1. Design and Development Awards Spring 2015 TLOS Networked Learning Design and Strategies (NLDS)

2. D&D Awards Overview Awards support development of courses and programs offered in in various modes including ▫ asynchronous online (Scholar) ▫ synchronous online (WebEx) ▫ blends of both asynchronous and synchronous online ▫ hybrids of on-site and online, ▫ flipped classroom design, ▫ technology-enhanced on-site classrooms, and ▫ flexible, multi-modal approaches Proposals are eligible for funding in two categories : ▫ individual courses & graduate degree or cert. programs 2

3. Design and Development Awards 3 Goals: Academic Success Enrollment Growth High Quality Active Learning Technology- enhanced Expanded Access

4. Resources and Costs D&D Awards support faculty developing courses so as to allow sufficient time, energy and resources to be devoted to the development projects. Provide funding for course release time for faculty developers within their contract year and for direct compensation during semester(s) outside of the contract year, i.e. Summer I and Summer II. 4

5. Resources and Costs Compensation is calculated as 1/8 of a college's consolidated faculty salary average. ▫ This portion of funding provided directly to the department ▫ Distributed in two increments;  50% of the funds when first set of benchmarks are met 50% of funds when final set of benchmarks are met.  This two-part disbursement incentivizes persistence. 5

6. Resources and Costs Benchmarks The first 50% of funds released to the department when the following benchmarks have been met: ▫ Revised syllabus for the appropriate delivery mode,  (maintaining integrity of governance-approved syllabus) ▫ Completed course outline (topical schedule), ▫ Assessment plan, ▫ Plan for introductory ▫ One completed lesson ▫ Participation in cohort-based activities as required by professional development structuring the course development process. 6

7. Resources and Costs Benchmarks The remaining 50% will be released to the department when the following conditions have been met: ▫ Faculty developer  maintained participation as required by professional development that structures the course development process.  participated in scheduled meetings with Instructional Designer/Support Specialist,  served as reviewer for at least one other cohort member in the quality assurance review process, ▫ Course was presented and passed the quality assurance review, ▫ Course was presented to Department Head for approval, preferably through participation in the culminating Faculty Showcase 7

8. Resources and Costs In addition, expenses to be considered include (but are not limited to) costs for: Media development Software Hardware Royalty or Copyright fees Subscriptions Data access Materials  These costs must be supported by justification of need.  Funding to support only during development project  This portion provided to TLOS/NLDS for direct purchase 8

9. Categories and Activities Criteria for investment and selection are developed in coordination with the Provost Office Categories ▫ individual course development projects ▫ Graduate program (degree or certification) development projects 9

10. Categories and Activities These include but are not limited to requirements that proposals: ▫ Support the strategic goals of the university, ▫ Align with the current academic initiatives and priorities, ▫ Enable and incentivizes enrollment growth, ▫ Supplement rather than competes with on-campus programs, ▫ Avoid unintentional reallocation of existing resources, 10

11. Categories and Activities ▫ Comply with state regulations and accreditation requirements, ▫ Be understandable and manageable, ▫ Are coordinated across campus, ▫ Fit in an approved college enrollment plan, and ▫ Have a strong financial outlook (competitiveness, defined market, adequate size) that can contribute back to the overall academic strength of the program. ▫ Have already been approved through the governance process 11

12. Individual Course Development These projects include: ▫ New courses developed for existing graduate degree or certificate programs ▫ Existing courses in graduate degree or certificate programs currently taught in one delivery mode and being revised for another or multi-modal delivery. ▫ New or existing courses (graduate or undergraduate) being developed so that they meet the needs of students, programs, departments, colleges and the university 12

13. Individual Course Development Submitted by faculty subject matter experts (SME) with approval of their Department Head, Chair of School (If applicable) and Dean. Must include plan for allowing faculty as course developers to invest the required time for the development project either through hiring of teaching/graduate assistant to offset course load or reduction of course load. 13

14. Individual Course Development Proposal agreements include : ▫ commitment to participate in a semester-long professional development opportunity as part of a cohort of faculty developers, ▫ work with an instructional designer or designers for guidance and assistance, ▫ submit developed course for quality assurance review, and serve as peer reviewer for at least one other developed course ▫ commits to review and approval by Department Head prior to teaching the course for the first time. 14

15. Individual Course Development In addition: ▫ the Department Head must commit to offering the course at least three times after development is completed. ▫ Must show number of students who would be expected to enroll in the course 15

16. Timeline for RFP Timeline is designed to allow adequate time for preparation and development of proposals and sufficient advanced notice to Department heads to allow reassignment of courses for following semester. Two proposal cycles ▫ RFP in Fall for development in following Spring or Summer I/II ▫ RFP in Spring for development in following Summer I/II or Fall Timeline broken down as indicated in document provided for current semester 16

17. Course Development Process NLDS works with faculty developers who participate as a cohort in a semester-long professional development opportunity structuring the course development process. We begin with a day-long session that establishes the learning community and then continue with online weekly lessons. 17

18. Course Development Process This highly interactive professional development models best practices and utilizes peer interaction to guide the design and development of course elements. Throughout the semester of development, faculty developers work and learn with each other while meeting regularly with an assigned instructional designer. These meetings can be in person or via web conference. 18

19. Course Development Process In the professional development course, information and activities are assigned each week that result in developed course elements. Faculty developers are assisted with the identification of evidence and examples that meet the standards criteria of the quality assurance review process required of funded course development. 19

20. Course Development Process In addition, elements of each course are considered for development of reusable and shared learning objects that faculty can contribute to the learning object repository. This successful approach utilizes and extends the larger faculty learning community and provides an opportunity for faculty to share ideas, see what others have done and contribute to the group knowledge.. 20

21. Course Development Process Faculty participating in and completing the professional development receive certification and credit from Networked Learning Institute (11 hours). Completion of one additional hour of professional development on Securing Your Technology would then be required for those seeking eligibility for computer refresh.. 21

22. Questions and Discussion 22