making the most of new course delivery methods (2011)
DESCRIPTION
Presentation made at USDLA conference in 2011. It presented a framework in which to analyze the course delivery methods used at a school and determine which is the best to meet the needs of any program.TRANSCRIPT
Making the Most of New Course Delivery Methods
Distance Learning Administrators (DLA) 2011 May 24, 2011, Savannah, GA
Scott Dinho Director of Educational Technology SCAD eLearning Savannah College of Art and Design
Need
31 Years of Growth at SCAD
In Fall 1979, SCAD was… • 71 students • 8 major programs • 7 professors • 1 building
31 Years of Growth at SCAD
By Fall 2010, SCAD is… • 10,461 students • 42 major programs • 50 + minor programs • 720 professors • 100 + buildings
31 Years of Growth at SCAD
Four degree granting campuses – Atlanta, Georgia, USA – eLearning (Fully Online) – Hong Kong – Savannah, Georgia, USA
One permanent off-campus location – Lacoste, France
31 Years of Growth at SCAD
SCAD eLearning Department
• Serves and supports the SCAD eLearning campus • Supports use of Blackboard LMS
– Distributed use across college – Over 2,500 course sections per term
• Provides: – Instructional design services – Teaching support – Instructional technology training and consulting
Course Delivery Formats
A variety of current and possible course delivery formats – Traditional face-to-face courses – Asynchronous fully online courses – Hybrid courses (asynchronous with a weekly meeting) – Hybrid program courses (asynchronous with one or two
meetings during the term) – One day seminars and faculty/staff training – Self-paced tutorials
Each format comes with its own support and service challenges
Intervention
Identifying Course Format Challenges and Needs
Matrix: Course delivery formats (organized by synchronicity)
Synchronicity Delivery Formats More Synchronous Seminars/Workshops
Traditional Courses Web-enhanced Courses
Hybrid Courses Hybrid Program Courses
Online Courses More Asynchronous Self-Paced Courses
Identifying Course Format Challenges and Needs
Matrix: Course delivery formats described according to institutional definitions
Synchronicity Delivery Formats Format Descriptions
More Synchronous Seminars/Workshops All content delivery, interaction, and assessment happen when all learners are together at the same time
Traditional Courses Multiple class meetings during each week. Majority of teacher-to-student content delivery, interaction, and assessment when students are together.
Web-enhanced Courses Multiple class meetings during each week. Interactions and assessments may continue after class meeting using other web-based technologies.
Hybrid Courses One class meeting per week in support of content, assignments, and interactions conducted in fully online course environment.
Hybrid Program Courses One or more class meetings per term in support of content, assignments, and interactions conducted in fully online course environment.
Online Courses All content, assignments, and interactions conducted in fully online course environment.
More Asynchronous Self-Paced Courses Students complete course on their own schedule or by individually
created schedule.
Creating the Document
• Creation of matrix should involve all stakeholders and service providers
• Determining and agreeing upon course delivery formats, levels of
synchronicity, and descriptions is about instructional usage and understanding
• If all areas of college are not using terms in agreed upon way, it will
not be possible to maximize each delivery format
Beyond the Basics of the Document
Services and Resources
• From the basic foundation, other issues can be addressed in relation to each format, such as: – Faculty development requirements – Technical support requirements – Physical facilities requirements – Computing network requirements – Academic department oversight requirements – Revenue production – Registrar requirements
Rating Services and Resources
• Each service, resource, or other noted issue should be rated by either description or agreed upon scoring method.
• Simple rating system:
– High: Will put added stress on system and require new investment
– Medium: Current system is sufficient – Low: Will ease burden on current system
Key to Success
• Environment of communication and collaboration – To create document itself – To agree upon the descriptions and ratings – To use the document in decision making – To follow through on those decisions
• Environment needed to create document • Creating document does not create this environment on its own
Contact
Questions or Comments? Scott Dinho Director of Educational Technology SCAD eLearning Savannah College of Art and Design [email protected]
