1. Desire2Learn Community Webinars
Twitter #D2Lwebinar
For More Information:
Community.Desire2Learn.com

2. Barry Dahl, D2L Community
Desire2Learn Community
Webinars
• #1: Feb. 18 – Recording available at
Community website.
• #2: Tues. March 4 (today)
• Setting Expectations for eEducation: Faculty Edition (Higher
Ed focus)
• Recording and resources will be
posted soon.
• https://community.desire2learn.
com/2014-webinar-archives/

3. Barbra Thoeming, D2L Community
Desire2Learn Community
Webinars
• #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

4. At Desire2Learn…
• We believe that the world is improved
when people are able to reach their full
potential through learning
• Our solutions represent a shift from the
simple course management capabilities of
the LMS to a highly pervasive, perceptive,
and personal experience with an
Integrated Learning Platform.

5. Today we focus on faculty, so let’s
quickly review the…
Desire2Learn Assignment Grader

6. Desire2Learn Assignment
Grader
Access and Assess
Student Assignments
Anywhere

7. Desire2Learn Assignment Grader
Allowing instructors to
manage, grade, and
provide feedback on
digital assignment
submissions in either
offline or online mode.

8. Setting Online Faculty
Expectations for an Effective
Digital Learning Experience
Faculty Edition
Higher Education
Twitter #D2Lwebinar

9. Great Expectations

10. 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)

11. Have you clearly defined the
following items?
• What the college expects from online students.
• What online students should expect from your
college. (Feb. 18)
• What the college expects from online faculty
members.
• What the online faculty should expect from the
college.

12. Why Expectations Matter
http://ccrc.tc.columbia.edu/media/k2/attachments/variation-across-stakeholders.pdf

13. Your Mileage May Vary
There are at least
three major items
that may change the
way you approach
faculty expectations

14. Your Mileage May Vary
Faculty union?
Curriculum policies?
Fully-remote faculty?

15. Where do faculty usually learn about the
expectations?
Faculty
Agreement
(Contract)
Student
information on
the Online
Learning website
Online Faculty
Training
Course Design
Rubric
Conversations
with
Leaders/Admin

16. Where should faculty learn about the
expectations?
Single document
or website
Group document
or website
College-wide
Expectations
Departmental
Expectations

17. Why should we bother with clarifying
faculty expectations?
Establish a baseline
set of expectations,
creating consistency,
and providing the
basis for performance
evaluations.
Decide whether to
allow faculty to set
different expectations
on a departmental
basis.
College-wide
Expectations
Departmental
Expectations

18. College expectations of online
faculty
Sample of possible topics:
•
•
•
•
•
•
Course design
•
Teaching loads
•
Student interaction •
Course outlines/syllabi •
Online office hours
Feedback/response •
time
• Final exams
Proctored exams
Due dates/times
Sick/Personal leave
Course technology
usage (D2L, etc.)
Accessibility &
copyright compliance

19. Shaping Expectations

20. Push/Pull between Students
& Faculty?
Studentfriendly
Facultyfriendly

21. Example: Quiz Grading Times
Studentfriendly
Next
day
Same
day
Facultyfriendly
48
hours
One
week
Two
weeks

22. Cartoon Panel 1

23. Cartoon Panel 2

24. Cartoon Panel 3

25. Cartoon panel 1
Reversion to
mediocrity?

26. College expectations of online faculty
Example: Online Office Hours
… each faculty member is
expected to maintain one office
hour (or hour of student
availability) per week for each
three credits taught, to a
maximum of five hours.
Online faculty are expected to
post information about their
available weekly hours within
the online course shell, including
information to inform the
students of the various modes in
which the instructor is available
to students.
Faculty who teach a combination
of online and on-ground classes
are expected to be available to
students who are on campus and
also those who are at a distance.
Modes of communication can
include (but not limited to): faceto-face, telephone, email, live
chat, instant messaging, webinar
room, Skype or similar Internet
calling service, etc.

27. Online faculty expectations of
the college
Sample of possible topics:
•
•
•
•
•
Course offerings
•
Program offerings
•
Evaluation & oversight •
New online faculty
•
Feedback/response •
times
• Workload/overload
Class size limits
Technology support
Off-campus faculty
Prof. development
Intellectual property
claims

28. Online faculty expectations of
the college
Example – New online
faculty
•
Faculty teaching online
for the very first time
should expect the
following:
• to receive instruction
and help in online
teaching from the eCampus staff.
that a first online class
will not be canceled if it
receives at least ten
student enrollments.
•
that a first online class
will have a reduced
maximum class size of
20 students.

29. Examples of Faculty Expectations
Mohawk College (ON)
St. Petersburg College (FL)
Penn State University
University of Nebraska Omaha
Colorado Community Colleges Online

30. Mohawk College
Examples of posted expectations for Faculty:
Each Mohawk College course shall use
eLearn@Mohawk (Desire2Learn)
as the platform for online learning
• Overall Course Design Considerations
•
•
•
•
•
Course tools properly configured
All links work properly
Consistent text formatting
Apply accessibility principles
Correct grammar, spelling & punctuation
https://elearn.mohawkcollege.ca/shared/Documents/AcTrans/EssentialElements.pdf

31. St. Petersburg College
Examples of posted expectations for faculty:
Engagement with students via
Learning Management System
from first day of term through
the last day.
Exam marked
within 7 days of
due date.
Respond to email within 24
hours, 5 of the 7 days a week
at the instructor’s discretion.
Routine updates to
all students at
least every 7 days.
Assignment
marked within 7
days of due date.
http://www.spcollege.edu/ecampus/help/expectations.htm

32. Penn State
Changing expectations for faculty:
Previously posted: The instructor is asked to
grade and submit to students all digitally
formatted assignments and exams within two
business days of receipt.
Current posting: Communicate to your students,
in advance, when you will grade and return all
assignments and exams.
http://facdev.e-education.psu.edu/teach/bestpractices

33. University of Nebraska Omaha
Posted expectations for Faculty:
Notify students openly and promptly
if problems or unexpected events
(e.g., sickness/medical emergency,
death in the family, computer or
internet access issues) will impact
your participation in or access to the
course for more than 48 hours.
http://www.unomaha.edu/cas/docs/facultyexpectations.pdf

34. University of Nebraska Omaha
Posted expectations for Faculty:
Notify students openly and promptly if problems or
unexpected events (e.g., sickness/medical emergency, death in
the family, computer/internet access issues) will impact your
participation in or access to the course for more than 48 hours.
What
about the
college
Dean or
H.R. office?
What do
online-only
faculty do
about sick
leave?
Does this
mean that
sick time <
48 hours
need not be
reported?

35. Instructors are evaluated
as follows:
1. The Program Chair reviews each course the Thursday before
a term begins to ensure that all courses are ready for the
new semester.
2. The QA Coordinator evaluates the course discussions of each
new instructor by the third week of a semester.
3. During the semester, the QA Coordinator measures
instructor participation in course discussions according to
the QA rubric.
4. Students complete course evaluations near the end of each
term. Results are available to instructors after the term
ends.
https://www.ccconline.org/Instructor_Resources/Instructor_Handbook/

36. The Graduate School
Posted expectations for faculty:
• Organize class activities to take place mostly in
the online classroom, rather than by email,
phone, or mail.
• Respond to student inquiries within two
business days, even if it is just to let students
know that the instructor is working on the
inquiry and will reply fully as soon as possible.
http://www.umuc.edu/faculty/facsupport/facultyexams/upload/
TGS_Faculty_Expectations_new.pdf

37. Posted expectations for faculty:
Responsiveness to Students’ Circumstances
Assignment deadlines and
testing periods should not be set
so that they fall within the
typical work day.
Instructors should keep track
of religious holidays and other
observances that might
preclude participation for
individual students.
hybrid.commons.gc.cuny.edu/files/2012/09/BCC-Online-Teaching-Guide.pdf

38. Lawrence Tech University
LTU Online – Faculty FAQ
Why are we
focused on
asynchronous
rather than
synchronous
online courses?
What will be the
rate of
compensation for
developing and
teaching online
courses?
Are online classes
taught within
load or as an
overload for fulltime faculty?
What about
ownership of
intellectual
property?
http://www.ltu.edu/ltuonline/faculty_faq.asp

39. All expectations need a certain amount
of synergy and consistency.
Student
Expectations
Faculty
Expectations
Influence faculty
expectations
Influence Student
Expectations

40. All expectations need a certain amount
of synergy and consistency.
Student
Expectations
Faculty
Expectations
Influence faculty
expectations
Influence Student
Expectations
Expectations of
College Admin

41. 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/

42. An Invitation
Community Groups
Using Wiggio
Will open week of March 24

43. Client Collaboration with Wiggio

44. What do Groups do in Wiggio?

45. 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

46. Q&A

47. Let’s transform
teaching and learning,
together.
Desire2Learn, Campus Life, CaptureCast, Desire2Learn Binder, myDesire2Learn, Insert Stuff, Insert Stuff
Framework, Instructional Design Wizard, Desire2Learn Insights, Desire2Learn Analytics Essentials,
Desire2Learn Degree Compass, and the molecule logo are trademarks of Desire2Learn Incorporated.
The Desire2Learn family of companies includes Desire2Learn Incorporated, D2L Ltd., Desire2Learn
Australia Pty Ltd, Desire2Learn UK Ltd, Desire2Learn Singapore Pte. Ltd. and D2L Brasil Soluções de
Tecnologia para Educação Ltda.