Re-Sources

Have It Your Way…..Now!

Michael Anderson, UT System TeleCampusTerri Rowenhorst, Monterey Institute for

Technology and Education

• High-quality and diverse usually beyond the means of institutions

• Multi-modal learning experiences• Allows instructor to focus on designing

the learning experience• Saves time and money

Why Use External Content?

WWII Learning Object

Interactive Exercise Documents

NewsreelDocumentary Video

Text

Graphics

NROC History Demo

Reassemble Learning Objects

InstructorPresentation

Advanced or Remedial Study

Offered Course

NROC Course

To achieve course learning outcomes What content adds value?

Multi-modal or media-rich Activities, assignments, assessments utilizing CMS Simulations and interactivity

And is appropriate? Bandwidth and Accessibility Support and Reliability Design and Usability Rights of Use and Costs

Selecting Content

Commercial Print publishers (proprietary or Blackboard) Course vendors (complete courses) Supplement providers

Non-Profit & OER Course Developers (complete courses) Repositories Referatories

Institutions/CoP Local Initiatives

Wide Range of Sources

Vetted content (confidence in editorial quality saves review time)

More costly, per student charges Textbook specific materials usually provided as

course cartridges Lack of flexibility for instructor customization

and hosting

Commercial: Print Publishers

Thinkwell, SIRIUS Vetted content (confidence in editorial quality

saves review time) More costly, per student charges Services in addition to courses Lack of flexibility for instructor customization

and hosting

Commercial: Course Vendors

WebAssign, SAS: Curriculum Pathways Vetted, permissioned content Search and choose Flexibility to download (United Streaming) or

access in hosted environment (CP) Breadth of coverage Transaction model for the content (student

purchase, license, statewide purchase, etc.)

Commercial: Supplement Providers

Repositories (Wisc-Online), Referatories (MERLOT), & Institutions/CoP (Orange Grove, SCORE, TLT)

Low cost or gratis access Flexibility varies significantly Not vetted (uneven quality, single perspective) Requires time to visit multiple sources Technology incompatibilities/multiple support

Non-Profit Collections

NROC, MIT-OCW, CMU-OLI, SOFIA Vetted (partly) content at affordable prices Flexibility for customization and hosting Inclusion of media-rich, multi-modal content

varies significantly Commitment and funding Educational non-profits provide balance

between vetted content, flexibility and cost

Non-Profit & OER Courses

The Goals of NROCTo create a repository of high-quality undergraduate, high

school, and AP courses and distribute them at little or no cost to students and teachers worldwide.

In pursuing this goal, NROC achieves other important outcomes: increasing access to high-quality content designed for online helping establish content and technical standards for online content fostering collaboration among content developers and users promoting the scholarship of teaching addressing the needs of underserved students (OER)

Strategies for Evaluating Online Content

Does the content and technology fit the design philosophy of the online program?

Objectives and outcomes Instructional design philosophy Flexibility to fit within the course format Institutional branding Transparency Development process

What are the limitations of your support structure? Technology compatibility (i.e., plug-ins,

software apps) Flexible access and storage Ownership and rights of use Term of access Licensing concerns

Strategies for Evaluating Online Content

Is it easy for instructors to use? Transparent technology Technology support staff and training Instructional design staff and training Support and feedback loop with the developer

Strategies for Evaluating Online Content

Is it easy to use for students? Quality directions for using the content Transparent navigation and access Transparent technology Appropriate bandwidth Is any additional help desk support required

and how does that affect student success?

Strategies for Evaluating Online Content

Yes

Do I want to use 3rd party content?

No Continue building course on my own

How do I plan to use the content?

Augment existing content

Start with all new content

Replace existing content

Augment

Replace

New

Solo

Time and Cost

External Content:A Decision-Making Model

What sources do I want to use?

Augment existing content

Start with all new content

Replace existing content

Community of Practice

Publishers & non-profits

Repositories/referatories

CoP

Reposi

Publish

Cost

CoP

Reposi

Publish

Time

Time

The Ecology of External Content

Augment existing content

Start with all new content

Replace existing content

What computer-aided strategies do I want to utilize?

terminology research design

theories

Vocabulary Drill

Access to tools

Audio cases

Simulation Podcast

Pedagogical Strategy

Evaluate search results

Design Integration

flexibility• Color• Editing/CMS• Navigation• Detachable/target• Plug-ins

Technical Integration

reliability• Linked location• Embedded location• IP/storage• SCORM• Support

Quality

CoP

Reposi

Publish

Implementation

Quality Standards

Continuous Improvement

Evaluating Effectiveness Student Engagement Levels and Performance Learning Outcomes and Achievement Using CMS Tools Networking and Sharing in Communities Feedback loop with the developer Course evaluation tools like OCEP or cEval

OCEP: Categories and ProcessThe Evaluation Team

• Project Director ● Instructional Design Evaluator

• Academic Evaluator ● Technology Evaluator

OCEP categories - 7 major divisions • Scope and Scholarship• User Interface• Course Features and Production Values• Assessments and Test Items• Instructor and Learner Communication• Technology• Distribution Model

Contact Information

University of Texas System TeleCampuswww.uttc.org

Michael Andersonmanderson@utsystem.edu

Monterey Institute for Technology and Educationwww.montereyinstitute.org

Terri Rowenhorsttrowenhorst@montereyinstitute.org