1. Developing a Successful Model for Online and Tech-Enhanced Learning Mamie How Janet Willett Patricia Delich Presented April 27, 2005 Copyright Patricia Delich, 2005. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. City College of San Francisco

2. History  Ed Tech Masterplan (1995-96, adopted in ‘97)  Teaching and Learning Technology Roundtable (‘96)  Education Technology Office (Fall 2000)  Title 3 projects (1995 - 2000)

3. TLTR  Mission Statement –TLTR's purpose is to recommend policies for the use of technology in instructional support and student services.  Faculty and Provost Co-chairs  College-wide participation from all levels

4. ETO Organizational Chart  Technology Mediated Instruction (TMI)  Technology Learning Center (TLC)

5. Faculty Recruitment  Title 3 grant projects – Faculty experiment with using technology in education – Knowledge sharing: created new understandings  Created interest base for using technology in education  Online course program started from Title 3

6. First Steps in Development  Consultation with Chairs & Deans  Application to teach online  Perks: – 20% release – computer – training – support

7. Ombudsmanship and Shared Governance  Distance Learning Advisory Committee  Department Chairs Council  Individual department meetings  Deans meeting  Academic Senate  Information Technology Policy Committee  Teaching, Learning, and Technology Roundtable  Public Information Office

8. Integration with Academic Programs  Curriculum Committee  Faculty Assignment  Faculty Evaluations  Scheduling Process  Course Offerings

9. Curriculum Committee  Existing course outline  Tech-Mediated Instruction Addendum

10. Faculty Evaluations  Same process as lecture  Same instrument as lecture (slight changes)  Negotiated by Union  Evaluation done online

11. Scheduling Process TMI Office: Operations & Liaison  Scheduling  Public Information Office  Admissions and Records

12. Course Offerings  Department choice  Four-semester obligation to offer  Faculty first right of refusal

13. Current Challenges  Ramping up  Maintaining quality  Budget and staff limitations

14.  Conducted a needs assessment  Researched other Community Colleges –Faculty training –Online course development –Support  Investigated technical & pedagogical issues CCSF faculty experienced Model Development

15.  Situate training within the online environment.  Experiential knowledge as an online student.  Address pedagogical concerns.  How to use technology to support educational goals. Design Decisions

16.  Hybrid –Online: within WebCT –3 group trainings: overview, design tools, quiz tools –Consultations to address individual concerns  Monthly meetings with new and experienced faculty  Listserv Program Design

17.  Learning by viewing and experiencing: what are online courses  Structuring content for online courses  Communicating with online students  Creating online activities  Surviving and thriving in your first online course Topics in Online Course

18.  Course Development Overview and Intro to WebCT  WebCT Designer Tools  WebCT Assessment Tools (hybrid) Topics in Group Trainings

19.  Software demonstrations  Faculty show courses  “Shop talk” Monthly Meetings

20.  Immediate access to online instructors & staff  Technical and instructional support  Share best practices/good ideas Listserv

21.  Access to CCSF online courses  Student interns  Experienced faculty assist developers More Support Structures

22. Student Interns  Recruited from departments: –BEMA, CNIT, CS, Multimedia  Project examples: – Accessibility – HTML coding – Java scripting – CD ROM – Streaming video, audio – Online course redesign

23. CVC Category areas  Educational Content  Construction & Layout  Instructional Design  Use of Multimedia  Interactivity and Community  Accessibility http://pdc.cvc.edu/cvcaward/content.asp?page=235

24. Implementation of Best Practices  Educational content –Graphics gallery for drawing course –Demo for drawing course –Video to teach non-verbal communication –Audio to teach music appreciation  Construction and layout –Simple but elegant design –Implementation of template –Redesign example  Instructional Design  Use of Multimedia  Interactivity and Community  Accessibility

25. Questions ??

26. CCSF Web Resources http://www.ccsf.edu/online http://www.ccsf.edu/tltr For further questions, contact: Mamie How mhow@ccsf.edumhow@ccsf.edu Janet Willett jwillett@ccsf.edujwillett@ccsf.edu Patricia Delich pdelich@ccsf.edupdelich@ccsf.edu