Designing a Cloudbased 6 Year Progam

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this presentation was presented at the IOl conference in San Antonio

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Designing a Cloud-based 6 Year Program for Undergraduates and Graduates Mary Donna Piazza, BFA, CT UTMB Galveston Norma Perez, MD, DrPH UTMB Galveston Jessica Parker-Raley, PhD UT PA Glen Martinez, PhD UT PA

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You want to create a web course? Who, what, when, where, for whom How are we going to do it? So …..

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Share our Journey to the web The hurdles we encountered along the way Lessons Learned Objectives

APRIMETIME UT El Paso UTPA UT Brownsville UT Health Science Center- Houston UTMB at Galveston :

APRIMETIME UT El P aso UTPA UT B rownsville UT Health Science Center- Houston UTMB at Galveston Who

Our Development Team Mary Donna Piazza, BFA, CT Academic Technology Center, Instructional designer/ Project coordinator Kirk Ford Academic Technology Center, Multimedia developer Darren Burns UTMB Department of Family Medicine, Web programmer SME’s Norma Perez, MD, DrPH Director, Bilingual Health Track Jessica Parker- Raley, PhD Assistant professor, Department of Communication Glen Martinez, PhD Department of Modern languages and literature, Director Medical Spanish Program :

Our Development Team Mary Donna Piazza, BFA, CT Academic Technology Center, Instructional designer/ Project coordinator Kirk Ford Academic Technology Center, Multimedia developer Darren Burns UTMB Department of Family Medicine, Web programmer SME’s Norma Perez, MD, DrPH Director, Bilingual Health Track Jessica Parker- Raley , PhD Assistant professor, Department of Communication Glen Martinez, PhD Department of Modern languages and literature, Director Medical Spanish Program Who

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SME’s - Seasoned face-2-face instructors but Novice to teaching online

Administrators TIME (CO –CHAIR) Dr. Lieberman- UTMB Galveston APRIME Donna Ekal, PhD- UTEP Dr. Michael Ainsworth- UTMB Galveston John Trant, PhD - UT Pan American Gary Rosenfeld, PhD – UTHSC Houston Luis Colom, PhD – UT Brownsville :

Administrators TIME (CO –CHAIR) Dr. Lieberman- UTMB Galveston APRIME Donna Ekal , PhD- UTEP Dr. Michael Ainsworth- UTMB Galveston John Trant , PhD - UT Pan American Gary Rosenfeld, PhD – UTHSC Houston Luis Colom , PhD – UT Brownsville Who

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What is the project? To create an elective certificate program For TIME students, that parallels and supports their regular program of study for all 6 years from undergraduate to graduate school. Subject Linguistically proficient in clinical Spanish Cross cultural competency to proficiency Outcome: Certificate of completion at graduate level transferable 3 credit courses at undergraduate level Once designed course can be offered to a broader audience - all Health Care Professionals (HCP)

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What is the project? Create a course that is: interdisciplinary – for all Healthcare Providers and/or for TIME Inter- institutional /or global - UT system or any HCP, and deliver it - over the course of 6 years OR - Fast track 1 year to any HCP

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What is the project? Subject Cultural competency and linguistically proficient in Spanish for Health Care professionals Program Curriculum Basic Spanish Can test out of OR Provide Proof of completion in Basic Spanish 2 Medical Communication focus on basic principles of communication teamwork and difficult conversations Intermediate Spanish focus on medical terminology Advanced Spanish focus on health policy Cross Cultural Competency focus on gender, race, disabilities Clinical Conversational Spanish focus on clinical conversational skills in Spanish

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For whom Two Audiences - TIME students - Any Healthcare Provider

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When is it to be delivered Over the course of 6 years with new cohort beginning every year As a fast track that repeats every year

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When is it to be delivered Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Prehealth Profession School TIME Academy Medical School Health Communications 3 credits Intermediate and Advanced Medical Spanish 6 credits Cultural Competency to Proficiency and Clinical Conversational Spanish 2 elective credits Health Communications Every Fall for 12 weeks Intermediate Medical Spanish Spring for 12 weeks Advanced medical Spanish Summer for 12 weeks Cultural Competency to Proficiency Summer July for 4 weeks Clinical Conversational Spanish Summer August for 4 weeks 1 Year Fast Track Certificate Program 6 Year Certificate Program

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How is it to be delivered? Two Delivery Modes Shifting audience - Divided camps Solution: We had to refocus our goals Agree on what we wanted to produce Then focus on how to accommodate, design, and deliver

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where ONLINE - Define what we meant by online - Educate faculty on types of online courses

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Typical Type of Courses Proportion of content delivered online or mobile Type of Course Typical Description none Traditional face-to-face(F2F) Course with no online technology used; content is delivered in writing or orally 1-29 % Web Facilitated Web Assisted Course that uses Web based technology to facilitate what is essentially a F2F course. Uses a course management system or Web pages to post syllabus and assignments. 30-79% Blended/ Hybrid Course t hat blends online F2F and mobile delivery. A substantial proportion of the content is delivered online; typically uses online discussions and activities. Has some scheduled classroom times. 80% or more Online A course where most of the content is delivered online typically has few F2F meetings

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TIME (50 to 150 students) - Undergraduate - As blended/flipped classroom using video conferencing for F2F content and some content and web based activities online - graduate level as an elective with faculty as facilitators All Healthcare Providers (number of students to be determined) - Web-based content with inline activities. Delivered as a Self teaching exportable package with faculty or teachers assistants as facilitators How is it to be delivered?

Web based Lack of common platform for TIME students Solution: Open Sourced or Proprietary Software :

Web based Lack of common platform for TIME students Solution: Open Sourced or Proprietary Software How is it to be delivered?

- Two audiences - Two delivery modes - Similar hurdles:

- Two audiences - Two delivery modes - Similar hurdles

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Issues in distance learning cuts across the entire organizational structure and processes of a higher education institution(s) Organizational issues - legislative and administrative policy-related issues, cost and fees, funding formulas, reporting structure, certification and accreditation of programs

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Issues in distance learning cuts across the entire organizational structure and processes of a higher education institution(s) Organizational issues - legislative and administrative policy-related issues, cost and fees, funding formulas, reporting structure, certification and accreditation of programs Faculty issues - concepts about Internet and readiness, training in use of technology, compensation for development, ownership of material

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Issues in distance learning cuts across the entire organizational structure and processes of a higher education institution(s) Organizational issues - legislative and administrative policy-related issues, cost and fees, funding formulas, reporting structure, certification and accreditation of programs Faculty issues - concepts about Internet and readiness, training in use of technology, compensation for development, ownership of material Instructional issues - faculty to student ratio in a networked environment, copyright of materials, support of material, instructional resources such as library & databases

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Issues in distance learning cuts across the entire organizational structure and processes of a higher education institution(s) Organizational issues - legislative and administrative policy-related issues, cost and fees, funding formulas, reporting structure, certification and accreditation of programs Faculty issues - concepts about Internet and readiness, training in use of technology, compensation for development, ownership of material Instructional issues - faculty to student ratio in a networked environment, copyright of materials, support of material, instructional resources such as library & databases Access issues - how to provide student access and support, student cost Security/ password protected or not.

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Issues in distance learning cuts across the entire organizational structure and processes of a higher education institution(s) Organizational issues - legislative and administrative policy-related issues, cost and fees, funding formulas, reporting structure, certification and accreditation of programs Faculty issues - concepts about Internet and readiness, training in use of technology, compensation for development, ownership of material Instructional issues - faculty to student ratio in a networked environment, copyright of materials, support of material, instructional resources such as library & databases Access issues - how to provide student access and support, student cost Security/ password protected or not. Infrastructure issues -User friendly support for students and faculty, teaching and learning spaces, virtual and real, backup plans for technology glitches and failures

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Journey to the Web Web servers for course content Authentication servers Web based delivery platform i.e. Blackboard, Moodle, customize Online registration Online admissions Online advising support Online library resources Ability to deliver offline resources to students Robust e-mail environment Campus Faculty Student Infrastructure Components

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Journey to the Web Web servers for course content Authentication servers Web based delivery platform i.e. Blackboard, Moodle, customize Online registration Online admissions Online advising support Online library resources Ability to deliver offline resources to students Robust e-mail environment Campus Faculty Student Equitable multimedia-capable computer and software in offices and classrooms Internet access (for working at home) Release time/compensation to transform course Technology training Online instructional strategies training Tech design support -Instructional design, programming, and creative support Infrastructure Components

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Journey to the Web Web servers for course content Authentication servers Web based delivery platform i.e. Blackboard, Moodle, customize Online registration Online admissions Online advising support Online library resources Ability to deliver offline resources to students Robust e-mail environment Campus Faculty Student Equitable multimedia-capable computer and software in offices and classrooms Internet access (for working at home) Release time/compensation to transform course Technology training Online instructional strategies training Tech design support -Instructional design, programming, and creative support Connectivity Internet linked and multimedia-capable computer and software on campus off campus Communications software Online campus access i.e. access to contents of library, online registration, etc... Training in the use of the resources Standards/remediation for baseline technology skills Infrastructure Components

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Faculty Skills Readiness Training Navigation and/or use of identified platform Online pedagogy overview Instructional tools available Online application of course Creation of online community /netiquette Invention Awareness of Timeline Identify course objectives Align assignments with instructional tools Pilot test if possible Delivery Timeline: when, where, how often Teaching load Compensation Communication

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Traditional teaching methods reach back hundreds, even thousands of years. We are comfortable with these methods. The web as a communication tool Will we force it to conform to traditional methods? Will we allow the web to transform our methods? Effective use of the WWW

To use technology to create a culture that :

To use technology to create a culture that Encourages Social Human Communication & Trust Promotes Student Learning Provides Quality Instruction The Challenge

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What should students know or be able to do when they complete the course? What topics will I cover in my course? The simple act of asking questions from a different perspective represents a shift from a teacher-centered to a student-centered paradigm Behavioral Cognitive Pedagogy Paradigm Shift

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Traditional Constructivist Learning Memorization Understanding Recall Discovery One Size fits all Tailored, option rich Acquisition of Facts Facts & Conceptual framework Transmission Construction Fixed Roles Mobile roles Fixed Classrooms Plurality of locations and learning space Single location Teaching Learning Paradigm

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Simple to incorporate links to sites, links to search engines, Web Quests, e-mail links to instructor or content experts Moderate effort to incorporate discussion groups, self-quizzes, journals, blogs wikis High degree of effort to incorporate online tutorials/labs, simulations, real time interactions with others (chat) Available instructional tools Synchronous vs. Asynchronous

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Available instructional tools E-mail/group mail Threaded discussion areas Electronic chat room Progressive time release online/ response by student in class Video /audio conferencing over internet Considerations Number of students Term course is offered Where course is offered (on and off campus) What do you want student to learn? How can technology enhance this? Are there tools more appropriate (workbook, video tape, etc)?

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Medical Communication Examples Online Application of Course

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Encourages Social Human Communication & Trust Promotes Student Learning Provides Quality Instruction Creation of Online Community

ADDIE :

ADDIE A nalyze and assess need D esign instruction and presentations D evelop materials I mplement activities and course E valuate participant progress and instructional materials effectiveness Where do you begin?

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Student Communication Welcome message- May be an audio/video clip or post your picture-- make yourself a real person Post electronic office hours - twice a week Develop syllabus, class schedule, and other introductory material, and post them Also create “ how to use” the Internet guidelines or particular courseware product guidelines( may be institutional) Decide on whether you course will be asynchronous or will it require a real- time component (think about quantity of students) Remember - online students choose this method of education because of geographic location and /or time constraints Communication through a variety of methods is important to success of course.

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Assessment and learning by doing Assessment quizzes and objective activities Learning by doing exercises Assessment systems- authoring, selection, delivery, submission, evaluation, feedback and grading. Self assessments Actively Engaging Students

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Group Communication

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Course Delivery System for a Virtual University: Web based Education(WBE ) 4 main educational components Presentation Activities Communication Administration

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Course Delivery System for a Virtual Enviroment: Web based Education(WBE) 4 main educational components Presentation - delivery of material(lectures, textbook, video) Activities – learning materials active and interactive, involves the student doing something. WBE systems usually assessment oriented ie goal is assessment of student progress including self assessment Communication important way teachers and student diagnose and remedy problems Administration compromises all record keeping activities registering, payments, course cancelations, credits, grades auditing progress

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Delivery of material(lectures, textbook, video) Learning by reading an watching Electronic textbook Electronic presentation the electronic lecture the guided tour Presentation

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Actively engaging students: Assessment and learning by doing Assessment quizzes and objective activities Learning by doing exercises Assessment systems- authoring, selection, delivery, submission, evaluation, feedback and grading. Self assessments Activities

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Course development and delivery platform CMS Content management system LMS learning management system a learning portal or a e-learning platform Supports development, delivery, evaluation and administration of the online course. Software has features that allow synchronous, asynchronous educational activities such as online chat and discussions. It can be used to supplement traditional face to face instruction or as a fully online learning environment. Administrative

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Components to expect in a Course Delivery Package: Has built in communication tools Validates hyper links Allows workgroups Allows file sharing Has built in search functions Shared white board Text-based chat Threaded discussions User can receive/post via e-mail or drop boxes User can receive activity notification via e-mail or “start page” User can collapse/expand threads User can sort messages Chat session logs Administrative Tools Student Tracking Quiz creation/Automatic grading Auto-insertion of scores into Grade book Easily add, edit, rearrange, hide, delete materials

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We had For TIME students BlackBoard QuestionMark - testing Video conferencing (Free in valley) Small streaming media server- changed No external access For Healthcare professionals Webbased Large audience -BB can not accommodate Course Delivery Platforms Proprietary or Open Source

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Open source Moodle Google Cloud course MOOCS -- Massive Open Online Content eDx, Coursera, UdaCity Live mocha - learning foreign language Khan Open Culture - languages Alison - free certified learning - evaluating products and developing technology-based courses include being portable, replicable, scalable, and affordable, and having a high probability of long-term cost-effectiveness - Able to handle multiple transactions at same time Course Delivery Platforms Proprietary or Open Source

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Open source Consider cost of maintenance and support when moving to open source environment Personnel must be hired to authorize access to the software, create course files, monitor efficiency of software , perform back ups, and help people use the software. Sustaining the software once purchased is a crucial issue facing the educational decision makers. Course Delivery Platforms Proprietary or Open Source

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Switching from proprietary to open-source software Factors to consider Importance of instructor and learner perspectives, and the total cost of ownership Compare, pilot, and plan for implementation. Major Points

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E-commerce (registration, fee payments, enrollment, and so forth) Password and username security Circumvention of HTML to develop course material Desktop based file management Flexibility for instructors to revise and manage course content Test banks (development, randomization, timed, scoring, reporting, feedback options, etc.) Feedback on tutorial questions Progress tracking for instructor and student Electronic Mail Bulletin board Chat facility Logged chat Application sharing Asynchronous sharing Synchronous sharing File exchange Newsgroups Whiteboard Virtual space Videoconferencing What basic characteristics common to both

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WHAT SHOULD BE CONSIDERED WHEN SELECTING AN ONLINE COURSE DEVELOPMENT PLATFORM? The questions below can serve as guidelines for selecting online course development and delivery platforms regardless of whether they are proprietary or open-source systems. General Is the software proprietary or open-source? How long has the software been available? Is the software produced by a known and reputable institution or company? Are independent reviews of the software available? Who else is using it Is the software available for a trial period at no or minimal cost? What are the conditions for this trial? What languages will the software support? What kind of user and technical support is available for the software? Is the company that produced the software committed to friendly, quick, helpful, and accurate support?

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WHAT SHOULD BE CONSIDERED WHEN SELECTING AN ONLINE COURSE DEVELOPMENT PLATFORM? Instructor Perspective software intuitive , or does require a lot of training to use it? authoring tools for course development? instructors edit or modify course material without knowing programming languages ? Can they easily add links to a course? software easily accept Microsoft Word, PowerPoint, and Excel files ? Can existing or future instructional materials, such as those that can be produced by, Dreamweaver, and Flash , be incorporated easily support different media , such as audio and video files? have communication and collaborative tools ? exchange files easily ? a variety of evaluation tools such as student self-tests, summative tests, and course evaluations? Management of tests and ability to export the grades into other software , such as Excel? Template and can it be adjusted ? Do faculty have access to online help ?

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WHAT SHOULD BE CONSIDERED WHEN SELECTING AN ONLINE COURSE DEVELOPMENT PLATFORM? Learner Perspective Ease of use learner interface . Can learners navigate the software easily? What basic computer skills will students need Browser requirements ? send e-mails to other students within the platform ? Submit, modify, or withdraw an assignments easily ? access their grades online ? track their progress ? Are communications and collaboration tools available? Can students register, pay for a course, and receive their final grade online ?

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WHAT SHOULD BE CONSIDERED WHEN SELECTING AN ONLINE COURSE DEVELOPMENT PLATFORM? Student Record Keeping What student data can be recorded? What reports can be generated? Is the student database searchable via a variety of parameters? What levels of security are provided? Can the security system be customized? Is it password protected? Can instructors enroll and withdraw students in particular courses? What student tracking functions are available? Does the software record when students sign on to the system, what they do while they are on the system, and when they sign-off? What type of statistical reports can be produced? What administrative software will integrate seamlessly with the course delivery software or platform?

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WHAT SHOULD BE CONSIDERED WHEN SELECTING AN ONLINE COURSE DEVELOPMENT PLATFORM? Technical What are the hardware, software, and network requirements of the platform? What server platform is required? Does the software or platform comply with recognized standards? SCORM compliant Can information such as student grades be transferred seamlessly to existing institutional software? Do current staff have experience with this hardware and software? If not, what type of training do they need? Is this training accessible? What are the minimum hardware, software, and network requirements for the learner? Does the current software allow for text messaging and/or podcasting, or will these features be included in the future? security features scalable? Can it be expanded easily to accommodate a larger number of students and instructors? backup features be customized? What procedures must be followed in order to customize the software? What programming language is required to accomplish this customization? Can the software be administered easily? What type of support is available? is there a cost What training will be provided by the software distributor?

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WHAT SHOULD BE CONSIDERED WHEN SELECTING AN ONLINE COURSE DEVELOPMENT PLATFORM? Cost of Ownership purchase or lease cost of the software? What are the incremental costs as the number of student registrations and courses increase? What are the maintenance costs? What are the training costs? What is the total cost of ownership? Are the purchase, lease, and maintenance costs sustainable?

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Our Conclusion Administrative Web-based content with inline activities Use flipped classroom techniques Connectivity by a Variety of Browsers Web-based content with inline activities Delivered as a Self teaching exportable package Connectivity by a Variety of Browsers Web portal Customized authentication Cloudbased web portal with customized authentication and registration Browser friendly cloudbased software to create and deliver content and activities Social media tools to aid in peer and group work Cloud based testing software Administrative database to track students progress throughout the program and testing Health Care Providers Unlimited students TIME 50-150 students software to create and deliver content and activities and low stakes assessments uses html java script and smart mobile technology ( Softchalk cloud) and create Social media tools for collaboration and communications Moodle Formal Testing software With proctor Create a community for learning student centered Administrative Cloud based Administrative database to report and track student grades Audio and video activities and assessments Voice thread utube

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Shifting Sand--We have never done it This way! Registrar glitch- Security glitch Delivery budget-- Adjunct faculty Maintenance budget Our Conclusion

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Virtual campus For every vision of Distance learning program there is a different design, each design has different cost , so the questions becomes if this the kind of distance learning program I want to design and build how much will it cost? Unbundle the task, phases and budget 1. 1st budget for Initial design and development of the program 2. The second budget for marketing and delivery of the program 3. The third budget for ongoing maintenance of a program Lesson’s learned

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There is a need for a business plan Planning and Budgeting a distance learning degree program often requires a business plan that anticipates the budget and personnel needed for the design and development as well as the multiple delivery phases. If offered over a number of semesters a plan needs to address Basic infrastructure questions such as recruiting, marketing, admissions process and support of counseling, assessments , library resources as well as the use of software and hardware. Planning process requires us to answer a number of fundamental questions about goals and expectations of the program. It also helps in structured decision making as well as planning and budgeting Lesson’s learned

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Know your Audience and their Connectivity Know and design within your technical constraints For delivery, set minimum and optimal standards for Hardware and software Create mobile friendly content and activities. Test content and media on different browsers. Implement Smart Mobile technology with “browser detection” to display the version of the activity best-suited to that browser. Lesson’s learned

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Keep Goals in sight Clarify goals before you establish your budgets. How many times a year ? by whom? Do you want switch to TA’s for course delivery and student interaction once course has many successful deliveries? Is goal to build and deliver from your institution or build material that will be licensed to other institutions? Lesson’s learned

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Time and cost estimates Not all Distance educational programs are designed the same, depends on content interactive elements and any special media Analyze, identify, Clarify goals Estimating development time depends on repurposing existing content or developing new content Rule of thumb Lesson’s learned For every hour of online course environment it may require 10 to 18 hours of faculty time on the intellectual content alone. This does not count the time of an instructional designer, graphic artist, web designer, etc……..

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Choose and analyze media depending on you goals and objectives Know your tools Use the technology that fits you goals Maximize the power of the technology and the skills of the personnel involved Do not let the technology drive your content but the content drive the choice of your technology C hoose the best use of technology Lesson’s learned

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“Leaders must change and reinvent themselves as they are simultaneously changing and reinventing their organizations in the face of new context” Change is not comfortable for anyone. It is how we embrace it that makes the difference. Executive Reinvention for Leaders who must make the impossible Happen. By Tracy Gross Rumble books Thinking out of the box , and Introducing change makes institutions uncomfortable - “We’ve never done it that way” Lesson’s learned

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Plan 65% of time is spent Planning Analyzing and Communicating Plan your work, Work your plan Plan and Communicate Skype, email, phone conferences, Google docs Lesson’s learned

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It takes a village – with the same goals and objectives and no hidden agendas - Administrators, Development team, Faculty, IT security, Registrar - Identify team players with the appropriate skills and based on type /quantity of work It takes Team Effort Characteristics of a good team Common Goal (no hidden agendas) Made of individuals w/special skills brought together Collaborative Leaders (which can be led) Plan Practice Joint effort and joint credit Mutual respect Adequate physical resources Lesson’s learned

TTFN:

TTFN Mary Donna Piazza mpiazza@utmb.edu Dr. Norma Perez noaperez@utmb.edu Dr. Jessica Parker-Raley parkerraleyja@utpa.edu Dr. Glen Martinez martinezg@utpa.edu

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