ONLINE INSTRUCTION GUIDELINES
The Callas Center for Teaching and Learning (CCTL), 3rd flood Bush Hall, supports virtual learning design and development at SUNY Delhi, including (but not limited to): fully online, blended, and flipped learning courses, formal and non-formal education, non-traditional uses of the LMS, COIL courses in the MOOC, and faculty support and training.
- A written proposal may be submitted for approval by the program faculty and Division Dean according to the Curriculum Committee Guidelines. Courses proposed for online delivery will also require approval of the Curriculum Committee or approval of a pilot course by the Provost, before the course is taught.
- Faculty members may consult with members of the eLearning support team in the Callas Center for Teaching and Learning (CCTL), 3rd flood, Bush Hall Probably need a comment here on a general phone/mail for remote folks . These members include two instructional technologists and one instructional designer, who can all review proposed online course content with a faculty member ad make suggestions for technology use and design considerations. (Deadlines for new courses: January 15 for Fall courses, April 15 for J-Term courses, August 15 for Spring courses, December 15 for Summer courses)
- The instructor will contact the Coordinator upon approval (this is unclear - Coordinator of OL learning?) upon approval (of the course?) by the Curriculum Committee (Timeline: within 2 weeks of receiving the approval) or Provost.
- Upon notification (do you mean approval?) by the Curriculum Committee or Provost, the the faculty member may contact the CCTL team about information on course development and training. (Timeline: recommended within 2 weeks of receiving approval)
- I think 3 and 4 might be combined or stated differently
- If this is the first online course proposed by the faculty member, it is recommended that he/she complete the required training described below. Training can be taken in conjunction with the development of the online course.
- The faculty member
willmay choose to collaborate work in conjunctionwith the CCTL team for allonline course development and agreed upon design revisions until the course is ready for delivery. It is recommended that a first draft of the course should be prepared and shared with the CCTL Instructional Designer a minimum of 1 month prior to the start of the semester in which the course will be taught online, and revisions should be ready a minimum of 2 weeks prior to the semester in which students will begin taking the course online.
- All course development must be the original work of
withthe faculty member who is designing the course. The College does not wish to, nor will it, defend copyright infringements. faculty Faculty can obtain permission from original authors and artists for media, text, and videos used in the course. The CCTL team can aid the faculty member in learning this process.
- Course developers who wish to use the public access MOOC should contact CCTL staff for assistance. Such instances would include marketing demonstration courses, Collaborative Online International Learning (COIL) courses, and professional development trainings.
Prior to teaching online for the first time,
the faculty member it is recommended that the faculty member to attend attends training sessions on virtual learning design and delivery. Training is online and asynchronous. This training will provide faculty with pedagogical approaches for online teaching training and will familiarize them with Moodle/Vancko Hall (or any other approved college platform). Training sessions can also be conducted in-person or via Zoom upon request. It is recommended that all training sessions be completed during the term prior to the first semester teaching online.
Active online instructors are strongly encouraged to attend at least one professional development seminar or staff development workshop, conducted or sanctioned by CCTL. These seminars will focus on pedagogy and the learning management platform, rather than be being discipline focused.
For courses in which students and/or the faculty member are experiencing difficulty (e.g. low retention rates), the Manager of Online Education will work with the instructor to enhance
the aspects of the course that need improvement.
When an instructor is paid to develop an online course, SUNY Delhi reserves the right to future use of the archived course, as well as
to have having other instructors teach using the online course materials. The original Course Developer shall retain the right to access and utilize any of the material included in the online format at any time in the future, regardless of whether they are currently teaching the course. until they separate from the College.
- Student interaction with faculty and other students is an essential characteristic and is facilitated through a variety of ways including voice-mail and/or email.
- Feedback to student assignments and questions is constructive and provided in a timely manner.
- Students are instructed in the proper methods of effective research, including assessment of the validity of resources.
- Students understand expectations of learner activities.
- Assessment replace with Evaluation methods used are appropriate to the course and learning methods employed.
- The learning experience is designed and organized to increase the learner's control over the time, place, and pace of instruction.
- Learning activities and modes of assessment are responsive to the needs of individual learners.
- Learners have easy access to up-to-date grade info using an online gradebook.
- General education courses must have assignments that can be used to assess the extent to which students have satisfied gen ed outcomes.
- Instructor must send a "Welcome Letter" to all enrolled students containing information about logging on and required course materials at least two weeks prior to the start of the course. A sample welcome letter will be located on the DOE (What is DOE?) web site. New students receive this along with a phone call from advisor but I do not believe we do this other than a welcome that students view when course is opened.