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The New Distance Education Guidelines

The New Distance Education Guidelines. Michael Heumann – Imperial Valley Pat James– Mt. San Jacinto Laurie Vasquez – Santa Barbara. Overview. Distance Education (DE): What is it? How is it different? Changes to Title 5. When and why does a DE course require separate review?

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The New Distance Education Guidelines

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  1. The New Distance Education Guidelines Michael Heumann – Imperial Valley Pat James– Mt. San Jacinto Laurie Vasquez – Santa Barbara 2008 ASCCC Curriculum Institute July 11, 2008

  2. Overview • Distance Education (DE): What is it? How is it different? • Changes to Title 5. • When and why does a DE course require separate review? • Ensuring accessibility • And more.. 2008 ASCCC Curriculum Institute July 11, 2008

  3. Institutional & Pedagogical Concerns • Compliance with Ed Code, Title 5, and the DE Guidelines • Articulation agreements • (and most important…) student learning 2008 ASCCC Curriculum Institute July 11, 2008

  4. Institutional & Pedagogical Concerns • Standards within the institution • Faculty training • Ulterior concerns: • Competition in the market place • FTE generation • Others? 2008 ASCCC Curriculum Institute July 11, 2008

  5. Old DE Guidelines and T5 • The DE guidelines emphasized that for reporting purposes a course was DE if it was greater than 50% online. • It was unclear what threshold of DE required separate curricular approval. 2008 ASCCC Curriculum Institute July 11, 2008

  6. New T5 Guidelines for DE • Clarifies what constitutes DE • Clarifies conditions for separate review • Clarifies requirements for Section 508 compliance for DE courses 2008 ASCCC Curriculum Institute July 11, 2008

  7. § 55200: Definition & Application DE means instruction in which the instructor and student are separated by distance and interact through the assistance of communication technology. All DE is subject to the general requirements of this chapter as well as the specific requirements of this article. In addition, instruction provided as DE is subject to the requirements that may be imposed by the Americans with Disabilities Act (42 U.S.C. § 12100 et seq.) and section 508 of the Rehabilitation Act of 1973, as amended (29 U.S.C. § 794d). 2008 ASCCC Curriculum Institute July 11, 2008

  8. § 55202: Course Quality Standards • The same standards of course quality shall be applied to any portion of a course conducted through DE as are applied to traditional classroom courses, in regard to the course quality judgment made pursuant to the requirements of section 55002, and in regard to any local course quality determination or review process. Determinations and judgments about the quality of DE under the course quality standards shall be made with the full involvement of faculty… 2008 ASCCC Curriculum Institute July 11, 2008

  9. § 55204: Instructor Contact In addition to the requirements of section 55002 and any locally established requirements applicable to all courses, district governing boards shall ensure that:(a) Any portion of a course conducted through DE includes regular effective contact between instructor and students. 2008 ASCCC Curriculum Institute July 11, 2008

  10. § 55206: Separate Course Approval If any portion of the instruction in a proposed or existing course or course section is designed to be provided through DE in lieu of face-to-face interaction between instructor and student, the course shall be separately reviewed and approved according to the district's adopted course approval procedures. 2008 ASCCC Curriculum Institute July 11, 2008

  11. Separate Approval • How this is done and what is involved is a local decision – but there are some common goals. • Ensure that course is being taught to the existing course outline of record. • Why is this important? Articulation is based on the course outline of record – if and when courses are not taught to the COR, all articulations are placed in jeopardy. 2008 ASCCC Curriculum Institute July 11, 2008

  12. Separate Approval • Must provide “regular and effective contact between instructor and student,” as defined locally. • Methods of Instruction and Methods of evaluation may change, but neither content nor objectives – we still teach to the existing COR. 2008 ASCCC Curriculum Institute July 11, 2008

  13. Separate Approval • Courses should not be identified as online anywhere but in the curriculum addendum and the schedule of classes. • Class size as it relates to student learning may be recommended by the Curriculum Committee. • Accessibility must be addressed. 2008 ASCCC Curriculum Institute July 11, 2008

  14. Class Size & DE 55217. Number of Students The number of students assigned to any one course section offered by distance education shall be determined by and be consistent with other district procedures related to faculty assignment. Procedures for determining the number of students assigned to a course section offered by distance education may include a review by the curriculum committee established pursuant to section 55002(a)(1). Nothing in this section shall be construed to impinge upon or detract from any negotiations or negotiated agreements between exclusive representatives and district governing boards. 2008 ASCCC Curriculum Institute July 11, 2008

  15. Separate Approval • What is your process? • Is it effective? • What’s working well? • What’s missing? 2008 ASCCC Curriculum Institute July 11, 2008

  16. Is separate approval needed? A course is scheduled to be 100% face-to-face. The instructor announces in the course that students will also have to work to do at a distance (either asynchronously or synchronously) with an online component. The course still meets face-to-face at its regularly scheduled time. 2008 ASCCC Curriculum Institute July 11, 2008

  17. Is separate approval needed? • A course is scheduled to be 100% face-to-face. The instructor has to miss a class or two and has no substitute so, assignments are placed online. Otherwise, the course still meets face-to-face at its regularly scheduled time. 2008 ASCCC Curriculum Institute July 11, 2008

  18. DE Guidelines • Districts may need to define “effective contact,“ including how often, and in what manner instructor-student interaction is achieved. • It is important that we document how regular effective contact is achieved.Since regular effective contact was declared an academic and professional matter, this documentation must include demonstration of collegial consultation with the academic senate, for example through its delegation to the local curriculum committee. 2008 ASCCC Curriculum Institute July 11, 2008

  19. DE Guidelines • A natural place for this to occur is during the separate course approval process. • Documentation should consist of the inclusion of information in applicable outlines of record on the type and frequency of interaction appropriate to each DE course/section or session. Districts need to describe the type and quantity of student-faculty interaction in their annual reports to their local governing boards and the State Chancellor’s Office. 2008 ASCCC Curriculum Institute July 11, 2008

  20. DE Guidelines In making use of the existing local curriculum approval process, there must be documentation of “regular effective contact” as described in 55204. For this reason, a course/section or session should be separately reviewed the first time it is offered in a technology mediated mode, and subsequently reviewed again when the technology changes sufficiently to alter the answers to how regular effective contact is achieved. 2008 ASCCC Curriculum Institute July 11, 2008

  21. Local Decisions • Create a curriculum addendum form that reflects local needs and addresses relevant compliance concerns. • Define how “effective contact” will take place • Establish a clear process for the introduction of new DE courses. • Develop a means to ensure not only compliance and quality today, but ongoing compliance and quality. • Others? 2008 ASCCC Curriculum Institute July 11, 2008

  22. Nuts & Bolts • What should you look for when approving online course addenda? • Can the course objectives be achieved via DE? • Do the methods of instruction seem plausible when applied via DE? 2008 ASCCC Curriculum Institute July 11, 2008

  23. Nuts & Bolts • Are a variety of DE content delivery methods used that link back to the course objectives? • Do the methods of evaluation make sense? • Are there integrity concerns that need to be addressed? 2008 ASCCC Curriculum Institute July 11, 2008

  24. Nuts & Bolts • Has the course author been properly trained?Have faculty who will teach the course been properly trained? • Do sample assignments, if provided, show appropriate use of the Internet and available CMS tools? 2008 ASCCC Curriculum Institute July 11, 2008

  25. Nuts & Bolts • Has consideration been given to compliance with accessibility guidelines? • Is class size appropriately addressed? • What policies are in place with respect to “canned” (“e-pack”) courses? 2008 ASCCC Curriculum Institute July 11, 2008

  26. Curriculum Committee Opportunities! • Set up local requirements for your program that are based on your own shared governance structure and the philosophy of your online program. • Make sure the instructional methodology has been well thought out and supports the appropriate delivery of course content. • Formally inform faculty and administration of compliance issues and considerations regarding online teaching and learning in general. 2008 ASCCC Curriculum Institute July 11, 2008

  27. Institutional Commitments • Proactively assisting faculty to develop high quality courses. • Create a process that will ensure both compliance and quality. • Train faculty as much as possible. • DE can be as good as or better than face-to-face. 2008 ASCCC Curriculum Institute July 11, 2008

  28. CC Training Ideas • Preview live online courses • Conduct committee business online • Create a simple set of resources that include: • Definitions of fully online, hybrid, web mediated. • A list of functions performed by your course management system for easy reference • Create a formal orientation regarding the DE Guidelines 2008 ASCCC Curriculum Institute July 11, 2008

  29. Life After Initial Approval • How do you ensure the ongoing quality of the course? • Consider how to keep information current on… • Who authors a course? • Who brings the addendum? • Who teaches the course? 2008 ASCCC Curriculum Institute July 11, 2008

  30. DE Course Evaluation • What policies or procedures do you have for evaluating the efficacy of your DE courses and program? • Examples? 2008 ASCCC Curriculum Institute July 11, 2008

  31. Electronic Barriers to Access • Redesigning college and department websites • Marketing your online college - audience • Web-enhanced instructional materials • Web-based applications to support student learning (Alex, LMS, Publisher courses) • Administrative needs • Streamlined enrollment processes • Online college application • data collection • Student Information Systems • Student portals • Library services e.g., catalog systems 2008 ASCCC Curriculum Institute July 11, 2008

  32. Attitudinal Barriers • How can a blind student possibly take a (add your class here) class online? • Why do we have to do this? • If I don't have any disabled students in my class, do I still have to make the materials accessible? • How much extra work is this going to take me? • Who does this? 2008 ASCCC Curriculum Institute July 11, 2008

  33. Committee Website 2008 ASCCC Curriculum Institute July 11, 2008

  34. Accessibility and Distance Education • DE offers students “Learning anytime, anywhere.” • All DE resources must be designed to afford students with disabilities maximum opportunity to access distance education resources “anytime, anywhere” without the need for outside assistance (i.e. sign language interpreters, aides, etc.). 2008 ASCCC Curriculum Institute July 11, 2008

  35. Accessibility and Distance Education Distance education courses, resources and materials must be designed and delivered in such a way that the level of communication and course taking experience is the same for students with or without disabilities. 2008 ASCCC Curriculum Institute July 11, 2008

  36. Alt Tags 2008 ASCCC Curriculum Institute July 11, 2008

  37. Keeping Web Accessibility in Mind http://www.webaim.org/intro// 2008 ASCCC Curriculum Institute July 11, 2008

  38. Audio, Captioning andTranscript 2008 ASCCC Curriculum Institute July 11, 2008

  39. Descriptive Audio http://www.wgbh.org/stevie/ 2008 ASCCC Curriculum Institute July 11, 2008

  40. Student Success • Think Universal Design, where your course materials are usable by as many learning styles as possible, including those students with disabilities • Plan for multiple format deliveries • E-text allows for flexibility in creating alternate formats • Use of assistive technology • Braille, digital book readers, podcasts • Utilize existing campus standards • Web guidelines (policy and procedures) • Technology plans • Distance Education plans 2008 ASCCC Curriculum Institute July 11, 2008

  41. Santa Barbara TMI Formhttp://frc.sbcc.edu/academic/CAC/forms/TMICHECKLIST.DOC 2008 ASCCC Curriculum Institute July 11, 2008

  42. How will you meet course content objectives? • Lecture presentations will be delivered online, with film clips and film screenings. • Students will be required to rent DVDs of a selection of films on a weekly basis (with closed caption if necessary). All the DVDs for the class will be available at the SBCC Learning Resource Center, and they will also be easily obtainable at local video stores and online rental services (Blockbuster.com, Netflix, etc.). • Students will be required to read the textbook from the class and supplement that material by reading text, as well as viewing clips and images, from specific websites which will be selected and inserted in the class online site. • Student will be evaluated through weekly writings that will be emailed to the instructor, and through research and analytical papers. 2008 ASCCC Curriculum Institute July 11, 2008

  43. Describe the “ Methods of Instruction • Textbook. • Online class website which will include text, images, video, and audio – with consideration of students with hearing and visual impairments who are able to benefit from the class. • External websites. • PDF articles from SBCC library databases. • Email discussions. • Films on DVD - [working with Laurie Vasquez and the National Center for Accessible Media] 2008 ASCCC Curriculum Institute July 11, 2008

  44. Lake Tahoe CC DE addendumhttp://www.ltcc.edu/data/ResourcePDF/Distance%20Learning%20Curriculum%20Form%20New.pdf • In what ways will teaching this online course in an online format pose special or unique learning challenges for students with disabilities. • If there are likely to be challenges for students with disabilities, please consult with the Director of the Disability Resource Center and complete the attached checklist 2008 ASCCC Curriculum Institute July 11, 2008

  45. LA ValleyCollegehttp://www.lavc.edu/vccc/forms/DistanceEdAprvFormsLAVC.doc 2008 ASCCC Curriculum Institute July 11, 2008

  46. San Diego CC Districthttp://instsrv.sdccd.edu/Curriculum/Accessibility/InstDesignCk.doc 2008 ASCCC Curriculum Institute July 11, 2008

  47. Train Incoming Faculty DREAM Discover, Read, Explore, Apply, Measure 2008 ASCCC Curriculum Institute July 11, 2008

  48. F2F and Online 2008 ASCCC Curriculum Institute July 11, 2008

  49. Sacramento City Collegehttp://www.scc.losrios.edu/~access/ 2008 ASCCC Curriculum Institute July 11, 2008

  50. Las Positas Collegehttp://www.laspositascollege.edu/accessibility/ 2008 ASCCC Curriculum Institute July 11, 2008

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