SlideShare a Scribd company logo
1 of 34
Download to read offline
J. Sargeant Reynolds Community College
                                   Ghazala Hashmi, Coordinator of the Quality Enhancement Plan
                               Meg Foster, Assistant Coordinator of the Quality Enhancement Plan
                           Denise Woetzel, Reference Librarian and Information Literacy Specialist




New Horizons Conference 2012           Roanoke, Virginia                              March 2012


                                       1
2
   Background Research
      oBest Practices recommend student orientation
       programs
      oFew institutions offer comprehensive orientations
      oFew institutions mandate orientation

   Institutional Research and Findings
      I. College Data Profile
      II. Faculty and Student Surveys
      III. SmarterMeasure Results

                             3
What research in best practices recommends:
Student skills in time management, independent learning attributes,
technology knowledge, resource awareness should be established
prior to engagement in online classes.

What most of the other institutional models are providing:
Self-directed orientations
Recommended but not mandatory or encouraged orientations
Web-based “tips” rather than an integrated class that replicates the
online experience within a CMS
Generic orientations rather than personalized to institution

Where the few mandatory orientation programs for online
are housed:
For-profit institutions
Institutions / Programs driven by class cohort models
Regardless of their initial level of preparation . . . students
were more likely to fail or withdraw from online courses
than from face-to-face courses. In addition, students who
took online coursework in early semesters were slightly
less likely to return to school in subsequent semesters,
and students who took a higher proportion of credits
online were slightly less likely to attain an educational
award or transfer to a four-year institution.
                                                  --Di Xu and Shanna Smith Jaggers
                          Community College Research Center of Columbia University
     The Effectiveness of Distance Education Across Virginia’s Community Colleges:
        Evidence From Introductory College-Level Math and English Courses (2010)
Where we began

Data Profile of the Institution
developed for the Quality
Enhancement Plan Topic
Selection process (2007- 2008)
2004-2005 Success Rates (A,B, or C)
                                                         76%
                Number of DL Courses
                                                         74%
2006-2007
                                                         72%

                                                         70%
                                       Number of DL
                                       Courses           68%
1998-1999
                                                         66%

                                                         64%

            0     200    400    600                                Online       On-Campus
Faculty Survey (2010)

Question: Do you provide an online
orientation to your course?

65% of New Instructors indicated “No”
51% of Continuing Instructors indicated
“No”
Student Survey (2010)
Critical
Instructional
Elements that
scored
85% or lower for a
recognizable
presence in the
course
SmarterMeasure and its Results
In the past two years, over 8300 JSRCC students have completed
SmarterMeasure (SM). We have measured SM performance against
academic success in online courses for the past four semesters.

The Two Most Critical Areas that Emerged for Our
Students:
Life Factors: Availability of Time, Place, Reason, Resources & Skills
SmarterMeasure feedback may provide students with encouragement to modify those
circumstances that impact their academic progress. If some life circumstances are beyond
an individual’s control, the self-awareness may be beneficial to planning and
understanding limitations.

Personal Attributes: Time Management, Personal Responsibility,
   Willingness to Seek Assistance
If a student struggles with “Life
Factors,”
 That student has about a 56% chance of
 succeeding in Distance Learning classes.

If a student does not struggle with
“Life Factors,”
 That student has a 75% chance of succeeding
 in Distance Learning classes.
Success in Online Classes




 Weak




                                                                  Success in Online Classes



Strong




         0   10   20   30     40       50      60       70   80
Critical Elements:

•Adherence to essential
standards of Quality
Matters course design

•Facilitated rather than
self-taught / self-paced

•Focused upon
developing study skills
and resource knowledge
rather than technical
know-how
   Created a team to develop orientation
    program. Team was group of volunteers that
    connected three vital areas: Academic Affairs,
    Student Affairs, and Information Technology.

   Critical to success was including faculty and
    staff who brought their expertise/perspective
    as online teachers and students.


                         14
Team asked critical questions which shaped
program:
  In what ways would the program be facilitated?
  What would be the payment terms for those
   facilitators?
  Would the orientation program be housed in
   Blackboard or just freely available on the web?
  How much time could we require of students?
  How much work could we require of students?



                        15
Developed strategy to market CDL 001 to
students, faculty and advising staff.
    Print materials, email messages (general and
     targeted), college announcements, training
     sessions

Developed training program for staff/faculty to
facilitate sections.
    Complete CDL 001, training manual, review
       with Center for Distance Learning
       Coordinator


                       16
       Key piece to CDL 001 is interaction
          facilitators/students
          students/students
       Emphasized in training materials for
        facilitators.
       Student interaction, both in class space and
        outside, prompted discussion of next steps
        for online community creation.

•   .




                            17
WEEK ONE   WEEK TWO
Tutorial: http://libguides.reynolds.edu/dlorientation
• Tutorial created using
  LibGuides
• Overview & links to JSRCC
  Library’s resources, services,
  & policies
• Introduction to basic research
  skills
• Embedded “how to” video
  clips using Camtasia
Learning activity:
 • Search any topic in the library
   catalog and select one book record.
 • Search any topic in a library
   database and select one article.
 • Using the citation tool in both the
   catalog and database, copy and
   paste the MLA citation for the book
   and article in a Word document ,
   then submit via Blackboard.
10 question quiz
Survey comments from students who completed course:

   Um, the research part was not my favorite--but i understand its
    importance in distant learning and was well appreciated and introduced
    to me through the tutorial links and scripts. (Though it was nice to learn
    that I could get books for personal pleasure if I wanted to.)

   I would have liked perhaps to have one more project using the Library
    Resources

   CDL 001 gives an excellent overview of the resources available both on
    campus and online. Of [of course], there was not time to examine every
    resource in great detail, but what is helpful is knowing where to go for
    future reference. The practice of locating articles will be helpful, as will
    just the experience of interaction and the online teaching/learning flow
    and culture.

   Since this is not my first year in college, the lessons toward the end were
    not very helpful. Also, I feel that there should have been more lessons on
    online library resources.
   CDL001 Exit Survey
    (August 2011 – February 2012)
   Phone Survey of Non-Completers
    (Fall 2011)
   Faculty and Staff Feedback in Reflection Paper
    (Fall 2011)
   Success and Persistence Rates of CDL001
    Completers (Fall 2011)
Now that I have completed CDL001, I feel confident about
            taking a distance learning class at JSRCC.
60

50

40

30

20

10

0
      Strongly Agree        Agree             Neutral              Disagree    Strongly Disagree
       Strongly Agree
               1        Agree 2     Neutral      3Disagree Strongly Disagree
                                                                      4                5
After completing CDL 001, I now have an understanding of
       the campus resources that are available to me:
60



50



40



30



20



10



 0
      1          2          3         4          5
When asked whether they would encourage
     other students to take CDL001,

95% of the 81 participants indicated “Yes”

            on the Exit Survey
Q: WHY DID YOU CHOOSE NOT TO COMPLETE THE PROGRAM?

            No response                              5
            Power outage from Hurricane Irene        3
            Forgot that I was enrolled               2
            Time constraints/class load              6
            Other issues                             5

Q: WOULD YOU RECOMMEND CDL 001 TO OTHER STUDENTS? WHY OR WHY NOT?
            Yes, highly                              1
            Yes                                      15
            No                                       1
            N/A                                      3
            No Comment                               1
I would recommend CDL001 to other students because . . .
 Top 4 Responses:
 Information in CDL001 is extremely helpful                    6 comments
 To gain greater knowledge of how online classes               4 comments
 work
 Increase online learning skills                               3 comments
 To learn how to navigate Blackboard                           2 comments

Other Responses:
       All students should take a course like this
       Helps students identify whether or not they are independent learners
       Teaches necessary Bb skills for all students, not just online students
       To learn time management skills
   The CDL001 instructor responded quickly, and such
    responsiveness is not indicative of all online courses. The
    College should emphasize to its instructors the importance
    of quick responses in online courses. (3 comments)
   Provide better information on registration and access to
    CDL001. (3 comments)
   Make the orientation mandatory.(2 comments)
   The amount of information was overwhelming.
   There was too much emphasis on how to conduct research
    online.
Two Special Sessions of CDL001 for Faculty and Staff have been provided:
  Fall 2011 – 10 participants
  Spring 2012 – 25 participants

The Special Sessions’ Target Audience:
  Faculty and staff who teach online and who want to contribute to the further
    development of a strong orientation
  Advisers who want to better understand the demands of online learning
  Individuals who may be interested in facilitating future sessions of the orientation

These Special Sessions have proven to be an effective way:
  To introduce faculty and staff to better advising conversations with potential
    distance learners
  To share JSRCC’s efforts of improving online learning
  To build the enthusiasm for readiness and orientation efforts at the institution
My reasons for taking CDL001:
       to see and experience what we ask our students to do
       to test myself since I have never used Blackboard
What I learned:
   I have a better idea of what we ask our students to accomplish.
How I will apply my learning:
   I am better able to advise students who expressed interest in online classes. I am able to share
   my own experiences and point students towards appropriate resources such as
   SmarterMeasure and CDL001.
My reasons for taking CDL001:
       to understand what students experience when they take CDL001
       to understand our work from immersion, rather than from conjecture
       to guide faculty more effectively in their efforts to teach, especially to teach online
What I learned:

    The experience was valuable. A better understanding of our learners helps to become better
    educators. I respect the importance of student orientation and student readiness.
How I will apply my learning:

    I will advocate CDL001 to all faculty under my supervision. The orientation, along with
    SmarterMeasure, is a very good foundation for student success.
Summer and early Fall completers were tracked
through their Fall 2011 enrollments.
    47 students successfully completed CDL001
    41 students proceeded to enroll in 74
     distance courses in Fall 2011
    Persistence rate: 99%
    Successful completion (A, B, or C) rate: 92%
New Horizons VCCS 2012
Ghazala Hashmi – ghashmi@reynolds.edu

Meg Foster – mbfoster@reynolds.edu

Denise Woetzel – mwoetzel@reynolds.edu

          www.reynolds.edu/qep

More Related Content

What's hot

Disruptive content
Disruptive contentDisruptive content
Disruptive contentbbridges51
 
Infoskillsevaluation
InfoskillsevaluationInfoskillsevaluation
InfoskillsevaluationUEL_library
 
You Can Do It 2012 Post Event Report
You Can Do It 2012 Post Event ReportYou Can Do It 2012 Post Event Report
You Can Do It 2012 Post Event ReportUSGuide
 
Wsu guest lecture_2015_czlv_v3
Wsu guest lecture_2015_czlv_v3Wsu guest lecture_2015_czlv_v3
Wsu guest lecture_2015_czlv_v3Catherine Zhao
 
Nycoss presentation
Nycoss presentationNycoss presentation
Nycoss presentationJohn Cronin
 
New Directions for the Quality Matters Program
New Directions for the Quality Matters ProgramNew Directions for the Quality Matters Program
New Directions for the Quality Matters ProgramMarylandOnline
 
OER Impact at Community College: eLearning 2014
OER Impact at Community College: eLearning 2014OER Impact at Community College: eLearning 2014
OER Impact at Community College: eLearning 2014Una Daly
 
E-Learn 2008 - Secondary Students Perceptions of Web-Based Learning
E-Learn 2008 - Secondary Students Perceptions of Web-Based LearningE-Learn 2008 - Secondary Students Perceptions of Web-Based Learning
E-Learn 2008 - Secondary Students Perceptions of Web-Based LearningMichael Barbour
 
A Conversation About the Challenges Facing eLearning Leaders A Review of ITC...
A Conversation About the Challenges Facing eLearning Leaders  A Review of ITC...A Conversation About the Challenges Facing eLearning Leaders  A Review of ITC...
A Conversation About the Challenges Facing eLearning Leaders A Review of ITC...SmarterServices Owen
 
Sabbatical (Te Kura/The Corrrespondence School) - Examining Research into Pri...
Sabbatical (Te Kura/The Corrrespondence School) - Examining Research into Pri...Sabbatical (Te Kura/The Corrrespondence School) - Examining Research into Pri...
Sabbatical (Te Kura/The Corrrespondence School) - Examining Research into Pri...Michael Barbour
 
Orientating Students to Learning Online: Why the Emphasis on Learning Matters
Orientating Students to Learning Online: Why the Emphasis on Learning MattersOrientating Students to Learning Online: Why the Emphasis on Learning Matters
Orientating Students to Learning Online: Why the Emphasis on Learning MattersSmarterServices Owen
 
Into The Future Thompson
Into The Future ThompsonInto The Future Thompson
Into The Future ThompsonWCET
 
Online Education: Where Benefits Outweigh Challenges
Online Education: Where Benefits Outweigh ChallengesOnline Education: Where Benefits Outweigh Challenges
Online Education: Where Benefits Outweigh ChallengesLinda Oestreich
 
Online education june 2015(3b)
Online education june 2015(3b)Online education june 2015(3b)
Online education june 2015(3b)Linda Oestreich
 
Sabbatical (University of Otago) - Primary and Secondary E-Learning - What We...
Sabbatical (University of Otago) - Primary and Secondary E-Learning - What We...Sabbatical (University of Otago) - Primary and Secondary E-Learning - What We...
Sabbatical (University of Otago) - Primary and Secondary E-Learning - What We...Michael Barbour
 
A Hybrid Model to Teacher Certification - Hollar
A Hybrid Model to Teacher Certification - HollarA Hybrid Model to Teacher Certification - Hollar
A Hybrid Model to Teacher Certification - HollarCOHERE2012
 
Hancock Flipping the Switch
Hancock Flipping the SwitchHancock Flipping the Switch
Hancock Flipping the SwitchCOHERE2012
 

What's hot (20)

Disruptive content
Disruptive contentDisruptive content
Disruptive content
 
Infoskillsevaluation
InfoskillsevaluationInfoskillsevaluation
Infoskillsevaluation
 
You Can Do It 2012 Post Event Report
You Can Do It 2012 Post Event ReportYou Can Do It 2012 Post Event Report
You Can Do It 2012 Post Event Report
 
Wsu guest lecture_2015_czlv_v3
Wsu guest lecture_2015_czlv_v3Wsu guest lecture_2015_czlv_v3
Wsu guest lecture_2015_czlv_v3
 
Nycoss presentation
Nycoss presentationNycoss presentation
Nycoss presentation
 
New Directions for the Quality Matters Program
New Directions for the Quality Matters ProgramNew Directions for the Quality Matters Program
New Directions for the Quality Matters Program
 
OER Impact at Community College: eLearning 2014
OER Impact at Community College: eLearning 2014OER Impact at Community College: eLearning 2014
OER Impact at Community College: eLearning 2014
 
FTCC - Distance Education Track
FTCC - Distance Education TrackFTCC - Distance Education Track
FTCC - Distance Education Track
 
E-Learn 2008 - Secondary Students Perceptions of Web-Based Learning
E-Learn 2008 - Secondary Students Perceptions of Web-Based LearningE-Learn 2008 - Secondary Students Perceptions of Web-Based Learning
E-Learn 2008 - Secondary Students Perceptions of Web-Based Learning
 
A Conversation About the Challenges Facing eLearning Leaders A Review of ITC...
A Conversation About the Challenges Facing eLearning Leaders  A Review of ITC...A Conversation About the Challenges Facing eLearning Leaders  A Review of ITC...
A Conversation About the Challenges Facing eLearning Leaders A Review of ITC...
 
Sabbatical (Te Kura/The Corrrespondence School) - Examining Research into Pri...
Sabbatical (Te Kura/The Corrrespondence School) - Examining Research into Pri...Sabbatical (Te Kura/The Corrrespondence School) - Examining Research into Pri...
Sabbatical (Te Kura/The Corrrespondence School) - Examining Research into Pri...
 
Career Track
Career TrackCareer Track
Career Track
 
Orientating Students to Learning Online: Why the Emphasis on Learning Matters
Orientating Students to Learning Online: Why the Emphasis on Learning MattersOrientating Students to Learning Online: Why the Emphasis on Learning Matters
Orientating Students to Learning Online: Why the Emphasis on Learning Matters
 
Into The Future Thompson
Into The Future ThompsonInto The Future Thompson
Into The Future Thompson
 
Online Education: Where Benefits Outweigh Challenges
Online Education: Where Benefits Outweigh ChallengesOnline Education: Where Benefits Outweigh Challenges
Online Education: Where Benefits Outweigh Challenges
 
Online education june 2015(3b)
Online education june 2015(3b)Online education june 2015(3b)
Online education june 2015(3b)
 
Sabbatical (University of Otago) - Primary and Secondary E-Learning - What We...
Sabbatical (University of Otago) - Primary and Secondary E-Learning - What We...Sabbatical (University of Otago) - Primary and Secondary E-Learning - What We...
Sabbatical (University of Otago) - Primary and Secondary E-Learning - What We...
 
A Hybrid Model to Teacher Certification - Hollar
A Hybrid Model to Teacher Certification - HollarA Hybrid Model to Teacher Certification - Hollar
A Hybrid Model to Teacher Certification - Hollar
 
Sp140909
Sp140909Sp140909
Sp140909
 
Hancock Flipping the Switch
Hancock Flipping the SwitchHancock Flipping the Switch
Hancock Flipping the Switch
 

Viewers also liked

HCCS - Evaluation for Greater Learning Student System
HCCS - Evaluation for Greater Learning Student SystemHCCS - Evaluation for Greater Learning Student System
HCCS - Evaluation for Greater Learning Student SystemSmarterServices Owen
 
Measuring Learning Readiness for TRIO Students
Measuring Learning Readiness for TRIO StudentsMeasuring Learning Readiness for TRIO Students
Measuring Learning Readiness for TRIO StudentsSmarterServices Owen
 
WCET Leadership Summit - SmarterMeasure & Noncognitive Readiness Data
WCET Leadership Summit - SmarterMeasure & Noncognitive Readiness DataWCET Leadership Summit - SmarterMeasure & Noncognitive Readiness Data
WCET Leadership Summit - SmarterMeasure & Noncognitive Readiness DataSmarterServices Owen
 
Rooted in Research: Establishing Coherent Partnerships between Institutional ...
Rooted in Research: Establishing Coherent Partnerships between Institutional ...Rooted in Research: Establishing Coherent Partnerships between Institutional ...
Rooted in Research: Establishing Coherent Partnerships between Institutional ...SmarterServices Owen
 
IT Symposium Lone Star College System - SmarterMeasure and Student Success
IT Symposium Lone Star College System - SmarterMeasure and Student SuccessIT Symposium Lone Star College System - SmarterMeasure and Student Success
IT Symposium Lone Star College System - SmarterMeasure and Student SuccessSmarterServices Owen
 
SmarterProctoring slides 3 27-2014
SmarterProctoring slides 3 27-2014SmarterProctoring slides 3 27-2014
SmarterProctoring slides 3 27-2014SmarterServices Owen
 
K12 Jewish Education Project & SmarterMeasure Learning Readiness Indicator
 K12 Jewish Education Project & SmarterMeasure Learning Readiness Indicator  K12 Jewish Education Project & SmarterMeasure Learning Readiness Indicator
K12 Jewish Education Project & SmarterMeasure Learning Readiness Indicator SmarterServices Owen
 
Sloan C Users' Group Best Practices
Sloan C Users' Group Best PracticesSloan C Users' Group Best Practices
Sloan C Users' Group Best PracticesSmarterServices Owen
 
Preparing Students to Be Successful in Hybrid and Online Courses – CAP-CALL R...
Preparing Students to Be Successful in Hybrid and Online Courses – CAP-CALL R...Preparing Students to Be Successful in Hybrid and Online Courses – CAP-CALL R...
Preparing Students to Be Successful in Hybrid and Online Courses – CAP-CALL R...SmarterServices Owen
 
Writing Readiness Indicator Analysis
Writing Readiness Indicator AnalysisWriting Readiness Indicator Analysis
Writing Readiness Indicator AnalysisSmarterServices Owen
 
Measuring Grit - 2013 SmarterMeasure Presentation
Measuring Grit - 2013 SmarterMeasure PresentationMeasuring Grit - 2013 SmarterMeasure Presentation
Measuring Grit - 2013 SmarterMeasure PresentationSmarterServices Owen
 
2014 SmarterMeasure Users' Group-SMUG
2014 SmarterMeasure Users' Group-SMUG2014 SmarterMeasure Users' Group-SMUG
2014 SmarterMeasure Users' Group-SMUGSmarterServices Owen
 
Putting Together the Pieces of a Successful Student Orientation
Putting Together the Pieces of a Successful Student OrientationPutting Together the Pieces of a Successful Student Orientation
Putting Together the Pieces of a Successful Student OrientationSmarterServices Owen
 
Redefining the Proctoring Process - SmarterProctoring & B Virtual
Redefining the Proctoring Process - SmarterProctoring & B VirtualRedefining the Proctoring Process - SmarterProctoring & B Virtual
Redefining the Proctoring Process - SmarterProctoring & B VirtualSmarterServices Owen
 
Measuring What Matters: Noncognitive Skills - GRIT
Measuring What Matters: Noncognitive Skills - GRITMeasuring What Matters: Noncognitive Skills - GRIT
Measuring What Matters: Noncognitive Skills - GRITSmarterServices Owen
 
Creating College Ready Students – Tips, Strategies, Examples and Services to ...
Creating College Ready Students – Tips, Strategies, Examples and Services to ...Creating College Ready Students – Tips, Strategies, Examples and Services to ...
Creating College Ready Students – Tips, Strategies, Examples and Services to ...SmarterServices Owen
 

Viewers also liked (17)

HCCS - Evaluation for Greater Learning Student System
HCCS - Evaluation for Greater Learning Student SystemHCCS - Evaluation for Greater Learning Student System
HCCS - Evaluation for Greater Learning Student System
 
Measuring Learning Readiness for TRIO Students
Measuring Learning Readiness for TRIO StudentsMeasuring Learning Readiness for TRIO Students
Measuring Learning Readiness for TRIO Students
 
WCET Leadership Summit - SmarterMeasure & Noncognitive Readiness Data
WCET Leadership Summit - SmarterMeasure & Noncognitive Readiness DataWCET Leadership Summit - SmarterMeasure & Noncognitive Readiness Data
WCET Leadership Summit - SmarterMeasure & Noncognitive Readiness Data
 
Rooted in Research: Establishing Coherent Partnerships between Institutional ...
Rooted in Research: Establishing Coherent Partnerships between Institutional ...Rooted in Research: Establishing Coherent Partnerships between Institutional ...
Rooted in Research: Establishing Coherent Partnerships between Institutional ...
 
IT Symposium Lone Star College System - SmarterMeasure and Student Success
IT Symposium Lone Star College System - SmarterMeasure and Student SuccessIT Symposium Lone Star College System - SmarterMeasure and Student Success
IT Symposium Lone Star College System - SmarterMeasure and Student Success
 
SmarterProctoring slides 3 27-2014
SmarterProctoring slides 3 27-2014SmarterProctoring slides 3 27-2014
SmarterProctoring slides 3 27-2014
 
K12 Jewish Education Project & SmarterMeasure Learning Readiness Indicator
 K12 Jewish Education Project & SmarterMeasure Learning Readiness Indicator  K12 Jewish Education Project & SmarterMeasure Learning Readiness Indicator
K12 Jewish Education Project & SmarterMeasure Learning Readiness Indicator
 
Sloan C Users' Group Best Practices
Sloan C Users' Group Best PracticesSloan C Users' Group Best Practices
Sloan C Users' Group Best Practices
 
Preparing Students to Be Successful in Hybrid and Online Courses – CAP-CALL R...
Preparing Students to Be Successful in Hybrid and Online Courses – CAP-CALL R...Preparing Students to Be Successful in Hybrid and Online Courses – CAP-CALL R...
Preparing Students to Be Successful in Hybrid and Online Courses – CAP-CALL R...
 
USDE Promoting Grit Webinar
USDE Promoting Grit WebinarUSDE Promoting Grit Webinar
USDE Promoting Grit Webinar
 
Writing Readiness Indicator Analysis
Writing Readiness Indicator AnalysisWriting Readiness Indicator Analysis
Writing Readiness Indicator Analysis
 
Measuring Grit - 2013 SmarterMeasure Presentation
Measuring Grit - 2013 SmarterMeasure PresentationMeasuring Grit - 2013 SmarterMeasure Presentation
Measuring Grit - 2013 SmarterMeasure Presentation
 
2014 SmarterMeasure Users' Group-SMUG
2014 SmarterMeasure Users' Group-SMUG2014 SmarterMeasure Users' Group-SMUG
2014 SmarterMeasure Users' Group-SMUG
 
Putting Together the Pieces of a Successful Student Orientation
Putting Together the Pieces of a Successful Student OrientationPutting Together the Pieces of a Successful Student Orientation
Putting Together the Pieces of a Successful Student Orientation
 
Redefining the Proctoring Process - SmarterProctoring & B Virtual
Redefining the Proctoring Process - SmarterProctoring & B VirtualRedefining the Proctoring Process - SmarterProctoring & B Virtual
Redefining the Proctoring Process - SmarterProctoring & B Virtual
 
Measuring What Matters: Noncognitive Skills - GRIT
Measuring What Matters: Noncognitive Skills - GRITMeasuring What Matters: Noncognitive Skills - GRIT
Measuring What Matters: Noncognitive Skills - GRIT
 
Creating College Ready Students – Tips, Strategies, Examples and Services to ...
Creating College Ready Students – Tips, Strategies, Examples and Services to ...Creating College Ready Students – Tips, Strategies, Examples and Services to ...
Creating College Ready Students – Tips, Strategies, Examples and Services to ...
 

Similar to New Horizons VCCS 2012

California eLearning Census
California eLearning CensusCalifornia eLearning Census
California eLearning Censusbbridges51
 
Non-Cognitive Testing
Non-Cognitive TestingNon-Cognitive Testing
Non-Cognitive Testingjwilliams77
 
D2L Community Webinar - Online Student Expectations
D2L Community Webinar - Online Student ExpectationsD2L Community Webinar - Online Student Expectations
D2L Community Webinar - Online Student ExpectationsD2L Barry
 
Key elements in successful online faculty development
Key elements in successful online faculty developmentKey elements in successful online faculty development
Key elements in successful online faculty developmentAlexandra M. Pickett
 
OpenEd13 CCCOER Panel: Saving Millions & Expanding Access
OpenEd13 CCCOER Panel: Saving Millions & Expanding AccessOpenEd13 CCCOER Panel: Saving Millions & Expanding Access
OpenEd13 CCCOER Panel: Saving Millions & Expanding AccessUna Daly
 
PLUTO Institute: Reasons for Choosing Blended Learning
PLUTO Institute: Reasons for Choosing Blended LearningPLUTO Institute: Reasons for Choosing Blended Learning
PLUTO Institute: Reasons for Choosing Blended LearningEsteban (Steve) Sosa
 
Demonstrating Competencies with E-Portfolios: The Carolina MPA
Demonstrating Competencies with E-Portfolios: The Carolina MPADemonstrating Competencies with E-Portfolios: The Carolina MPA
Demonstrating Competencies with E-Portfolios: The Carolina MPAStefanie Panke
 
E-Learning Info: Lake Superior College
E-Learning Info: Lake Superior CollegeE-Learning Info: Lake Superior College
E-Learning Info: Lake Superior CollegeBarry Dahl
 
MCCVLC webinar - Online Program Review
MCCVLC webinar - Online Program ReviewMCCVLC webinar - Online Program Review
MCCVLC webinar - Online Program ReviewBarry Dahl
 
OER Impact at Community Colleges
OER Impact at Community CollegesOER Impact at Community Colleges
OER Impact at Community CollegesOER Hub
 
OCW- Open Sharing, Local Payoff
OCW- Open Sharing, Local PayoffOCW- Open Sharing, Local Payoff
OCW- Open Sharing, Local PayoffSunnie Kim
 
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...apicciano
 
Measuring Online Course Design Quality with Open Resource Metrics
Measuring Online Course Design Quality with Open Resource MetricsMeasuring Online Course Design Quality with Open Resource Metrics
Measuring Online Course Design Quality with Open Resource MetricsMelissa A. Venable
 
The application of open digital badging at the OU UK and its future in he
The application of open digital badging at the OU UK and its future in heThe application of open digital badging at the OU UK and its future in he
The application of open digital badging at the OU UK and its future in heDr Patrina Law
 
An overview of SLN\'s award-winning Faculty Development Process: 5 key elements
An overview of SLN\'s award-winning Faculty Development Process: 5 key elementsAn overview of SLN\'s award-winning Faculty Development Process: 5 key elements
An overview of SLN\'s award-winning Faculty Development Process: 5 key elementsAlexandra M. Pickett
 
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...Lisa D'Adamo-Weinstein
 
Cdhe tf presentation 7 27 12
Cdhe tf presentation 7 27 12Cdhe tf presentation 7 27 12
Cdhe tf presentation 7 27 12cccscoetc
 

Similar to New Horizons VCCS 2012 (20)

California eLearning Census
California eLearning CensusCalifornia eLearning Census
California eLearning Census
 
Non-Cognitive Testing
Non-Cognitive TestingNon-Cognitive Testing
Non-Cognitive Testing
 
D2L Community Webinar - Online Student Expectations
D2L Community Webinar - Online Student ExpectationsD2L Community Webinar - Online Student Expectations
D2L Community Webinar - Online Student Expectations
 
Key elements in successful online faculty development
Key elements in successful online faculty developmentKey elements in successful online faculty development
Key elements in successful online faculty development
 
OpenEd13 CCCOER Panel: Saving Millions & Expanding Access
OpenEd13 CCCOER Panel: Saving Millions & Expanding AccessOpenEd13 CCCOER Panel: Saving Millions & Expanding Access
OpenEd13 CCCOER Panel: Saving Millions & Expanding Access
 
PLUTO Institute: Reasons for Choosing Blended Learning
PLUTO Institute: Reasons for Choosing Blended LearningPLUTO Institute: Reasons for Choosing Blended Learning
PLUTO Institute: Reasons for Choosing Blended Learning
 
Addressing the question of quality in e learning umass it conference 2008
Addressing the question of quality in e learning umass it conference 2008 Addressing the question of quality in e learning umass it conference 2008
Addressing the question of quality in e learning umass it conference 2008
 
Demonstrating Competencies with E-Portfolios: The Carolina MPA
Demonstrating Competencies with E-Portfolios: The Carolina MPADemonstrating Competencies with E-Portfolios: The Carolina MPA
Demonstrating Competencies with E-Portfolios: The Carolina MPA
 
E-Learning Info: Lake Superior College
E-Learning Info: Lake Superior CollegeE-Learning Info: Lake Superior College
E-Learning Info: Lake Superior College
 
MCCVLC webinar - Online Program Review
MCCVLC webinar - Online Program ReviewMCCVLC webinar - Online Program Review
MCCVLC webinar - Online Program Review
 
OER Impact at Community Colleges
OER Impact at Community CollegesOER Impact at Community Colleges
OER Impact at Community Colleges
 
Psol4 09
Psol4 09Psol4 09
Psol4 09
 
OCW- Open Sharing, Local Payoff
OCW- Open Sharing, Local PayoffOCW- Open Sharing, Local Payoff
OCW- Open Sharing, Local Payoff
 
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...
TTitle: A Study of Faculty Governance Leaders' Perceptions of Online and Blen...
 
Measuring Online Course Design Quality with Open Resource Metrics
Measuring Online Course Design Quality with Open Resource MetricsMeasuring Online Course Design Quality with Open Resource Metrics
Measuring Online Course Design Quality with Open Resource Metrics
 
Fall Research Collaborative meeting
Fall Research Collaborative meetingFall Research Collaborative meeting
Fall Research Collaborative meeting
 
The application of open digital badging at the OU UK and its future in he
The application of open digital badging at the OU UK and its future in heThe application of open digital badging at the OU UK and its future in he
The application of open digital badging at the OU UK and its future in he
 
An overview of SLN\'s award-winning Faculty Development Process: 5 key elements
An overview of SLN\'s award-winning Faculty Development Process: 5 key elementsAn overview of SLN\'s award-winning Faculty Development Process: 5 key elements
An overview of SLN\'s award-winning Faculty Development Process: 5 key elements
 
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...
Forging Successful Learning Centers: Critical Considerations and Evidence-Bas...
 
Cdhe tf presentation 7 27 12
Cdhe tf presentation 7 27 12Cdhe tf presentation 7 27 12
Cdhe tf presentation 7 27 12
 

More from SmarterServices Owen

Promoting Student Success Through Holistic Support Webinar
Promoting Student Success Through Holistic Support WebinarPromoting Student Success Through Holistic Support Webinar
Promoting Student Success Through Holistic Support WebinarSmarterServices Owen
 
Say Aloha to Student Success: Using Non-Cognitive Data to Impact the Journey
Say Aloha to Student Success: Using Non-Cognitive Data to Impact the JourneySay Aloha to Student Success: Using Non-Cognitive Data to Impact the Journey
Say Aloha to Student Success: Using Non-Cognitive Data to Impact the JourneySmarterServices Owen
 
The Role of Non-Cognitive Indicators in Predictive and Proactive Analytics: T...
The Role of Non-Cognitive Indicators in Predictive and Proactive Analytics: T...The Role of Non-Cognitive Indicators in Predictive and Proactive Analytics: T...
The Role of Non-Cognitive Indicators in Predictive and Proactive Analytics: T...SmarterServices Owen
 
Best practices SmarterMeasure Learning Readiness Indicator Webinar
Best practices SmarterMeasure Learning Readiness Indicator WebinarBest practices SmarterMeasure Learning Readiness Indicator Webinar
Best practices SmarterMeasure Learning Readiness Indicator WebinarSmarterServices Owen
 
QUEST/SmarterMeasure Learning Readiness Indicator Lunch & Learn Webinar Series
QUEST/SmarterMeasure Learning Readiness Indicator Lunch & Learn Webinar SeriesQUEST/SmarterMeasure Learning Readiness Indicator Lunch & Learn Webinar Series
QUEST/SmarterMeasure Learning Readiness Indicator Lunch & Learn Webinar SeriesSmarterServices Owen
 
Competency Based Education, What, How & Who
Competency Based Education, What, How & WhoCompetency Based Education, What, How & Who
Competency Based Education, What, How & WhoSmarterServices Owen
 
GPS the Path to Student Success - SmarterMeasure Best Practices
GPS the Path to Student Success - SmarterMeasure Best PracticesGPS the Path to Student Success - SmarterMeasure Best Practices
GPS the Path to Student Success - SmarterMeasure Best PracticesSmarterServices Owen
 
NCSA Alabama In-Service - Powers of Good & Evil; Using the Internet & Social ...
NCSA Alabama In-Service - Powers of Good & Evil; Using the Internet & Social ...NCSA Alabama In-Service - Powers of Good & Evil; Using the Internet & Social ...
NCSA Alabama In-Service - Powers of Good & Evil; Using the Internet & Social ...SmarterServices Owen
 
Wow! I Did Not Know I Could Do That; Tricks for Configuring SmarterMeasure & ...
Wow! I Did Not Know I Could Do That; Tricks for Configuring SmarterMeasure & ...Wow! I Did Not Know I Could Do That; Tricks for Configuring SmarterMeasure & ...
Wow! I Did Not Know I Could Do That; Tricks for Configuring SmarterMeasure & ...SmarterServices Owen
 
Measuring What Matters; Noncognitive Skills - Webinar Hosted by NUTN
Measuring What Matters; Noncognitive Skills - Webinar Hosted by NUTNMeasuring What Matters; Noncognitive Skills - Webinar Hosted by NUTN
Measuring What Matters; Noncognitive Skills - Webinar Hosted by NUTNSmarterServices Owen
 
SmarterMeasure Best Practices and Case Studies Webinar 4 2013
SmarterMeasure Best Practices and Case Studies Webinar 4 2013SmarterMeasure Best Practices and Case Studies Webinar 4 2013
SmarterMeasure Best Practices and Case Studies Webinar 4 2013SmarterServices Owen
 
Student Success Orientation Course & Persistence of Online Students
Student Success Orientation Course & Persistence of Online StudentsStudent Success Orientation Course & Persistence of Online Students
Student Success Orientation Course & Persistence of Online StudentsSmarterServices Owen
 
Argosy University Uses SmarterMeasure with Pearson Learning Studio
Argosy University Uses SmarterMeasure with Pearson Learning StudioArgosy University Uses SmarterMeasure with Pearson Learning Studio
Argosy University Uses SmarterMeasure with Pearson Learning StudioSmarterServices Owen
 

More from SmarterServices Owen (15)

Promoting Student Success Through Holistic Support Webinar
Promoting Student Success Through Holistic Support WebinarPromoting Student Success Through Holistic Support Webinar
Promoting Student Success Through Holistic Support Webinar
 
Say Aloha to Student Success: Using Non-Cognitive Data to Impact the Journey
Say Aloha to Student Success: Using Non-Cognitive Data to Impact the JourneySay Aloha to Student Success: Using Non-Cognitive Data to Impact the Journey
Say Aloha to Student Success: Using Non-Cognitive Data to Impact the Journey
 
The Role of Non-Cognitive Indicators in Predictive and Proactive Analytics: T...
The Role of Non-Cognitive Indicators in Predictive and Proactive Analytics: T...The Role of Non-Cognitive Indicators in Predictive and Proactive Analytics: T...
The Role of Non-Cognitive Indicators in Predictive and Proactive Analytics: T...
 
Best practices SmarterMeasure Learning Readiness Indicator Webinar
Best practices SmarterMeasure Learning Readiness Indicator WebinarBest practices SmarterMeasure Learning Readiness Indicator Webinar
Best practices SmarterMeasure Learning Readiness Indicator Webinar
 
OLC View from Both Worlds
OLC View from Both WorldsOLC View from Both Worlds
OLC View from Both Worlds
 
QUEST/SmarterMeasure Learning Readiness Indicator Lunch & Learn Webinar Series
QUEST/SmarterMeasure Learning Readiness Indicator Lunch & Learn Webinar SeriesQUEST/SmarterMeasure Learning Readiness Indicator Lunch & Learn Webinar Series
QUEST/SmarterMeasure Learning Readiness Indicator Lunch & Learn Webinar Series
 
Competency Based Education, What, How & Who
Competency Based Education, What, How & WhoCompetency Based Education, What, How & Who
Competency Based Education, What, How & Who
 
GPS the Path to Student Success - SmarterMeasure Best Practices
GPS the Path to Student Success - SmarterMeasure Best PracticesGPS the Path to Student Success - SmarterMeasure Best Practices
GPS the Path to Student Success - SmarterMeasure Best Practices
 
Test your proctoring prowess
Test your proctoring prowessTest your proctoring prowess
Test your proctoring prowess
 
NCSA Alabama In-Service - Powers of Good & Evil; Using the Internet & Social ...
NCSA Alabama In-Service - Powers of Good & Evil; Using the Internet & Social ...NCSA Alabama In-Service - Powers of Good & Evil; Using the Internet & Social ...
NCSA Alabama In-Service - Powers of Good & Evil; Using the Internet & Social ...
 
Wow! I Did Not Know I Could Do That; Tricks for Configuring SmarterMeasure & ...
Wow! I Did Not Know I Could Do That; Tricks for Configuring SmarterMeasure & ...Wow! I Did Not Know I Could Do That; Tricks for Configuring SmarterMeasure & ...
Wow! I Did Not Know I Could Do That; Tricks for Configuring SmarterMeasure & ...
 
Measuring What Matters; Noncognitive Skills - Webinar Hosted by NUTN
Measuring What Matters; Noncognitive Skills - Webinar Hosted by NUTNMeasuring What Matters; Noncognitive Skills - Webinar Hosted by NUTN
Measuring What Matters; Noncognitive Skills - Webinar Hosted by NUTN
 
SmarterMeasure Best Practices and Case Studies Webinar 4 2013
SmarterMeasure Best Practices and Case Studies Webinar 4 2013SmarterMeasure Best Practices and Case Studies Webinar 4 2013
SmarterMeasure Best Practices and Case Studies Webinar 4 2013
 
Student Success Orientation Course & Persistence of Online Students
Student Success Orientation Course & Persistence of Online StudentsStudent Success Orientation Course & Persistence of Online Students
Student Success Orientation Course & Persistence of Online Students
 
Argosy University Uses SmarterMeasure with Pearson Learning Studio
Argosy University Uses SmarterMeasure with Pearson Learning StudioArgosy University Uses SmarterMeasure with Pearson Learning Studio
Argosy University Uses SmarterMeasure with Pearson Learning Studio
 

Recently uploaded

CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...CaraSkikne1
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.raviapr7
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxMYDA ANGELICA SUAN
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxKatherine Villaluna
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxraviapr7
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICESayali Powar
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?TechSoup
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphNetziValdelomar1
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfYu Kanazawa / Osaka University
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxSaurabhParmar42
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptxmary850239
 

Recently uploaded (20)

CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...5 charts on South Africa as a source country for international student recrui...
5 charts on South Africa as a source country for international student recrui...
 
Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.Drug Information Services- DIC and Sources.
Drug Information Services- DIC and Sources.
 
Patterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptxPatterns of Written Texts Across Disciplines.pptx
Patterns of Written Texts Across Disciplines.pptx
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptxPractical Research 1: Lesson 8 Writing the Thesis Statement.pptx
Practical Research 1: Lesson 8 Writing the Thesis Statement.pptx
 
Education and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptxEducation and training program in the hospital APR.pptx
Education and training program in the hospital APR.pptx
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
Quality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICEQuality Assurance_GOOD LABORATORY PRACTICE
Quality Assurance_GOOD LABORATORY PRACTICE
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 
What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?What is the Future of QuickBooks DeskTop?
What is the Future of QuickBooks DeskTop?
 
Presentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a ParagraphPresentation on the Basics of Writing. Writing a Paragraph
Presentation on the Basics of Writing. Writing a Paragraph
 
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdfP4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
P4C x ELT = P4ELT: Its Theoretical Background (Kanazawa, 2024 March).pdf
 
CAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptxCAULIFLOWER BREEDING 1 Parmar pptx
CAULIFLOWER BREEDING 1 Parmar pptx
 
3.21.24 The Origins of Black Power.pptx
3.21.24  The Origins of Black Power.pptx3.21.24  The Origins of Black Power.pptx
3.21.24 The Origins of Black Power.pptx
 

New Horizons VCCS 2012

  • 1. J. Sargeant Reynolds Community College Ghazala Hashmi, Coordinator of the Quality Enhancement Plan Meg Foster, Assistant Coordinator of the Quality Enhancement Plan Denise Woetzel, Reference Librarian and Information Literacy Specialist New Horizons Conference 2012 Roanoke, Virginia March 2012 1
  • 2. 2
  • 3. Background Research oBest Practices recommend student orientation programs oFew institutions offer comprehensive orientations oFew institutions mandate orientation  Institutional Research and Findings I. College Data Profile II. Faculty and Student Surveys III. SmarterMeasure Results 3
  • 4. What research in best practices recommends: Student skills in time management, independent learning attributes, technology knowledge, resource awareness should be established prior to engagement in online classes. What most of the other institutional models are providing: Self-directed orientations Recommended but not mandatory or encouraged orientations Web-based “tips” rather than an integrated class that replicates the online experience within a CMS Generic orientations rather than personalized to institution Where the few mandatory orientation programs for online are housed: For-profit institutions Institutions / Programs driven by class cohort models
  • 5. Regardless of their initial level of preparation . . . students were more likely to fail or withdraw from online courses than from face-to-face courses. In addition, students who took online coursework in early semesters were slightly less likely to return to school in subsequent semesters, and students who took a higher proportion of credits online were slightly less likely to attain an educational award or transfer to a four-year institution. --Di Xu and Shanna Smith Jaggers Community College Research Center of Columbia University The Effectiveness of Distance Education Across Virginia’s Community Colleges: Evidence From Introductory College-Level Math and English Courses (2010)
  • 6. Where we began Data Profile of the Institution developed for the Quality Enhancement Plan Topic Selection process (2007- 2008)
  • 7. 2004-2005 Success Rates (A,B, or C) 76% Number of DL Courses 74% 2006-2007 72% 70% Number of DL Courses 68% 1998-1999 66% 64% 0 200 400 600 Online On-Campus
  • 8. Faculty Survey (2010) Question: Do you provide an online orientation to your course? 65% of New Instructors indicated “No” 51% of Continuing Instructors indicated “No”
  • 9. Student Survey (2010) Critical Instructional Elements that scored 85% or lower for a recognizable presence in the course
  • 10. SmarterMeasure and its Results In the past two years, over 8300 JSRCC students have completed SmarterMeasure (SM). We have measured SM performance against academic success in online courses for the past four semesters. The Two Most Critical Areas that Emerged for Our Students: Life Factors: Availability of Time, Place, Reason, Resources & Skills SmarterMeasure feedback may provide students with encouragement to modify those circumstances that impact their academic progress. If some life circumstances are beyond an individual’s control, the self-awareness may be beneficial to planning and understanding limitations. Personal Attributes: Time Management, Personal Responsibility, Willingness to Seek Assistance
  • 11. If a student struggles with “Life Factors,” That student has about a 56% chance of succeeding in Distance Learning classes. If a student does not struggle with “Life Factors,” That student has a 75% chance of succeeding in Distance Learning classes.
  • 12. Success in Online Classes Weak Success in Online Classes Strong 0 10 20 30 40 50 60 70 80
  • 13. Critical Elements: •Adherence to essential standards of Quality Matters course design •Facilitated rather than self-taught / self-paced •Focused upon developing study skills and resource knowledge rather than technical know-how
  • 14. Created a team to develop orientation program. Team was group of volunteers that connected three vital areas: Academic Affairs, Student Affairs, and Information Technology.  Critical to success was including faculty and staff who brought their expertise/perspective as online teachers and students. 14
  • 15. Team asked critical questions which shaped program:  In what ways would the program be facilitated?  What would be the payment terms for those facilitators?  Would the orientation program be housed in Blackboard or just freely available on the web?  How much time could we require of students?  How much work could we require of students? 15
  • 16. Developed strategy to market CDL 001 to students, faculty and advising staff.  Print materials, email messages (general and targeted), college announcements, training sessions Developed training program for staff/faculty to facilitate sections.  Complete CDL 001, training manual, review with Center for Distance Learning Coordinator 16
  • 17. Key piece to CDL 001 is interaction facilitators/students students/students  Emphasized in training materials for facilitators.  Student interaction, both in class space and outside, prompted discussion of next steps for online community creation. • . 17
  • 18. WEEK ONE WEEK TWO
  • 19. Tutorial: http://libguides.reynolds.edu/dlorientation • Tutorial created using LibGuides • Overview & links to JSRCC Library’s resources, services, & policies • Introduction to basic research skills • Embedded “how to” video clips using Camtasia
  • 20. Learning activity: • Search any topic in the library catalog and select one book record. • Search any topic in a library database and select one article. • Using the citation tool in both the catalog and database, copy and paste the MLA citation for the book and article in a Word document , then submit via Blackboard. 10 question quiz
  • 21. Survey comments from students who completed course:  Um, the research part was not my favorite--but i understand its importance in distant learning and was well appreciated and introduced to me through the tutorial links and scripts. (Though it was nice to learn that I could get books for personal pleasure if I wanted to.)  I would have liked perhaps to have one more project using the Library Resources  CDL 001 gives an excellent overview of the resources available both on campus and online. Of [of course], there was not time to examine every resource in great detail, but what is helpful is knowing where to go for future reference. The practice of locating articles will be helpful, as will just the experience of interaction and the online teaching/learning flow and culture.  Since this is not my first year in college, the lessons toward the end were not very helpful. Also, I feel that there should have been more lessons on online library resources.
  • 22. CDL001 Exit Survey (August 2011 – February 2012)  Phone Survey of Non-Completers (Fall 2011)  Faculty and Staff Feedback in Reflection Paper (Fall 2011)  Success and Persistence Rates of CDL001 Completers (Fall 2011)
  • 23. Now that I have completed CDL001, I feel confident about taking a distance learning class at JSRCC. 60 50 40 30 20 10 0 Strongly Agree Agree Neutral Disagree Strongly Disagree Strongly Agree 1 Agree 2 Neutral 3Disagree Strongly Disagree 4 5
  • 24. After completing CDL 001, I now have an understanding of the campus resources that are available to me: 60 50 40 30 20 10 0 1 2 3 4 5
  • 25. When asked whether they would encourage other students to take CDL001, 95% of the 81 participants indicated “Yes” on the Exit Survey
  • 26. Q: WHY DID YOU CHOOSE NOT TO COMPLETE THE PROGRAM? No response 5 Power outage from Hurricane Irene 3 Forgot that I was enrolled 2 Time constraints/class load 6 Other issues 5 Q: WOULD YOU RECOMMEND CDL 001 TO OTHER STUDENTS? WHY OR WHY NOT? Yes, highly 1 Yes 15 No 1 N/A 3 No Comment 1
  • 27. I would recommend CDL001 to other students because . . . Top 4 Responses: Information in CDL001 is extremely helpful 6 comments To gain greater knowledge of how online classes 4 comments work Increase online learning skills 3 comments To learn how to navigate Blackboard 2 comments Other Responses:  All students should take a course like this  Helps students identify whether or not they are independent learners  Teaches necessary Bb skills for all students, not just online students  To learn time management skills
  • 28. The CDL001 instructor responded quickly, and such responsiveness is not indicative of all online courses. The College should emphasize to its instructors the importance of quick responses in online courses. (3 comments)  Provide better information on registration and access to CDL001. (3 comments)  Make the orientation mandatory.(2 comments)  The amount of information was overwhelming.  There was too much emphasis on how to conduct research online.
  • 29. Two Special Sessions of CDL001 for Faculty and Staff have been provided:  Fall 2011 – 10 participants  Spring 2012 – 25 participants The Special Sessions’ Target Audience:  Faculty and staff who teach online and who want to contribute to the further development of a strong orientation  Advisers who want to better understand the demands of online learning  Individuals who may be interested in facilitating future sessions of the orientation These Special Sessions have proven to be an effective way:  To introduce faculty and staff to better advising conversations with potential distance learners  To share JSRCC’s efforts of improving online learning  To build the enthusiasm for readiness and orientation efforts at the institution
  • 30. My reasons for taking CDL001:  to see and experience what we ask our students to do  to test myself since I have never used Blackboard What I learned: I have a better idea of what we ask our students to accomplish. How I will apply my learning: I am better able to advise students who expressed interest in online classes. I am able to share my own experiences and point students towards appropriate resources such as SmarterMeasure and CDL001.
  • 31. My reasons for taking CDL001:  to understand what students experience when they take CDL001  to understand our work from immersion, rather than from conjecture  to guide faculty more effectively in their efforts to teach, especially to teach online What I learned: The experience was valuable. A better understanding of our learners helps to become better educators. I respect the importance of student orientation and student readiness. How I will apply my learning: I will advocate CDL001 to all faculty under my supervision. The orientation, along with SmarterMeasure, is a very good foundation for student success.
  • 32. Summer and early Fall completers were tracked through their Fall 2011 enrollments.  47 students successfully completed CDL001  41 students proceeded to enroll in 74 distance courses in Fall 2011  Persistence rate: 99%  Successful completion (A, B, or C) rate: 92%
  • 34. Ghazala Hashmi – ghashmi@reynolds.edu Meg Foster – mbfoster@reynolds.edu Denise Woetzel – mwoetzel@reynolds.edu www.reynolds.edu/qep