common sense • Be adventurous and dive in • Become competent in the culture of distance education
CAMPINHA-BACOTE CONCEPTUAL FRAMEWORK (MODEL): • Cultural competence – 5 constructs: – Cultural awareness – Cultural knowledge – Cultural skill – Cultural encounters – Cultural desire Campinha-Bacote, 2001: “the process in which the healthcare professional continually strives to achieve the ability and availability to effectively work within the cultural context of a client (family, individual, or community). ”
ATTITUDE/SKILL-CENTERED APPROACH • Cultural awareness is “the process of conducting a selfexamination of one’s own biases towards other cultures and the in-depth exploration of one’s cultural and professional background. Cultural awareness also involves being aware of the existence of documented racism in healthcare delivery. ” • Cultural knowledge is “the process in which the healthcare professional seeks and obtains a sound information base regarding the worldviews of different cultural and ethnic groups as well as biological variations, diseases and health conditions and variations in drug metabolism found among ethnic groups (biocultural ecology). ”
ATTITUDE/SKILL-CENTERED APPROACH • Cultural skill is “the ability to conduct a cultural assessment to collect relevant cultural data regarding the client’s presenting problem as well as accurately conducting a culturallybased physical assessment. ” • Cultural encounter is “the process which encourages the healthcare professional to directly engage in face-to-face cultural interactions and other encounters with clients from culturally diverse backgrounds in order to modify existing beliefs about a cultural group and to prevent possible stereotyping. ” • Cultural desire is “the motivation of the healthcare professional to ‘want to’ engage in the process of becoming culturally aware, culturally knowledgeable, culturally skillful and seeking cultural encounters; not the ‘have to. ’”
IT IS ESSENTIAL TO DEVELOP AND MAINTAIN THE CULTURAL DESIRE FOR DISTANCE EDUCATION ON YOUR JOURNEY TO BECOME A CULTURALLY COMPETENT DISTANCE- EDUCATION FACILITATOR/EDUCATOR
Culturally Competent Distance Education Facilitator/Educator Distance Education Cultural Encounters Distance Education Cultural Skills Distance Education Cultural Knowledge Distance Education Cultural Awareness Cultural Desire for Distance Education
IDENTIFY PRIMARY ISSUES INVOLVED IN CREATING AN ONLINE COURSE.
DEMONSTRATE EXAMPLES OF BEST PRACTICES IN ON-LINE COURSE DEVELOPMENT
PRECOURSE OFFERING
DECIDE ON COURSE TYPE • Web-Presence: an instructor is likely to provide only the basics such as announcements, course description, course materials to support the classroom lectures, and the faculty information. • Web-Enhanced: 50/50 in-class instruction/on-line instruction • : Web-Centric: Shift of primary focus from classroom to web, many activities on line, time on-line vary • Online: web-based and include assignments, discussion boards, extensive course materials, access to grades, and course tools and help resources.
DO YOUR HOMEWORK • • Allow for appropriate upfront time Communicate with faculty colleagues who taught on line Research and read distance education literature (slides at end) Suggest topics/themes for faculty development programs, timeout for lunch, AEA workgroups. Take an online course Register for Webinars (OLAT, DOIT); http: //www. campustechnology. com/mcv/resources/webinars/ Take a certificate program for on-line instructor (slides at end) Attend campus presentations and join Distance Education workgroup
DO YOUR HOMEWORK • Access Do. IT and SPAHP on-line resources • Attend technology conferences (Slides at end) • Put a list of the names of key people (web developers, instructional designers, copyright librarians, software vendors) • Compile a list of key offices • Check what free On-line school subscriptions you can access • Identify resources needed and address with department chair, director of the distance pathway or Dean • Evaluate impact on your time and plan accordingly • Identify target consumers
LEARNING MANAGEMENT SYSTEM (LMS) • At Creighton, Blue line. • Take one of the training sessions conducted by DOIT, online tutorials AEA, OLAT website • Meet with a colleague who taught in Blueline • Establish your own account and dive in • Be innovative and creative
COURSE DESIGN • Consistent course design, nice physical layout • Course Website (Front. Page, Blackboard Vista, Blue Line): Welcome page/e-mail, personal bio, student bio, detailed syllabus, tips for success from instructor and previous students, expectations from faculty, student expectations, guide to course and lesson organization, course resources, custom interactive learning materials, diverse course activities, sequencing of course activities, course calendar with due dates, set ground rules (e-mail etiquette, discussion guidelines, inquiries/e-mail turnaround time), means to prioritize on-line content including supplementary content/links. • Ask a colleague/students to critique your course design and website • Three Models from the literature: (slides at end) – 1) E-class ; 2) Quality Matters; 3) Project Approach
COURSE SYLLABUS TIPS • Clearning objectives • Clearly explain student grading and performance management • Clear expectations and instructions about activities, assignments, deadlines and time on task. • Clear discussion of course evaluations, examination procedures, proctored vs. un-proctored, exam integrity, exam time window. • Provide appropriate credit for the workload including for required course Discussion. Establish clear grading rubrics. • Adapt a Textbook with on-line resources • Make it clear how the various components of the course fit together • For a course in the same program taught campus and distance: need to decide on what constitute parity (slides at end)
TECHNOLOGY TIPS • Computer specification, software compatibility and requirement of high speed internet connection for students. • Administer a technology preparedness survey to understand your students and recognize their comfort level with using technology • Dive in and master multimedia, video, audio, animation and simulation software (help students who learn in different ways), take training classes (DOIT); apply for e-fellows program, attend OLAT/DOIT programs. • Utilize available campus technical support to help you and to help the students and be clear who to contact for technical support
TECHNOLOGY TIPS • Provide hardware and software plug-in requirements, downloads, campus help-line information. • Master course communication ( e-mail, Conferencing) • Research technology impact on the learning/ instructional process • Acquire high speed internet at home. • Acquire instructions for accessing office desktop remotely
COURSE OFFERING
LEARNING THEORIES • Constructivism: is a philosophy of learning founded on the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models, " which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate. • Multiple Intelligence Theory: Gardner's claim that there are several different kinds of intelligence gave us and others involved with teaching and learning a way of beginning to understand those students. We would look at what they could do well, instead of what they could not do. • Brain-Based Research: if classrooms are to be places of learning, then "the organ of learning, " the brain, must be understood and accommodated. Human Brain and Human Learning (1983), Leslie Hart
TEACHING MODEL • Keep it simple and use common sense • Content Sequencing: organize and design the content to transition the students to higher level of thinking. – Bloom’s Taxonomy (slides at end) – Krathwohl’s Taxonomy (slides at end) • Electronic integration of prerequisite content • Consider Scholarship of teaching and learning – Design a study – Answer a key question based on offering your course online
ACTIVE LEARNING • Student is active learner, instructor is facilitator • Students are challenged to think critically, engage in activities, explore their own attitudes and values – Students lead assignments, case analysis, research projects, facilitate discussion, concept mapping exercises, immersion experiences, games, reflection. • Course activities that promote the four important interactions in distance education • Course activities that are relevant and meet educational outcomes • Provide student feedback • Appropriate time for activities
COMMUNICATION WITH STUDENTS • Utilize e-mail effectively – Use E-mail etiquette, create distribution lists • School 800 number for students to call faculty • Compile student phone numbers and call students if deemed necessary • Course website announcements • On-line conferences (Cu. Live) – Provide clear guidelines – Establish specific “conference rooms” – Elicit individual AND group postings – Encourage peer-to-peer communication – Use a combination of asynchronous and synchronous • Discussion: Facilitate/guide learning, prompt students with key questions, practical examples
COMMUNITY BUILDING • Send a welcome e-mail, use picture, audio file, video file • Compile Bios of members of the learning community including faculty, students, technical personal, etc. with pictures and some of the most pertinent personal and professional information. • Provide teaching philosophy, what to expect from me, expectations of students • Ask student to develop course norms, publish them and update if needed throughout the semester
COMMUNITY BUILDING • Timely response to student questions – Working from home; Taking time to get things done • Encourage informal and open interactions when appropriate • A course design to facilitate easy access and navigation. • Providing appropriate technical support • Promote discussion in a way that encourage the students to freely express their own ideas (facilitate learning) • Create online learning activities that promote interactive, collaborative and meaningful experiences • Celebrate learning community members • Address learning community members’ personal issues privately
COMMUNITY BUILDING • Check with students regularly on their progress in the course • Design and ask the students to read a section on professionalism on the course website. • Challenge the students to be responsible throughout the course. • Require all the students to keep up with a planned schedule of learning. • Require students to participate in an on-going evaluation. • Faculty serve as role model
PROMOTING INTERACTION PROGRAM/PATHWAY SPECIFIC STRATEGIES TO ENHANCE INTERACTION. ITEM STRATEGY Distance Pathway /Program Office and Admissio n Office l. Work closely with faculty, staff and students to address all logistical and academic aspects. l. Coordinate effort with the Office of Academic and Student Affairs (OASA) and the Office of Information Technology and Learning Resources (OITLR). l. Provide opportunities formal and social interactions during the oncampus sessions and orientation. l. Select for students with computer proficiency in the admission process. l. Require high speed internet connection at home. l. Provide monetary support for faculty to cover home internet service
PROMOTING INTERACTION PROGRAM/PATHWAY SPECIFIC STRATEGIES TO ENHANCE INTERACTION. ITEM Office of Information and Learning Resources (OITLR), DOIT STRATEGY l. Oversee all aspects of technology implementation, faculty/staff training and student interaction facilitation including maintaining outlook accounts/ distribution lists. l. Maintain a dependable technology infrastructure that includes backup servers. l. Orient students on technology and provide computers with appropriate specifications. l. Work with students to ensure viable alternative solutions to learning and testing when technology fails. l. Support students’ technical needs.
PROMOTING INTERACTION PROGRAM/PATHWAY SPECIFIC STRATEGIES TO ENHANCE INTERACTION. ITEM STRATEGY Office of Faculty Development and Assessment & Office of Academic and Student Affairs l. Provide faculty training programs in pedagogy, use of classroom technology, and assessment. l. Provide web-based services on time management and time-efficient study/comprehension skills.
PROMOTING INTERACTION COURSE SPECIFIC STRATEGIES TO ENHANCE INTERACTION. ITEM Learner. Content STRATEGY Standardized course web site and course handout; innovative and critically challenging course activities and active learning techniques; student course orientation when on campus; positive and enthusiastic instructor attitude; instructor as a facilitator; regular communications and reminders.
PROMOTING INTERACTION COURSE SPECIFIC STRATEGIES TO ENHANCE INTERACTION. ITEM Learner STRATEGY Emphasize student responsibility for the learning; instill a sense of pride and belonging in the students; make available various communications tools; innovative and critically challenging course activities; encourage student collaboration on course activities.
PROMOTING INTERACTION COURSE SPECIFIC STRATEGIES TO ENHANCE INTERACTION. ITEM STRATEGY Learner. Instructor Act as a facilitator; provide course orientation when student on campus; provide professional and personal information on course web site; timely feedback to student inquiries; frequent communications; personalized communications including phone calls; utilize the class distribution lists; contribute to the discussion folders; on-line conferences with the students; publish a weekly newsletter to the students; timely feedback related to student assignments, examinations and other course activities; showing enthusiasm about teaching, the course content and the profession.
PROMOTING INTERACTION COURSE SPECIFIC STRATEGIES TO ENHANCE INTERACTION. ITEM Learner. Interface STRATEGY Use technology to meet course outcomes and objectives. (Front. Page authoring as a tool, computer with the appropriate specs) • Transitioning of students to higher thinking (Lesson Handout, recording of lecture, integration exercise, course activities) Food Analogy; Tutorials
ON-GOING EVALUATIONS • Two weeks after course starts and after each exam – How is the process going? What seems to be working? What is not working? How can the facilitator help? • Open forum evaluations using conferencing software • Class or course liaison to report to the IOR issues of concern • End of semester formal course or department evaluation – Put some thoughts into questions asked (SOTL) – Evaluate key aspects of the course, technology used, learning environment, students meeting stated course outcomes, instructor contribution to student success
POST COURSE OFFERING
ASSESS/CQI • Evaluate need for any modifications of the course website • List all the identified logistical problematic issues and develop an action plan to address them for the next offering • Look and address themes from student evaluations • Establish trends over several offerings of the course
SUMMARY
RED FLAGS • Not having a clear plan for implementing the on-line course/program • No coordination with campus resources including offices of IT, student/academic affairs, admission office, university administration • No infrastructure and commitment from higher administration • No student technical or academic support • No faculty support, time release, compensation, addressing workload • Not knowing your target student consumers and appropriate marketing tools • No approved policies on testing, program integrity, student evaluation • No CQI or SOTL to enhance on the process • No centralized standardized mechanisms for distance education
DEVELOP INTEREST IN DISTANCE EDUCATION WORKGROUP FOR SPRING 2009
TOPICS FOR DISTANCE GROUP • • • Program development Course development Pedagogy Active learning strategies SOTL in distance education Other
RESOURCES
DISTANCE EDUCATION LITERATURE Journal Name LINK Campus Technology http: //campustechnology. com/ Discipline Specific Education Journals e. g. Pharmacy: http: //ajpe. org EDUCAUSE quarterly http: //connect. educause. edu/apps/eq/index. asp International Journal of Instructional Technology and Distance Learning http: //www. itdl. org/index. htm Journal for Asynchronous Learning Networks http: //www. aln. org/publications/jaln/index. asp The International Review of Research in http: //www. irrodl. org/index. php/irrodl Open and Distance Learning Journal for Asynchronous Learning Networks http: //www. aln. org/publications/jaln/index. asp T. H. E Journal http: //www. thejournal. com/ The American Journal of Distance Education http: //www. ajde. com/ More at : http: //www. wisc. edu/depd/html/mags 3. htm
ON-LINE CERTFICATES PROGRAMS • On-line Certificate Programs – University of Wisconsin-Madison • http: //www. uwstout. edu/soe/profdev/elearningcertificate. html – NC State University • http: //continuingeducation. ncsu. edu/comprehensive. html – University of Michigan-Flint • http: //www. uwstout. edu/soe/profdev/elearningcertificate. html – World. Wide. Learn • http: //www. worldwidelearn. com/online-courses/teachingonline. htm
DISTANCE CONFERENCES • Conferences and Organizations – – – http: //www. uwex. edu/disted/ http: //www. theconferencecalendar. com/default. cfm http: //www. educause. edu/720&bhcp=1 http: //www. uwex. edu/disted/conf/ http: //www. uwex. edu/disted/conference/index. cfm http: //www. sloanconsortium. org/
PARITY IN DISTANCE EDUCATION • Evaluation of an Instructional Model to Teach Clinically Relevant Medicinal Chemistry in a Campus and a Distance Pathway Naser Z. Alsharif, Pharm. D, Ph. D, and Kimberly A. Galt, Pharm. D[Online Date 1/1/2008] • Evaluation of Performance and Learning Parity Between Campusbased and Web-based Medicinal Chemistry Courses Alsharif NZ, Roche VF, Ogunbadeniyi AM, Chapman R, Bramble JD[Online Date 3/22/2005] • Using Performance-based Assessments to Evaluate Parity Between a Campus and Distance Education Pathway Thomas L. Lenz, Pharm. D, MA, Michael S. Monaghan, Pharm. D, Amy F. Wilson, Pharm. D, Jennifer A. Tilleman, Pharm. D, Rhonda M. Jones, Pharm. D, and Mary M. Hayes[Online Date 1/1/2006]
ON-LINE EDUCATIOANL MENTORS • Educational Mentor Program in a Web-based Doctor of Pharmacy Degree Pathway Naser Z. Alsharif, Pharm. D, Ph. D, Amy H. Schwartz, Pharm. D, Patrick M. Malone, Pharm. D[Online Date 1/1/2006] • Establishing a Mentoring Plan for Improving Retention in Online Graduate Degree Programs. Janet Truluck. http: //www. westga. edu/~distance/ojdla/spring 101/truluck 101. htm
UNIVERSITY • Campus colleagues with distance education experience • OLAT (http: //olat. creighton. edu/e. Learning. aspx (PRS-Clickers, Apreso/Echo-Video/Audio, Culive/wimba, Blueline (multiple tools in blueline-discussions, etc), Symposiums, Tablet PC’s, PDA’s, QM, Idea, Listing of journals, conferences and articles with a focus on online education) • DOIT http: //www 2. creighton. edu/doit/atoz/ • Academic Development and Technology Center http: //www 2. creighton. edu/mentor/index. php http: //www. wayneyoung. net/sections/section 2. htm • Preparing to Teach Online – Self paced online seminar, contact the AEA for registration
UNIVERSITY • Individuals as a resource: (OLAT, DOIT) – Copyright Librarian (Ms. Judy Bergjord bergiord@creighton. edu) – Instructional and Graphic designers – Audiovisual technicians • With the increase in distance education offerings on the campus the need for a distance education coordinating body is apparent. The Academic Affairs Distance Education Committee was Created by Patrick J. Borchers, Vice President for Academic Affairs, Chaired by Mary Ann Danielson, Associate Vice President for Academic Excellence and Assessment, members include Bryan Hanson (Werner Institute), Colette Hansen (DOIT), Cynthia Corritore (COBA) and Tracy Chapman (Pharmacy and Health Professions). It is charged with reviewing the design of online courses prior to the course being offered.
COURSE DEVELOPMENT • Clay, Melanie. "Development of Training and Support Programs for Distance Education Instructors. " Online Journal of Distance Learning Administration (Fall 1999 - Volume 2, Number 3). Available: http: //www. westga. edu/~distance/clay 23. html • E-CLASS: Creating a Guide to Online Course Development For Distance Learning Faculty. Steven Gerson. http: //www. westga. edu/~distance/ojdla/winter 34/gerson 34. html • Chapman, D, Nicolet, T. Using the Project Approach to Online Course Development. The Technology Source, March/April 2003. Available online at http: //ts. mivu. org/default. asp? show=article&id=1034
TEACHING ON-LINE • Mc. Kenzie, et al. "Needs, Concerns and Practices of Online Instructors. " Online Journal of Distance Learning Administration (Fall 2000 - Volume 3, Number 3). Available: http: //www. westga. edu/~distance/ojdla/fall 33/mckenzie 33. html • Roblyer, M. D. , and Leticia Ekhaml. "How Interactive are YOUR Distance Courses? A Rubric for Assessing Interaction in Distance Learning. " Online Journal of Distance Learning Administration (Summer 2000 - Volume 3, Number 2). Available: http: //www. westga. edu/~distance/roblyer 32. html
TEACHING ON-LINE • Rockwell, Kay, et al. "Faculty Education, Assistance and Support Needed to Deliver Education via Distance. " Online Journal of Distance Learning Administration (Summer 2000 - Volume 3, Number 2). Available: http: //www. westga. edu/~distance/rockwell 32. html • Rockwell, Kay, et al. "Incentives and Obstacles Influencing Higher Education Faculty and Administrators to Teach Via Distance. " Online Journal of Distance Learning Administration (Winter 1999 - Volume 2, Number 4). Available: http: //www. westga. edu/~distance/rockwell 24. html
TEACHING ON-LINE • Rockwell, Kay, et al. "Faculty Education, Assistance and Support Needed to Deliver Education via Distance. " Online Journal of Distance Learning Administration (Summer 2000 - Volume 3, Number 2). Available: http: //www. westga. edu/~distance/rockwell 32. html • Rockwell, Kay, et al. "Incentives and Obstacles Influencing Higher Education Faculty and Administrators to Teach Via Distance. " Online Journal of Distance Learning Administration (Winter 1999 - Volume 2, Number 4). Available: http: //www. westga. edu/~distance/rockwell 24. html • Zhen, Y, Pratt, P. Factors Affecting Faculty Members’ Decision to Teach or Not to Teach Online in Higher Education. Online Journal of Distance Learning Administration, Volume XI, Number III, Fall 2008. http: //www. westga. edu/~distance/ojdla/fall 113/zhen 113. html
TEACHING ON-LINE • Helpful software http: //www. mnsu. edu/its/academic/tools/ • Miami University: Using Quality Matters to Guide Online Course Development. http: //www. qualitymatters. org/ • Mc. Daniel, K. , & Liu, M. (1996). A study of project management techniques for developing interactive multimedia programs: A practitioner's perspective. Journal of Research on Computing in Education, 29(1), 29. • Schweizer, Heidi. Designing and teaching an on-line course Needham Heights, 1999. University of Idaho, “Guide #3: Instructional. Development for Distance Education. ” Distance Education at a Glance, Aug. 2000. http: //www. uiweb. uidaho. edu/eo/distglan
PEDAGOGY • Writing instructional outcomes http: //www. stedwards. edu/cte/learningout. htm#three • Apply Bloom’s Taxonomy http: //www. stedwards. edu/cte/blooms. htm • Alsharif NZ, Galt KA, Mehanna A, Chapman R, Ogunbandeniyi AM. Instructional Model to teach clinically relevant medicinal chemistry. Am J Pharm Educ. 2006; 70(4)Article 91. • Galt KA, Barr CC, Young W, Royeen C. Are Doctor of Pharmacy students prepared for high technology learning? . Pharmacy Education – an international journal for pharmacy education 2002; 1: 145– 57. 7. • Krathwohl DR, Bloom BS, Masia BB. New York: Longman; 1964. Taxonomy of Educational Objectives: book 2; affective domain
PEDAGOY • Student Assessments: Examples of rubrics http: //illinois. online. uillinois. edu/online/asses sment/discussion. Rubric. html; • http: //illinois. online. uillinois. edu/IONresourc es/assessment/rubric. html • Other resources provided by Brenda: • http: //www. tltgroup. org/programs/seven. html • http: //technologysource. org/article/seven_principles_of_effective_Teaching/ • http: //www. westga. edu/~distance/webct/facultymanual/Afac. Commun. html • http: //www. tltgroup. org/Seven/Library_TOC. htm • http: //teachvu. msu. edu/public/pedagogy/online_ped_best_pract/ • http: //www. indstate. edu/cta/pedagogy/Online%20 Course%20 Pedagogy. pdf • Instructional Design Resources http: //www. coe. uh. edu/courses/cuin 6373/whatisid. html •
OTHER GENERAL RESOURCES • Cost of Distance Education http: //campustechnology. com/articles/67938/ http: //www 2. creighton. edu/doit/atoz/ http: //campustechnology. com/articles/39863_2/ http: //campustechnology. com/articles/39863_3/ http: //campustechnology. com/articles/39863_4/ • Copyrights • http: //www. englishstudydirect. com/OSAC/weblessonscopy. htm • Glossary of internet terms: http: //www. matisse. net/files/glossary. html#A • Free online computing dictionary: http: //foldoc. org/
THANK YOU!!!! (nalshari@creighton. edu)
QUESTIONS PLEASE? Is this true?
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