1. Building Your Online Learning Strategy
Janine Lim, PhD
Associate Dean, Online Higher Education
Andrews University
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.

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

3. 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

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

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

6. Strategy is a journey

7. 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?

8. 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

9. 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

10. A Contrarian View to Videos
Lorena Barba. (2015). Why my MOOC is not built on video. my-mooc-is-not-built-on-video/

11. 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
Out of class – rich content
In class discussion or out of class writing

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

13. 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

14. 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

15. Templates – Quality Matters Standard 1

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

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

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

19. 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!)

20. 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

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

22. http://www. centerdigitaled

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

25. Adventist Learning Community
ALC class coming soon

26. 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

27. Building Your Online Learning Strategy
Janine Lim, PhD
Associate Dean, Online Higher Education
Andrews University
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.