Appreciate that. And thank you for the accolades on the awards as well, that was a surprise for us. But we're excited about it.
So our topic today is how to get started teaching online. And it's an interesting topic because we had to think back in our history. We started back in 1998 with our online classes at TC. TC and
I still remember it very vividly, but it's 20 years ago. So that's amazing to me that we've been doing this this long.
With me today I have a panel of folks that
Will help me with his presentation. We're going to do a little took 2025 minutes max presentation and then we'll open it up for some questions and answers because we're really
Wanting to hear from you guys some of your questions and see if we can respond to them as
If you have a question, as we're presenting like Carl mentioned earlier, please go ahead and posted in the chat box and then
Like I said when we get to the question and answer period. So your panelists today is myself. I've been the director of online learning.
For actually over 20 years now 21 years to be precise and 20 years ago is when we actually started the online classes. Back then it was just TV courses where we call Tele courses.
Interactive TV courses and just the beginning of online learning, which took over everything for us. But the other panelist is Dr. Jennifer Campbell.
Was the Associate Professor instructional designer and she's probably been with our online program just as long as our online program existed. So I'll let her talk a little bit about that later.
And then also, Travis wide who's assistant professor of business, although he wears many hats. He's one of our chairs.
Division
He's going to talk from a faculty perspective about some tips for teaching online, but I wanted to give you just a brief history of GCC and kind of where we've been.
With our program. We did start in 1998 with our president announcing that he wanted 20 online courses. It's always kind of nice to have.
A top down announcement like that, that he just says I want 20 by next year, next fall we want 20 courses online because then that makes makes it so much easier to get everybody on board and moving in the same direction. Not all institutions have that blessing, though.
So we put 20 courses actually was 27 we actually put 27 courses out there in the fall of 1998 and then we started with this course approval process. That's the way we started
Accepting online courses. So every course had to have its own approval. So we did a
request for proposals every semester full semester fall and spring and then faculty would submit a proposal for a course. And so we would only improve that course.
We learned quickly that in. I think it was the fall of 2006 when we had 50 course proposals that that process was just too big for us.
And so we decided, well, hey, what, what if we certify faculty instead. So if we go to a family certification model.
certify them to teach online or develop online. And then we don't have to worry about approving a recourse. So that's the model we chose in 2006
We have two parts to that which Jennifer, we'll go into more detail of one is certifying the instructor to teach online and the other is certifying our faculty to develop content or developed courses online and we've based that certification on there, but the Quality Matters Rubric.
Then recently in 2017 we've added to this process of what we're calling ongoing professional development to improve online courses.
Because those faculty that went through certification. Let's say back in 2006 while they're probably have excellent courses. Today we realize that we're not doing them a service by
Just saying all the same thing you did back in 2006 with instructor certification still applies today because as we know this is a moving target. Things change all the time and online learning.
And so now we require every three years that badly or teaching online. We'll go through some significant professional development and we currently offered nine options for that several are based on quality matters, but we also have
Some of our own including a new design institute that we're launching this may so we're excited about that. Again, Jennifer. We'll talk a little bit more about that. So I will turn it over to her.
Jennifer, you're ready.
Yes.
Thank you Andy
So my task is to talk about what we do in our online instructor and online Developer Certification. And so if you're somebody who runs a a online program. This might be helpful information if you are newer to the
teaching online. And if you're an instructor who is just getting started online, you might consider these types of things that we teach in try to give yourself. These experiences or develop these skills, but we do we offer a five week
online instructor certification that's geared towards
Learning about how
To use the tools and to manage a class when curriculum is already given to you so
The first decision that we made was to put people in this certification as a student, because we believe that having a student perspective is very important when you teach online to at least have some experience taking in online class.
The second thing that that we do is that people start right out with an exercise that they have to show competency with file management.
And with some of the schools basic technologies. And again, we think that those are really important things and we like people to identify early if they don't feel that they have these skills so that they can address
These basic fundamental things before they jump on to teaching jumped into teaching online.
We think it's really important for people to know the tools inside and out, so that they are managing efficiently giving students be back in in a way that makes sense for the LM s and so
They're embedded throughout our certification our practice with all of the major tools we have people that will ask us
Well, I've come from such and such a school. Do I need to take your online instructor certification or does my experience count. And yes, your experience counts and we value that
But we do ask people, will we require people to go through the certification before they teach online.
Because there are certain things that we do in our school that might be different than what other schools require and so
We've tried to do a grandfather in type process, but it really didn't work well and what we have found is that people that are really proficient do the workshop in much less time than people who need more experience with developing their skills.
We embed throughout the
Throughout the certification recognition of characteristics of effective online instructors and we try to model many different ways of doing things.
Some of it is probably not the best model, but we want people to experience both what it's like to get feedback immediately and to not get feedback immediately and so that we
Not only provide information about the effective online instruction, but also what not to do. Communication strategies is one of the keys to teaching online and we model again weekly announcements ongoing email communication and
Strategies that we think are most important.
We go through the importance of a learning community and we also do that with a group project because we want everybody to experience what it's like
To be a student who who is has to participate in a group project online. And we think that that's a valuable experience of that people can weigh it and decide what's going to be best in their class.
And can you advance the slide. So after people take online.
Instructor certification thing, move along to online developer if they decide that they're going to develop curriculum for the college
And so some people will never get online developer, they're teaching under somebody else's stuff in there very happy with that. And other people decide that they want to be able to develop for modified the content that they've
Been given so they have to do that online developer course. And in this case, it's more individualized, they don't work as a cohort, like they do an online instructor
And they basically are developing a course plans. So our major takeaways, in this case is that they are familiar with measurable outcomes.
We, we did follow the Quality Matters Rubric on many of our things are
We will use the rubric as one of our texts, but we also work in backwards design in some other things too, so
They do is they study alignment with assessments instructional materials activities tools and how these things align with their outcomes.
And they're developing a course plan as they go that they submit to the instructional design team. And each one of the submissions is reviewed and given feedback.
There is a whole section in the workshop on how to make digital documents accessible because everybody knows that that's probably a really good thing to do. And then we have a big emphasis on
Having people
Conceptualize and create clear navigation and so again the feedback pieces. Very important to people and we really make this a priority at our school for making sure that each person's work is referred
Each person's work is reviewed carefully and that they get feedback that they should be able to generalize to anything that they instruct online and a lot of the concepts translate to a face to face course is well
So once a person is completed up online developer there there.
They have the skills that we think that they need to develop anything. And that is the end of the process and they at that point or certified to develop anything that that their school feels that there's a need for them to develop and now Travis is going to talk more about specific
Design tips and instructional tips. Thank you.
Thank you, Dr. Campbell, I've just reflect very briefly on the
If you would mind going back one slide reflect briefly on the
Timeline that mentioned online learning at TC. I was actually a student myself in in and two decades later, I'm still or continue to be a student now working on my
Doctoral degree, but it's been interesting from a student perspective to see how that's evolved and changed over the years as a match. And most of you have experienced as well. But I was asked to speak today as a as a faculty member, and I also, as mentioned, had some responsibilities.
As a lead faculty as a department chair so I teach myself. And then I have a number of faculty about a dozen that also teach online. And that's a critical part of what we do.
And I've done that. I've been teaching almost exclusively online for a little over five years at etc etc so developed
A number of tips and this is certainly not an all inclusive or an exhaustive list, but we think certainly serve as a foundation for folks that are maybe new or newer to teaching online.
In that graphic there in the slide before I included that intentionally because there's a there's a button that says teach online. I think a lot of us.
We have a tendency to look for that switch to a number of folks that maybe have taught
For a number of years on campus and we want to switch your button to teach online. And unfortunately, there isn't one. So with that said, I do want to
Review, a number of tips that you likely find beneficial to teaching online for the first time, or you don't have a great deal of experience and I resisted the urge to
Or I guess I did. They're all caps before the course begins and you really want to have your, your course content your structure.
Fully developed and for a 16 week course that can be challenging, especially if you're accustomed to teaching
In an on campus environment where oftentimes you're still refining and putting the touches on a number of things as the semester goes on. And that's not to say that you're locked in completely with your assignments or your material that you develop because you're teaching online.
But keeping in mind that you weren't going to see, most likely, the students every week once or twice a week as you do in your own campus environment so
They're going to be looking at these assignments and the structure and so changes can be midway through the semester can be pretty difficult.
And that'll make grading and communicating the class, much, much easier. And the next item is instructor presence and this really sets the tone. Just like when you're on campus.
Setting in the classroom really sets the tone for the course for the students for the interaction among from student to faculty and among students. And sometimes that's as simple as, including a picture of yourself. And that was
Why you're interested in the subject matter a little bit about you and that was students sort of have a peek into the
Individual that they likely would have gotten again if they were sitting in your classroom, but now that they're in your online environment. A little bit. A little bit different and something that last point of this
tip is to resist that urge to have a list of rules or specifically said ways that a student can fail.
That's often comes across that way. And I mentioned at the beginning, that, you know, I've been a student and continue to be oftentimes when we develop our materials we
Have a tendency to to do just that, to say this, that needs to be done this way in that way. Make sure that your presence comes across as you want to help students succeed, just as you undoubtedly did. And so the next slide.
Really. Thank you.
To that end, is to have regular announcements, you certainly don't have to do this, but it's
It's highly beneficial to have a communication. This can serve as a trigger to remind students so yeah I'm enrolled in a class online. I need to. I need to stay engaged, but it also makes it feel much less like a
Sort of a can of course
It's tailored to to this environment to you and to these students. And one way that you can do that is by adding contextual comments.
Or tie specific subject matter to maybe a current event and that way they know that you're not, you haven't just plugin played the
The course from one semester to the next.
Likewise, having a Q AMP a forum or a venue, or a place within we've said Allah mass. And for those of you that are maybe brand new to teaching online.
That's our learning management systems. So, for a lot of you it's blackboard could be Moodle, etc. As a number of different products out there.
But having an area within your LM s that allows students to ask me questions and then maybe they can provide the answer themselves or have discussion or you provide the answer.
And another function that we've mentioned is if your LM s allows students to subscribe via email so that they get an alert, you know, the instructors posted a reply or someone has posted a reply or a comment in this area.
And that the next one here is our formative and summative assessments and big emphasis on formative again these are not necessarily folks that see you or or that you see on a weekly basis.
Once or twice a week. So it's really important to have those assessments formative being that take place, obviously. And those are probably familiar with assessment, but that take place throughout the semester so that you can sort of ascertain where a student is that
In their in their progression in the course and mastery of the content.
In that way, they're not
Taking a summative assessment or final exam.
And seeing some of those materials and those those questions for the first time.
A number of folks participating today have probably taking us taking a standardized test of some type, whether it's an AC T or GR EA or G mad, etc.
And one of the best ways prepare for an exam like that, is that you actually take the to practice exam for three weeks leading up to the actual exam.
So that you're so that you're prepared. Now obviously this is a little different from a standardized tests, but allow students to be exposed to the types of things that they're going to be assessed on and how they're going to be assessed for that summative assessment.
Or or however that's done, whether that's modular Lee by month per semester.
And this is a very important and Dr. Campbell mentioned this, you know, feedback is an integral part of teaching online, excuse me, it's, it's very easy to feel
Very alone when you're a student in an online environment.
In that
You may not be getting
The immediacy of feedback that you would get in an on campus environment. And you can see the instructors expressions. You can see the nodding of your, of your colleagues or your classmates.
In an on campus environment, you don't have that. So it's really critical to provide that and facilitate that as as an instructor
And create a feedback plan and notice this is not called a grading plan, which is actually the next one will get to momentarily. But this is a feedback plan.
So that you make sure that you're providing not just scores and not just a grade on an assignment.
But feedback and that feedback can be. Hey, I've noticed you didn't complete last week's assignment on time or you're that
This is the second assignment that you haven't completed or the opposite. I noticed that you expressed an interest in this.
And take the extra you might take the extra time to say I notice you've expressed an interest in this assignment that you submitted.
Or discussion posts that you put hey, here's a link to something that you can explore again things that you would typically think of
It and on campus environment and probably do intuitively that maybe needs to go the extra mile to do in an online setting in graining obviously it relates, which is our next tip very much to the inner is a key part of feedback and but not not solely
Some folks like to grade different ways and I
Came up with a generation of folks that bring home a stack of papers when they're in a red pen and some people like to do that. And, you know, sort of doing IT doing it all at once.
Others like two great smaller amounts so establish, you know, before the semester begins before the course begins how you're going to approach this. And when will that feedback be provided.
A pitfall to certainly avoid is providing minimal to no feedback until the very end of the course. And traditionally, I know a number of
Folks on this call it probably been in that situation, but that's definitely not a, not a best practice, you certainly want to establish how you're going to provide. And when you're going to do the grading and provide those scores and feedback for your participants.
I think we're coming up are doing good on time so I'm going to try to go through these last few somewhat briefly again, I mentioned earlier, the
And actually, to go back one more. I'll cover that very, very briefly, but oftentimes it's really important to research suggests
Demonstrates significance of the importance of a student to student interaction, so that students feel that they are part of a community. They're part of the institutional community and they're part of a learning community.
And power. How are you going, potentially, to facilitate that. And if that's as Dr. Campbell mentioned, she mentioned your group project.
Again, years ago when I was a student that was very prohibitive because of the technological challenges and in
In logistics around that. But a lot of those have been overcome. So how are you, how are you going to facilitate a student to student interaction in your environment. And we'll go to the last slide.
Thank you.
Excuse me. And this is really critical again because you have that distance, you don't have your students in front of you.
To be able to pick up on cues whether their visual, whether they're they're unwritten are unspoken but
It's a major pitfall to assume learner competence, whether students know how to learn. Oftentimes, learning how to learn as a major part as, as most of us know as a major part of their, their learning experience.
So be sure not to necessarily assume that competence and how you can potentially facilitate
Helping students to get past some of those challenges that they may have. And lastly, you can be sure that you're
Have a plan in place to get feedback on your on on learning, you know, assess assess learning is certainly you're hopeful hopefully measuring, excuse me, assessing
Measurable learning outcomes, but also the course itself. That's one of the most interesting things that I have the opportunity to do
As department chair is read through the student comments that students have about their learning experience in the courses. And it really is.
It's very qualitative, but it's very data rich and insightful for for instructors for myself and for the Department
So I tried to go through those fairly quickly. But those are 10 tips. Again, not not exhaustive and you can certainly find a number of others, but that we thought would be very beneficial and critical for folks that are either new or newer to teaching online.
Thanks, Travis and now we're going to go to our question and answer portion
I know some have already posted in the chat and that's great. We can certainly respond there as well, but want to open it up so that if anyone wants to unmute your microphone and go ahead and ask a question or even provide some other tips or ideas to the group, that would be great.
And I by I've even got one that I'll hold off here for a little bit that I'll provide really about
Starting a program and online program.
Other questions.
Everyone is now unneeded on your mic. So you've got the ability to ask questions through audio if you'd rather do it in chat, that's okay too. Would you guys
Mind addressing the just for the people that may be watching on Facebook or
Or for the recording mind addressing the question that we've gotten
About the regular announcements.
Versus video
Jennifer responded that
You know video is is a great tool. Obviously you can be overused, as well as any other tool.
Students do like to see video responses. And I think even now with the generation coming up.
Asked questions with
Us works for
giving students the ability to post video discussions and video as a response to an Islam.
See a question here about fully online course, ensure a federal, federal credit our regulation is met.
You know we wrestled with this early on with Tulsa Community College. He and how do you displace the amount of classroom time with online time and what we have found is that you tend to put so much online that the students are actually probably spending more time.
In an online classroom than they are doing online work and activities than they would in the regular classroom. So again, it's
It's a balancing act if it's if you're, if you have not gone online yourself what I recommend. And we recommended this to our first faculty as well is maybe flying a hybrid gloss first are blending class where you're partially online and then
Learn to how to use the online environment for certain parts of a course, kind of like doing the flipped classroom.
Putting the content online. Typically you displace your lecture. So instead of lecturing and the classroom. You're putting that content out there on the online environment. And then you come to the classroom and you do your discussions and your
Activities course. It requires the student very proficient online and being prepared for that.
Class, but at least that's the first step in instead of saying, I'm gonna go totally online. Everything's online.
Which can be
Intimidating
And I will also add as a faculty member
Here TCP and became can speak more to this part of our line teaching certifications. Yeah, the opportunity essentially teach a class to instructional designers and the role of students and I was a great experience.
We want to add anything to that or
Last Jennifer
Video there for a second so
Yeah.
I mean, I think your, your outcome stay the same as your face to face, and you're still covering
The same type of content and you're just considering all the time how much time will this case you're trying
To just judge
What what the equivalent of three hours in class and six hours outside of class we we're really we look for places when we're doing our Developer Certification, particularly with blended courses seem to be more popular now.
We're where people are just replacing seat time with homework and we try to avoid that we've really tried to make sure that the online activities are taking advantage of the online tools. So I don't know if that helps or not. I
Just don't
This question.
And Lynn, I noticed that you added do put one hour plus videos online per class session.
You know, that is that is certainly a model. I think that you're not trying to emulate what you do in the classroom in the online environment, the online environment has so many rich tools.
Or you don't want to just be stuck with video lecture. But there's certainly a case to be made for having a topic introduction, let's say, a five or 10 minute video
Introducing a topic and then having a lot of different materials both interactive, as well as text as well as you know just other teachers out there, maybe even discussion or having the students do
Different types of assignments, whether it's blogging or wikis, or what have you. And so there's there's more things you can use in the online environment to me that makes it a richer environment, then the classroom.
So I wouldn't always just say, well, because I lecture in the classroom. This one hour that I need to replace that lecture online with a one hour video that's sure that's where you were heading, but that's that's my reaction.
When, when people do have one hour videos and present them. We will often ask them for the online student to break those up into small chunks, with an activity or a discussion question or even some
Multiple Choice type questions that that help students grasp the material in smaller chunks, because we hear over and over again that students just don't watch videos that are longer than about five minutes without doing something
One thing I'll take some time to share. Well if y'all want to continue may be posting in the discussion board. Any questions for those of you that are maybe just looking at your
Institution.
And trying to put together a program or or looking at developing a program for online. One of the things that we have done.
at Tulsa Community College is we put together.
A group of guidelines and that and I'll show you our guidelines document and even paste in the discussion board a link to it to share because that might be useful as you look to what should we do, what should we allow what's, what's our processes, etc. And so let me to switch
My
Screen.
Real quick.
Okay, so this is on our website. It's got a long URL. I'm going to copy it here.
Pasted here.
So that's the guidelines document. It's kind of lengthy, it's a, it's a, it's a document developed by a community.
Are online learning community over the years, and obviously adopted etc with different things changing over time, but it's something to look at as as you're putting together a program, maybe documenting some of those things, making sure that
Everyone is on, quote unquote, the same page so that all of your different divisions or departments that are offering courses online have some consistency and your processes.
Like I said, it's ours is not perfect, but it's, it's something that we try to keep up.
And update every year, make sure that we're fairly current and back. We recently updated our newest
After faculty development certification, we have this new ongoing professional development plan for faculty who teach online. So that's, that's kind of a new plan and it goes into detail with the current options that we offer.
Which you may be interested in seeing, you know what, what kind of things do you do after an instructor has gone through certification or developing a voice and how do they keep current
So one of this provide that out there. And then if you have any questions about that. Feel free to either email or post them in a discussion.
Does anyone else have other tips from other institutions on
How to Get Started teaching online or what some of their challenges might have been at their institution.
Can a person ask question.
So all of the institutions have faculty requirements.
And certification.
What about the student requirements to enroll in a online class.
Because I I personally work in many school districts and there are very few online courses so they are getting the preparation to be enrolled in an online class.
Yeah, we just went through this a few years ago when we were looking at our success rates online.
Because if you compare your success rates, you know, ABC grades whatever withdrawals drops all that to your on campus classes typically
Online classes, don't look very successful.
So we looked at, well, what can we do, especially for those first time online students. And of course, we tried to identify that population separately, the first time a student comes to our college to take an online class. What are we doing to prepare that students
Prior to that time we were doing an orientation to our learning management system as well as some tips for them. But we didn't require it.
And so that was kind of like a disservice to them. Yes, it's out there if you want to use it, but
It's also a disservice to the faculty, because then the students come to class there on unprepared are not prepared.
To learn and we're not prepared them to use the system, the learning management system or give them the here's what's expected in an online class. And so now, over the past two years, we've been requiring students to go through the orientation.
Before they can take an online class.
So that's one thing. The other thing that we've done which the institution that as a whole and has been very impactful for us is we don't have laid enrollments anymore. That's called on time enrollment.
We don't allow students to join a class after the class starts and for online classes, that's
Essentially midnight the day of the class starting and so students can I get into an online class of the day, it starts
That way, all the students are prepared. They're ready to start classes. Hopefully, they've gone through the orientation and they're ready to go. And so those two things in particular have really helped. I think
With the six of nudge that success right a little bit forward to getting closer to the on campus.
We have a question from Facebook from Tracy Edwards is you see any drop in enrollment or any untoward responses from your requiring students to do the orientation.
I would say no, not from that we did see a little bit of dropping enrollments from the on time orientate or on time.
Enrollment the orientation requirement.
Because the online courses are really popular and our orientation, maybe takes 2030 minutes max to go through it hasn't been that big of a barrier for him.
But the on time enrollments.
Has been a little bit of a barrier. But I think the first semester we did that. We saw dropping our all of our moments and not just online, but on campus as well. But then students quickly adopted to that.
Back to where to get numbers.
Anyone else have any questions or anything else that they'd like to add, as far as practices at your own institutions.
Say a question about the orientation being completed through the LM s
We've we wanted to do it that way. And we used to actually do our orientation through the learning management system, but we now use a system called knievel's to me.
And the reason we chose that was because our in person live new student orientation for all of our students.
Was going to use the same system for their online.
Orientation for new students. And so we took that platform and
Use it, it does track the student all the way through the orientation, including every time they spent on every page and it does have if you want to use assessments and will leave in print out a certificate at the end when they complete the orientation.
Looks like there's a couple more questions.
So the students actually on the orientation. I'll still touch base on that.
All of our students have to go in through our portal. Are we use a luminous portal part of the
Solution now.
We call it mighty CC we branded as my etc etc. So they log into that portal first and that allows them to have access to both blackboard and it's single sign on feature that goes to a lot of different products, including our orientation. So once the student logs.
They have a link to the online learning orientation that they can click on and
To complete the orientation.
As far as the video we met, Jennifer, I'll let you respond to that one.
Okay.
We recommend that videos shortest possible
Five minutes is probably a good guideline.
Our videos we we license a waiver license would culture of which is a video streaming software and they have a built in application. So that's something that people can use for free.
Or they can use other open resources in and create their videos and that can lead to put them on youtube or they can put them in.
Any other questions for our panelists today.
One other comment on videos is we are really pushing that people must have their videos caption diff different I
Put them on the college resources and not just with the auto caption. So that is something that people get very excited about the either the free resources or the counter application but then they have to really step back and start planning and thinking when they realize that they
Have to catch it as well.
And we just we have people using the auto captioning on youtube and the editor and we have people using the auto captioning know Catherine
Great.
If anybody has any other looks like.
Debbie Meyer says what software to use for captioning. So you said
Just three editors on youtube and counter
Culture. It's not free, but it comes at
Cal Cal terror is the the platform that we we license at the college, just because it has some
unique features for creating videos or uploading videos and it keeps it pretty private instead of putting
It has a built in.
Captioning feature. So it does a pretty fair job, it's, it's probably as good as the one that's out there on youtube youtube has a built in auto captioning feature as well.
But usually you have to go back and edit things because if you're doing academic language in your video. There's not the caption or is don't all
do a very good job with some of that stuff, it can
Get pretty funny actually
So while we're waiting to see if anybody else has a question to type in, and your team if someone thinks of a question later on or someone watches this recording later on.
Is there a best way to contact you with questions.
Sure, as there's my email link dot Dominguez at Tulsa CC daddy to you, just feel free to
Shoot me an email and if I can't respond hours. I will forward it to one of my colleagues here to get a response for you.
Okay. Great. Well, thank you all so much for taking the time to do this great panel. I think that
There was some really valuable.
Information here today and and we had some wonderful questions as well. So thanks, everybody, for being so engaged and once again thank you to our award winning panel for taking the time to share their expertise with us today.
Thanks Carl for hosting us to appreciate that.
You bet. Thanks everyone. And we hope to see you at upcoming presentations. The next couple of weeks. All right.
Take care.
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