SDCCD Online Learning Pathways - Faculty Training Certification Program Review Submitted to Dean ndrea !

enne Christy Scott - "arch #$% #&$'

General Overview: The SDCCD Online Learning Pathways Faculty Training Certification Program is an extremely well developed asynchronous training program which covers a broad range of technological and pedagogical training as well as SDCCD state and federal guidelines for online education! The ten module "lac#board training provides detailed content material user tutorials and instructor feedbac# which results in a multi$ faceted learning experience! There is also a good focus on the application of "lac#board tools and teaching best practices in the training discussion forum case study %uestions and module assignments! & greater focus on collaborative learning and current research in the field of online education could help enhance the training program 'perhaps having set training session start dates in which learners all post introductions during the same wee# even if they later progress through the training at their own pace!( &dditionally a separate program for Flex learning )ew *ser Certification and 'potentially( &dvanced Training+,xperienced Faculty would help ma#e the program training re%uirements easier to follow!

Program Strengths:
,xcellent practice to have the reflection element for each assignment so modules aren-t .ust clic#ed through and the content is actually processed and applied by the faculty learner! ,xtremely detailed %uestions presented in learning module assignment reflection activities which engage faculty in critical thought regarding teaching online! Example - Module 2 Assignment Q. 1: What do you think is meant by "regular, effecti e, instructor-initiated communication" bet!een instructor and students"" "road range of technology training for "lac#board Learn /!0 and online teaching pedagogy and best practices! )ice focus on faculty social presence throughout the training specifically the use of audio and video tools and the 1odule 2 discussion board assignment to create a multi$media piece for social presence! 3owever is 1odule 2 the right place for social presence since it is focused on feedbac# and grading which is teaching presence4 Tutorials are very helpful critical to helping navigate course! &udio and visual feedbac# '5ing and Camtasia( are great and really stand out from other programs!

Areas to consider revising:

Technical Issues: &vatar loaded but photo won-t show $ contacted help des# and they couldn-t figure out why! 6ssue with 5ournal avatar not showing correctly but profile view is correct!

Format/structure: 3ave folder 'or 7i#i( for all course materials to be housed in one place 'syllabus activity chec#list sample responses to reflections activities "lac#board 6con 8losssary etc!( )eed email alert that assignments are graded if that is contingency to continuing to next module! 1ultiple instructors grading the training materials is a bit confusing! 1a#es it difficult to #now who to contact if you have a %uestion!

ontent: 8ood discussion information regarding difference between types of %uestions which wor# better online than in person! Perhaps provide a sample %uestion to show the difference as well! ,lluminate #i e$ $ show example of instructor using this tool! 1odule 9 part : ;3ow Often4;$ section called ;Stic# with 6t; which discusses the importance of fulfilling whatever expectations regarding communication have been established in the syllabus and course information! The following statement is included here as advice to faculty in regard to how to establish communication expectations with students however the information in this statement does not seem to reflect best practices for communicating with students and also seems to go beyond simply emphasi<ing clear communication expectations but rather seems to encourage faculty to establish the stated method of communicating with students in a manner which does not seem to align with student success!

dvice From (our Colleagues % ha e found that if % train my students to e&'ect ne&t day res'onse by consistently gi ing them ne&t day res'onse they are satisfied. (ere is the 'sychological t!ist % belie e is critical to make this !ork. )on*t e er res'ond sooner than the ne&t day. +his is counter intuiti e, but res'onding sooner makes students dissatisfied if you are not going to do that all the time. Al!ays gi e ne&t day res'onse. +hink about this for yourself in your life. We get im'atient !aiting on the 'hone for a fe! minutes, but !e don*t get im'atient !aiting a fe! days for a letter to arri e. ,nce a student gets an immediate res'onse !e ha e trained them to e&'ect it and be dissatisfied !ith ha ing to !ait longer. +he same !orks for deciding to res'ond on !eekends or not res'ond on !eekends. %f you don*t !ant to res'ond on !eekends then ne er res'ond on !eekends. %f you do !ant to res'ond on !eekends then be ready to be consistent !ith your co erage, other!ise you !ill be creating unsatisfied students. When there is ambiguity 'eo'le get an&ious. Am % going to be getting a res'onse in minutes, - hours, 2. hours, or more" ,f course students come !ith e&'ectations and 're ious e&'eriences of online education so there !ill be a training 'eriod in the beginning of each class, but it !ill be short !hen your res'onse time commitments are clearly s'elled out and consistently follo!ed. )ob Lingvall Mesa /ollege, /%0/

)est Practice* The above example does not seem li#e the best example of modeling instructor teaching presence in their course and also seems to goes against the online learning environment paradigm! Students in an online environment go to school =:+2 and definitely will be accessing the course over the

wee#end! This also applies to the statement of ;&lways give next day response!; $ this does not seem to align with a goal of student success! omments on Facult! Training "omepage and Individual #odules

"omepage: ;7elcome; document doesn-t open! ,mphasi<e ;Sample from Colleagues; folder more prominently $ perhaps embed in a module! >ideo welcome message would be great to have here $ or in 1odule 0 since it is focusing on introductions!

#odule $: )o pictures showing for ?atie and Paula )eed to update Pro.ect &ssistant position information! Suggestion to include ;virtual classmate handsha#e; in discussion post re%uirements for 1odule 0 discussion instead of having this in the 1odule @ discussion re%uirements 'see notes on 1odule @ below(!

#odule %: 8reat video welcome message from and guide through state+federal guidelines and accreditation! This information would li#ely not be processed as well without the use of the Camtasia Aelay video with &ndrea explaining the importance of the module information and general training program information!

#odule &: Discussion board activity of ;virtual handsha#e; might wor# better in the 1odule 0 Discussion board ;6ntroduction and 6cebrea#er; and will help establish collaborative aspect of discussion board prior to discussion of "lac#board tools!

#odule ': 8reat video from ?atie discussing online teaching practicesB

#odule (: 7ould li#e to see a greater emphasis on the use of ,lluminate #i e$ in this module! Perhaps an actual example of a session using ,lluminate live rather than .ust a session transcript! The tutorials are good but do not actually show how to navigate and run an ,lluminate #i e$ session! 6 thin# an assignment in which the trainee creates and leads a short ,lluminate LiveB session which can be archived and reviewed 'as done with the Camtasia Aelay and CouTube samples( would be very helpful and encourage faculty to use this tool more! Duestions regarding wording and correct answers for %ui< %uestions: o What is an e&am'le of a synchronous tool" $ is answer code wrong4

0ynchronous communication does not re1uire 'artici'ants to be online together at the same time" True+False! $ The stated answer is false and 6 selected true! 6 did so because of archival features of most synchronous programs!

#odule ) )ice focus on SLOs! )ice focus on differences between in person and online teaching Learning modules ;loo#ing ahead; $ ta#ing into consideration 4444

#odule * 3ow does grading window connect to assignments4 )ot clear on what alignments are 'listed at bottom of ,valuation Tools page( Typo in ,valuation Tools $ last sentence of ;*ser Progress; sectionE ;Li#e the performance dashboard in orer to monitor content review instructors must enable the review status for that item! ; Suggest to move Discussion 2 ;social presence; activities and discussion to a different module since 1odule 2 is focused on grading and rubrics! The Discussion 2 assignment discusses the use of screencasting tools for announcements and other forms of instructor social presence and does not as# you to specifically develop a screencast related to grading feedbac# so it might be better to have this section exist as a separate module or in an earlier module focused more on creating the online learning environment!

#odule + )ice encouragement message in the video by ?atie and discussion of performance based learning and the differences between online and face$to$face best practices regarding assignments and tests!

#odule , 8reat focus on rubrics! "log %uestion regarding after training goals seems li#e it should go in 1odule 0F or be more focused on using grading processes and the use of rubrics!

#odule $ )ice congratulations videoB &ssignment reflection activity %uestions about gathering student feedbac# and the variety of methods and tools for doing such don-t align well with assignment activity of archiving a course! This %uestion might fit better in 1odule 9!

erti.ication Statement This section is almost another module due to the content review and survey that is ta#en! This should either be presented in a module prior to ;completion; of the training and submission of the evaluation or be modified to reflect only a certification statement that is ac#nowledged by the trainee!