Building Your Online Learning Strategy Janine Lim, PhD Associate Dean, Online Higher Education Andrews University janine@andrews.edu blog.janinelim.com Greet Dr. and Mrs. Baker What countries are they from? Stand up? Get someone to help me. Sit by degrees – for work together. Support services staff – can choose – sit with a degree or sit together.

Introductions - tell my background; sad I’m missing being there; God’s care for our institutions – burning down the church in Pakistan

Let none waste time in deploring the scantiness of their visible resources. The outward appearance may be unpromising, but energy and trust in God will develop resources. The gift brought to Him with thanksgiving and with prayer for His blessing, He will multiply as He multiplied the food given to the sons of the prophets and to the weary multitude. –PK p. 243 The strategy conversation can be challenging and intimidating

Checking Prior Knowledge What are your thoughts regarding AUA’s online learning strategy? Successes so far? Concerns?

Audience and Delivery Implications Delivery Considerations Standards and Quality Assurance Supporting Faculty Student Services

Strategy is a journey

Audience & Delivery Implications Why do your students choose online? Where are your students physically located? How far do they travel to visit campus? What time zones are they in? What kind of Internet connection do they have? Are they working? What are their typical work schedules? What does this mean for teaching and support services?

Delivery Considerations What learning experiences should be: Asynchronous online Synchronous / live videoconference On campus What are some barriers students have to attending live? Why might students want a live class session? What learning outcomes need live interaction? Some reasons for live: A sense of community Human connection Networking Quality Q & A

Possible live or in person Online Presentations by students Consultation/conference Discussion boards Field trips Group activities: read/write/project Simulation / active learning Lecture Multimedia Orientations Presentations / guest speakers Assessments / exams Assignments Case Analysis Clinical Field Application Instructive Feedback Multimedia Discussion Boards Papers, Essays, Reflective Journals, Research Portfolios Simulations Quizzes, Self Assessment Library work Tutorials Each of these can be online or in class Note that some are in both – difference is how much you show up/engage DURING

A Contrarian View to Videos Lorena Barba. (2015). Why my MOOC is not built on video. https://www.class-central.com/report/why- my-mooc-is-not-built-on-video/

Observation and reflection Kolb’s Experiential Learning Cycle Concrete Experience (doing / having an experience) Observation and reflection (reviewing / reflecting on the experience) Abstract Conceptualization (concluding / learning from the experience) Active Experimentation (planning / trying out what you have learned) In class activity In class activity http://www.ldu.leeds.ac.uk/ldu/sddu_multimedia/kolb/static_version.php Out of class – rich content In class discussion or out of class writing

Delivery Considerations #2 What learning experiences should be: Asynchronous online Synchronous / live videoconference On campus After the information, work on it again

Standards & Quality Assurance Faculty Response time & feedback Academic qualifications Teaching experience Experience teaching online Faith integration Student Learning Experience Academic rigor of the course Richness of learning community and interaction Creativity of learning experiences Alignment of learning objectives, learning activities and assessments Online Delivery Aesthetics Usability Accuracy in LMS Current content and materials Security of testing

Andrews Standards for Teaching Online Faith Integration Critical Thinking Student Reflection Learning Community Faculty Presence Stimulating Learning Experiences Assessment Web Design Quality Built on AVLN standards

Templates – Quality Matters Standard 1

Student Surveys of Teaching Review Process Learning Design 20% Student Survey External Reviews Student Surveys of Teaching Debrief Meeting

Early Analysis of Measures Collecting the data to start looking for relationships among the measures… very early data

Reviewing the Review Process Matrix of online standards to the course eval & 20% survey

Reviewing the Review Process Matrix of Quality Matters standards to our standards – noting the differences in values Much heavier emphasis on the learner engagement than QM has University assessment focusing on the alignment concepts of QM – starting to figure out how we would address that in the online course development process QM is about course design only; we wanted to include the teaching/delivery as well Faith integration The course overview navigation (QM standard 1) reworking to a checklist that all online courses will have before they launch each semester (we’ll see if that is doable!)

Supporting Faculty Course development Work load Training Support Intellectual property Have them think about how they are doing in these areas and what else they’d like to do

Student Services Review Admissions Registration Helpdesk Orientation The “AUA” experience Bookstore Advising Library Tutoring Disability Accommodations Counseling Services Exam Proctoring Retention Complaints

http://www. centerdigitaled http://www.centerdigitaled.com/Diagramming-Success-with-an-Integrated-Student-Ecosystem.html

Process the Workshop Turn screen sharing off and ask them questions – what did they notice?

Adventist Learning Community ALC class coming soon

Every teacher should see to it that his work tends to definite results Every teacher should see to it that his work tends to definite results. Before attempting to teach a subject, he should have a distinct plan in mind, and should know just what he desires to accomplish. -ED p. 233

Building Your Online Learning Strategy Janine Lim, PhD Associate Dean, Online Higher Education Andrews University janine@andrews.edu blog.janinelim.com Greet Dr. and Mrs. Baker & Kelvin Onongha What countries are they from? Stand up? Get someone to help me. Sit by degrees – for work together. Support services staff – can choose – sit with a degree or sit together.