Higher ed online moving from learning to performance

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Information about Higher ed online moving from learning to performance
Education

Published on March 19, 2014

Author: jmarrapodi

Source: slideshare.net

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Presented at the eLearning Guild's Learning Solutions Conference, March 19, 2014, in Orlando, FL.

NECB eLearning Higher Ed Online: Moving from Learning to Performance

• Small, 100% Online Institution • Rich history – Founded 1909 as American Banking Institute • 9 degree programs – 4 undergrad – 5 grad • Over 150 classes

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Just because you taught it, doesn’t mean they caught it

It’s even worse online

Boring content

Puts learners to sleep. Where’s the learning?

• Collection of dry, boring courses • Off-site & decentralized faculty • Limited resources • Entrenched paradigm • New LMS rolling out

As we all know So how do we go from this to this?

MEETTHEPIGPILOTS We make pigs fly! Naomi Jean Jason Kara

To create courses so good that students talk about them outside of class: – bringing new ideas to the workplace – excited about what they are learning – eager to discover more

Start with the Basics of ID Define your problem • Examine “what is” • Define what you want • Identify the gap Know your people GAP What is Goal

Traditional Ground/Online College Course Development Dr. Harry’s Version Dr. Gonzales’ Version Dr. Augmendson’s Version Bioethics101 “Everyone did what was right in his own eyes…..” Bible. English Standard Version. (2011)..Judges 21:25b

Master Course Faculty SME Instructional Designer Program Chair NECB’s Best-in-Class Protocols: - eLearning Instructional Design Expertise - Master course strategy - Team approach during design process - Systematic approach and templates Course Design Processes Effective Content Branded Template A cord of three strands is not easily broken. Ecclesiastes 4:12

It All Begins with Good Instructional Design What is Design? Providing meaning to a mass of unrelated needs, ideas, words and pictures – it is the designer’s job to select and fit this material together and make it interesting. -Paul Rand

Plan Design Develop Evaluate Phase1:Planning

“At the end of this course, what should students be able to know and do?” Begin with the end in mind.

Always Align with Goal Explicit outcomes ensure students KNOW & DO

Planned, Aligned Assessment Demonstrates students KNOW & CAN DO

Assessment Must Be Authentic At the end of this course, students will be able to read and analyze a balance sheet and make recommendations for appropriate actions.

Phase2:Design Plan Design Develop Evaluate

Know Your People Design for the Working Adult Why does this matter to me?

• Apply multiple methods of instruction to connect curricular concepts to useful knowledge and skills • Collaboration Tools to encourage student, group, and faculty interaction • Utilize technology to provide relevant and timely information and to enhance the learning experience Apply methods that work!

NECB Best-in-Class Protocols Multiple Methods LearnIt Reading Lecture Video Prezi Podcasts Research DiscussIt Peer & Professor interaction Share a story Locate an example Invite a guest ApplyIt Write a paper Solve a problem Create a puzzle Design an infographic Complete a project Make a mindmap

Encourage Collaboration

Incorporate Labs & Simulations

Bloom’s Digital Taxonomy Pyramid Continue to Leverage More Web 2.0 Technologies

Implement Technology Advances https://necb.instructure.com/courses/1100113/discussion_topics/2339772?module_item_id=9108767

AsynchronousSolutions • One-Stop Shop • Needs-based discussion boards • Current announcements • Article feeds • Cloud storage of files Student Resource Center Faculty Commons

• 100% remote • Contractors • Varying skill level • No formal training

To engage faculty with things that matter: – bringing new ideas to the workplace – excited about what they are learning – eager to discover more – make the student experience valuable – provide just in time solutions

SynchronousSolutions • Humanized Webinars – Pictures Connected People – Encourage Video Feedback • Content that Matters – Using LMS – Engaging in Discussion – Library Updates • Breakout Groups • Call for Needs • Varied Presenters

Faculty Open Forum

Did We Meet Our Goal? “At the end of this course, what should students be able to know and do?” Do they know it? Can they do it?

StudentView

Lessons Learned • People resist change • Ownership is fuzzy • Provide things to drive them to the CoP • Never, never, never give up

In the inestimable wisdom of the musical philosopher, Miles Davis, So what?

Takeaways • Evaluate stakeholders according to their needs. • Provide options for transfer of learning • Help them DO not just know

To say that something is designed means it has intentions that go beyond its function. Otherwise it’s just planning. – Ayse Birsel Jean Marrapodi jean.marrapodi@necb.edu C: 401-440-6165 O: 617-603-6907 T: @jmarrapodi elearning@necb.edu T: @NECBelearning NECB eLearning

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