ONLINE INSTRUCTION GUIDELINES

MP: red

KD: Blue

I Definition

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.

Online (asynchronous) Instruction includes courses which can be taken by a student and given by an instructor from any location with a broadband internet connection and which do not require the student to be online at a certain time of day, with no requirement for face-to-face contact. An exception may be made for proctored testing or special instances due to course content and design. The design, development, and delivery of online courses involves pedagogy, strategies and technologies which may vary drastically from traditional classrooms.

II Procedures for New Online Course Development

Faculty members (adjunct or full-time) who wish to develop and/or teach an online course must follow the following procedures:

  1. 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.
  2. 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)
  3. The instructor will contact the Coordinator (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.
  4. 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)
  5. I think 3 and 4 might be combined or stated differently
  6. 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.
  7. The faculty member will may choose to collaborate work in conjunction with the CCTL team for all online 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.
  8. All course development must be the original work of with the faculty member who is designing the course. The College does not wish to, nor will it, defend copyright infringements. 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.
  9. 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.

III Training Requirements for New Instructors

Prior to teaching online for the first time, the faculty member it is recommended that the faculty member to 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.

IV  Training for Experienced Instructors

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 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.

V  Ownership of Course Content

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 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.

VI  Online Course Evaluations

Administration of anonymous student evaluations for each class and instructor will follow the current policy for evaluations as approved by the Provost in conjunction with current labor/management agreements. 

Deans and/or their designee will also evaluate the class by logging on and observing the class. When possible, evaluators should be faculty who have online teaching experience. Class evaluation by dean and/or designee will normally be scheduled for every other year.with exceptions in divisions/department that adhere to accreditation standards and outcomes.

VII  Online Development Standards

PURPOSE: The purpose of the Online Development Standards for online course design at Delhi is to provide a set of guiding principles for instructors who teach online. The standards focus on learning outcomes, elements that comprise guidelines for quality online instruction.

GOAL: The goal of distance education is to provide instruction, resources, and technical support to enhance learning and improve student outcomes. The shared use of a common technical infrastructure and course delivery will enable students to complete all or part of the requirements for a degree or certificate program, or to achieve specific learning objectives in a learner-centered environment supported by distance learning technologies.

To ensure that all distance education learning activities meet the stated goal and to maintain quality and consistency among online courses, the elements of an online course and instructional quality guidelines for instructors who develop and/or teach online courses are provided below:

Interactivity:  Students should be involved in a variety of activities that involve the student in interactive exchanges between other students and between the student and the teacher. Interactive involvement should constitute a significant portion of the course structure. Student interactivity in a three-credit online course should be equivalent to at least 45 hours of face-to-face classroom discussion. For example, having the students post and reply in the discussion forums on at least 3 days of the week can match the attendance to 3 1-hour lectures they would have done on campus. Interactivity in a online course can be accomplished in one or more of the following ways: these would be examples, there are others

Presentation Strategies:  online courses need to be multi-modal by design and should contain more than one of the following instructional methods:

Teaching/Learning:

Accessibility:  The college will be responsible for acting in a timely manner to make curriculum, materials, or other resources used in an online course available to students with disabilities, unless doing so would significantly alter the nature of the instructional activity.

 


Institutional Support

How Online Education is supported at SUNY Delhi:
 

An overall plan of institutional support must be in place, with separate responsibilities carried by the eLearning support team in the Callas Center for Teaching and Learning. Technology, course development, course structure, student support, faculty support, and program evaluation are all critical parts of the online instructional environment that must be addressed and supported by:

Institutional Support

CCTL Technology

College Support Systems

Course Structure

Student Support Some items here that address effectiveness of other department, this goes beyond course development

Faculty Support

Evaluation and Assessment I agree good design should lead to good outcomes but the assessment process is driven by the department/division and guided by the assessment committee. Accreditation bodies are however are looking for institutional effectiveness, so a question that may be posed to CCTL as a unit (middles states, others) is how do you measure your effectiveness/outcomes (metrics)? Not necessesarily directly related to this documents but those questions will come up in the future. 

-------------------------------------------------------------------


Sources:

Quality Matters Rubric - https://www.qualitymatters.org/

SUNY OSCQR - https://bbsupport.sln.suny.edu/bbcswebdav/institution/OSCQR/OSCQR-Links-BKP-2016-08-09.html

Principles of Good Practice for Electronically Offered Academic Degree and Certificate Programs, Western Cooperative for Educational Telecommunications. http://www.wiche.edu/telecom/principles.htm

Quality Learning Principles and Distributed Education: Notes From a Retreat, State Board for Community and Technical Colleges and the Communications Technology Center, Palisades Retreat Center, January 1997.

Guiding Principles for Distance Learning in a Learning Society, The Center for Adult Learning and Educational Credentials, American Council on Education. http://www.acenet.edu/programs/CALEC/Guides&Principles/distlearn.html

Distance Education: Guidelines for Good Practice May 2000; this report was prepared by the Higher Education Program and Policy Council of the American Federation of Teachers.

Quality on the Line - Benchmarks for Success in Internet-Based Distance Education, National Education Association, April 2000 - Prepared by: The Institute for Higher Education Policy, 1320 - 19th Street NW, Suite 400, Washington DC 20036

Web Content Accessibility Guidelines 2.0, W3C Recommendations 11-March-2004. http://www.w3.org/TR/2004/WD-WCAG20-20040311/

Distance Education: Access Guidelines for Students with Disabilities, August 1999. Developed by The High Tech Center Training Unit in Collaboration with the Distance Education Accessibility Workgroup, Chancellor's Office, California Community Colleges.http://www.htctu.fhda.edu/dlguidelines/final%20dl%20guidelines.htm