Webinar delivered 2/18/14. See links, resources, and webinar recording at https://community.desire2learn.com/2014-webinar-archives/

1. Desire2Learn Community Webinars
For More Information:
Community.Desire2Learn.com

3. Desire2Learn Community Webinars
Barry Dahl, D2L Community
• #1: Today’s session
• #2: Tues. March 4
– Setting Expectations for eEducation: Faculty Edition
(Higher Ed focus)
– Have you clearly defined and
communicated…
• What the college expects from
online faculty?
• What the online faculty should
expect from the college?

4. Desire2Learn Community Webinars
Barbra Thoeming, D2L Community
• #3: Tues. March 18
– Translating the Traditional to
Virtual: Creating a Classroom
Culture that Engages
Students and Promotes
Success
• #4: Tues. April 1
– Blended learning: Enhancing
communication and student
feedback using D2L
– Guest: Jaqi Broadbent of
Deakin University

5. We believe…
The world is improved when people are able to
reach their full potential through learning

6. We offer innovative technologies that
transform the learning experience

7. DELIVERY
ACTIVITY
EXPERIENCE
FACE TO FACE
RIGID
ONE SIZE FITS ALL
C-
ON DEMAND,
BLENDED, ONLINE
ADAPTIVE, INFORMED, P
REDICTIVE
ONE SIZE FITS ME
PERVASIVE
PERCEPTIVE
PERSONAL

8. Full Suite of Learning Technology
Desire2Learn Learning Platform
Desire2Learn Valence - Open Web Services, APIs, Integration Packs and Standards
Other Analytics
& Data Sources
3rd Party
Applications
Publisher
Content
Authentication
Systems
SIS and HR
Systems
Portals
Mobile Devices

9. FUSION 2014
• Desire2Learn’s Annual Users Conference
• Registration is open! Early bird available until May 1
• Why should you attend?
•
•
•
•
•
Join the discussion on the most heated topics in eLearning
Build your network, share best practices and techniques
Learn about updates and future direction of Desire2Learn
Participate in hands-on training workshops
Be inspired by world renowned industry keynotes
• Main Conference Dates: July 14 – 16
• Post Conference Dates: July 17 – 18
•
Pure Product Training will be offered
• Venue: Music City Center, Nashville, TN
• More information – visit www.Desire2Learn.com/FUSION

10. Setting Expectations
for e-Education
Student Edition
Higher Education

11. Great Expectations

12. 2009 PSOL – Summary Statement
So far, how has your college experience met your expectations?
7=Much better than expected
Overall score
5.0
6=Quite a bit better than I expected
5=Better than I expected
4=About what I expected
3=Worse than I expected
2=Quite a bit worse than I expected
1=Much worse than expected
0%
5%
10%
15%
20%
25%
30%
PSOL: Noel-Levitz Priorities Survey for Online Learners (data from Barry’s previous college)

13. But seriously…

14. Another PSOL Example (2005)
12. There are sufficient offerings within my program of study.
5.64
Satisfaction Score: Max of 7.0
5.70
5.46
5.60
5.50
5.40
5.30
5.20
5.10
5.00
LSC
My College
National

15. A Closer Look at Satisfaction (2005)
12. There are sufficient offerings within my program of study.
5.91
6.00
5.90
5.80
5.70
5.60
5.50
5.40
5.30
5.20
5.10
5.00
4.90
5.64
5.36
5.27
 Breakdown of College Data 
National
A.A.
Business
Other

16. A Closer Look at Satisfaction (2005)
12. There are sufficient offerings within my program of study.
5.91
6.00
5.90
5.80
5.70
5.60
5.50
5.40
5.30
5.20
5.10
5.00
4.90
5.64
What were their
expectations?
 Breakdown of College Data 
National
A.A.
Business
Other

17. You Already Have Expectations
• The questions are …
– How clearly have they been communicated?
– How easy are they for the following to find?
• Students? (Feb. 18)
• Faculty? (Mar. 4)
• Staff and Administration? (Both)

18. An Epiphany Moment for Me
Like many other e-Learning
Administrators, I believed that
the expectations for online
learning were well known and
understood. In a faculty
meeting, I mentioned our
expectation of interactivity for
our online courses.

19. An Epiphany Moment for Me
Like many other e-Learning Administrators, I believed
that the expectations for online learning were well
known and understood. In a faculty meeting, I
mentioned our expectation of interactivity for our
online courses.
One of our very first online faculty members
said: “What do you mean you expect
interaction in online classes? I’ve never heard
that before.”

20. An Epiphany Moment for Me
Like many other e-Learning Administrators, I believed that
the expectations for online learning were well known and
understood. In a faculty meeting, I mentioned our
expectation of interactivity for our online courses.
One of our very first online faculty members said:
“What do you mean you expect interaction in online
classes? I’ve never heard that before.”
Don’t believe that the expectations are
common knowledge. They aren’t. Your
expectations are not the same as mine.

21. Course Design Rubrics Can Help
V. LEARNER INTERACTION
General Review Standard: The effective design of instructor-learner interaction and
meaningful learner cooperation is essential to learner motivation, intellectual commitment,
and personal development. (Course Design Rubric from former college)
Specific Review Standards
V.1 The course design provides learning activities to
foster instructor-student, content-student, and if
appropriate, student-student interaction.
Points
3
V.2 The student requirements for course interaction
are clearly articulated.
3
V.3 Clear standards are set for instructor response
and availability (turn-around time for email, grades
posted, etc.)
2

22. Course Design Rubrics Can Help
• But they only go so far.
• Did the interactions actually occur?
• Did the feedback actually happen in
a timely manner?
• The design rubric is only part of the
answer.

23. Do You Evaluate Teaching Quality?
• If not, why not?
• If so, what do you base the
evaluation on?
• How clear are the expectations of
the factors upon which they will be
evaluated?
• Tune in March 4th for more on this.

24. Have you clearly defined the following
items?
• What the college expects from online
students.
• What online students should expect from
your college.
• What the college expects from online faculty
members. (March 4)
• What the online faculty should expect from
the college. (March 4)

25. Where do students usually learn about
the expectations?
Self-test for online
readiness
Welcome page to
the Online
Learning website
Online student
orientation
(usually optional)
Course Schedule
(maybe)
Course syllabi

26. Where should students learn about the
expectations?
Single page on
Online Learning
website
Open course
syllabus and/or
course schedule
College-wide
Expectations
Course-specific
Expectations

27. Why should we bother with setting
student expectations?
Establish a baseline
set of
expectations, creati
ng consistency and
relieving some
burden on faculty.
College-wide
Expectations
Decide whether to
allow faculty to set
different
expectations on
course-by-course
basis.
Course-specific
Expectations

28. College expectations of online students
Sample of possible topics:
• First week of class
• Attendance
(engagement)
• Internet access
• Textbooks & other
materials
• College
communications
• Policies & Code of
Conduct
• Academic Honesty
• Netiquette (civility)
• Computer skills
• Resolving technical
problems
• Course evaluations

29. College expectations of online students
• Example - Textbooks
– Students are expected to purchase textbooks or
other required course materials IN ADVANCE of
the start of the term, preferably 2-3 weeks prior
to the start of the term to ensure that the books
are in their possession at the start of the term.
– Go to the online bookstore (insert link)
– Failure to acquire the required course materials in
a timely manner is not an acceptable excuse for
missing deadlines at the beginning of the course.

30. Online students expectations of the
college
Sample of possible topics:
•
•
•
•
Course syllabi
Course length
Test proctoring
Evaluation &
oversight
• Feedback/response
times
• Textbook availability
•
•
•
•
•
Interaction
Time flexibility
Calendar due dates
Academic support
Technical support

31. Online students expectations of the
college
• Example: Time flexibility
• Students should expect to find a reasonable amount of time
flexibility for completing course requirements. In online
courses, time flexibility generally means the size of “windows
of opportunity.”
• For example, a 2-day time period to take an online exam or
quiz represents the window of opportunity for that
requirement.
• Check the course syllabus or other faculty instructions to be
sure that you understand how long you’ll have to complete
various aspects of your online courses.

32. Examples of Student Expectations
St. Petersburg College (FL)
A Northern U.S. University
A Southern U.S. University
Lake Superior College (MN)
San Juan College (NM)

33. St. Petersburg College
Examples of posted expectations for students:
Login to new courses
during first week … to
confirm their
participation.
… report any violation
of the SPC Academic
Honesty Policy.
Act in accordance with
standards of reasonable
behavior, respect and
civility.
Take an active role in
each class, participating
fully in class
discussions, assignments
and other activities
Complete the "Student
Survey of Instruction"
for each class to
evaluate the instructor
and the course.
http://www.spcollege.edu/ecampus/help/expectations.htm

34. A Northern U.S. University
Example of posted expectations for students:
• Be open-minded about sharing
life, work, and educational experiences
as part of the learning process.
• Introverts and extroverts find that
online learning requires them to talk
about their experiences.
• Sharing is made easier by the
anonymity of the online environment.

35. A Southern U.S. University
Example of posted expectations for students:
• Expectations for Attendance
Although online courses don't require students to attend
class at specific time or place, students are still required to
"attend" class. For an online course, this means you must:
Login to the
online course
the first day of
class.
Email the
instructor as
prompted to
confirm
registration.
Login to your
course each
week of class
(at a
minimum).

36. Lake Superior College
Example of what students should expect of the college:
• Grading
Students can expect to find a clear
explanation of the instructor’s grading
policy in the course syllabus.
Students can expect to find their
grades for all assignments and other
course requirements in the online
grade book inside Desire2Learn.
http://blogs.lsc.edu/expectations/student-expectations/

37. Lake Superior College
Example of what the college expects of online students:
• Time Commitment
LSC expects that online students will
generally spend a similar amount of time
to complete an online course as they
would to complete the same course
offered on campus.
The general guideline for college courses is
to expect to spend three hours per week
(on average throughout the term) for each
credit hour of a course. (Expect approx. 9
hours of weekly work time for a 3-credit
course.)
http://blogs.lsc.edu/expectations/expectations/

38. San Juan College
Example of what students should expect of the college:
• Course Offerings:
Not all courses
are offered via
online
delivery.
No more than two
"space-and-time"
requirements such
as proctored
exams
Hybrid course is a
mixture of reduced
face-to-face
classroom time
along with some
required work on
the Internet
Students should
not expect that all
required degree
courses are offered
in every term at
SJC.
http://www.sanjuancollege.edu/pages/6397.asp

39. San Juan College
Example of what the college expects of online students:
• SJC Communications:
Email is
the official
means of
communication
for the college.
SJC faculty and
administration
expects all students
to read and take
action based upon
… student email
system.
Students have the
responsibility to
recognize that
certain
communications
may be timecritical.
"I didn't check my
email," errors in
forwarding mail, (etc.)
are not acceptable
excuses for missing
official College
communications via
email.
http://www.sanjuancollege.edu/pages/6397.asp

40. An Invitation
Community Groups
Using Wiggio

41. Client Collaboration with Wiggio

42. What do Groups do in Wiggio?

43. Q&A

44. Let’s transform
teaching and learning,
together.
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