This document provides guidance for grantees of Trade Adjustment Assistance Community College and Career Training (TAACCCT) grants on developing blended and online courses. It outlines 14 steps or strategies for grantees based on survival tips from Bear Grylls, including: 1) accepting the challenge and researching best practices, 2) creating a detailed plan, 3) planning courses thoroughly, 4) providing tools and support for students and faculty, 5) promoting adoption of new approaches, 6) highlighting successes, 7) keeping efforts focused, 8) evaluating progress regularly, 9) innovating to meet industry needs, and 10) learning from setbacks and failures. The document emphasizes the importance of planning, providing support, evaluating outcomes, and continually
4. Accept the Challenge
• Relationship building
• Research best practices
• Identify affected programs and the associated
courses
• Think beyond how programs are traditionally
developed
• Take a good look at how, why and what faculty
are teaching
– Ask if separating online course delivery and
authentic assessments is possible
6. Create a Plan
• Model best practices
• Take the time to plan carefully
• What are your deliverables
• What is your time frame
• What is your equipment purchases SOP
• What is your course development schedule
• Try to plan once
– Revise as necessary
– Strategically select courses to convert to blended
– Identify the new builds and designate them as
blended
11. Plan, Plan, and Plan again
• Equipment purchases
• Renovations
• Course Designs
– Can you organize the course design by competencies
and topics instead of unit numbers, weeks or dates
• Identify and include all of the course elements
– Course information
– Content
– Learning Activities
– Assessment
– Feedback loops
• Keep in mind that consortium members will be unfamiliar with
how you teach so they need to be able to access the course as
planned
12. Define the Elements of Great Blended
Courses
• Engagement
• Exploration
• Explanation
• Elaboration
• Evaluation
17. Supply the Tools to Succeed
• Help your team help themselves
– Timelines and benchmarks
– How-to guides
• Templates
– Course Maps
– Syllabi
– Presentations
– Course page
– Assessments
– Rubrics
• Cornell University Center for Teaching Excellence
• Carnegie Mellon University
• University of Wisconsin-Stout
• Media plan
20. Remember The Diffusion of Innovation
Curve
• Put your efforts
into working
with the Yellow
and Green—
biggest gain for
efforts
• Know that the
Red and Orange
group will easily
adapt to “new”
21. Reframe the Task
• Highlight the development or redevelopment
of courses as a way to share experience and
expertise of the faculty or the subject matter
expert
31. What are your pain points?
• Program development
• Content development
• Faculty challenges
• Participant enrollment
• Equipment snafus
• Renovation delays
• Intellectual Property
33. Keep Consistent
• Keep on Message
– % of OER
– Intellectual Property
• Know where to find the section in the SGA on
Intellectual Property Rights
• Know where to find the section in the grant SOW-
Project Abstract on OER
• Seek out actual College and University policies
• Develop CC BY licenses for each consortium, person
and or department
35. How do you continue forward
movement?
• Evaluate your progress frequently
– Have you completed X course builds
– How many students can be counted as:
• participants
• Completers
• Employed
37. Equipment is nice but…..
• Remember it’s the students
– Are they accelerating through your programs?
– Are they finding internships, apprenticeship,
employment?
– Do they have the right training, courses, certificate
and degrees to succeed?
39. Innovate
• Industry partners wanted employees with
more math skills, better softskills
– Really open your programs up to different and
news ways of connecting your students with what
the industry wants
42. Micro-Credentials
• How does Micro-Credentials fit into the SOW?
– What are Digital Badges?
– Why does this fit into our plan?
– How do we build the ecosystem to support a new
type of micro-credential?
– Who will issue digital badges?
– Where will micro-credentials be stored?
44. Our Development Status
COETC
• Are all energy courses delivered online….NO but…
– 270 course published to OER
– 165 Energy Courses
– 105 Developmental Educational course redesigns
CHAMP
• Are all advanced manufacturing courses delivered
as blended….NO but…..
– 213 Advanced Manufacturing Courses at 80%OER
• 142 published to OER
• 71 are troublesome
45. Outcomes
AIMS CCD EGTC FRCC LCC MSU PPCC PCC RRCC Total
Total from
SOW
1. Total Unique Participants Served 202 324 225 305 22 300 111 196 200 1885 1785
2. Total Participants Completing TACT funded
Program of Study
122 163 170 259 24 125 65 106 96 1130 1130
3. Total Participants retained in their program
or other TACT program
101 97 57 13 6 155 36 196 138 799 799
4. Total Participants completing credits 202 324 225 36 33 300 111 156 200 1587 1309
5. Total Participants earning credentials 61 176 170 259 24 90 48 106 96 1030 1030
6. Total Participants enrolled in further
education
7 53 90 22 6 110 21 108 43 460 411
7. Total Participants Employed after
completion
56 194 156 49 20 117 70 44 103 809 805
8. Total participants retained in employment 45 135 155 35 17 101 61 33 79 661 661
9. Total Participants who received a wage
increase
11 204 132 176 7 91 40 27 79 767 766
48. CC BY License
“A Survival Guide for TAACCCT Grants” presentation by Brenda M. Perea is licensed under
a Creative Commons Attribution 4.0 International License. Permissions beyond the scope
of this license may be available at www.cccs.edu.
This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s
Employment and Training Administration. The solution was created by the grantee and
does not necessarily reflect the official position of the U.S. Department of Labor. The
Department of Labor makes no guarantees, warranties, or assurances of any kind, express
or implied, with respect to such information, including any information on linked sites, and
including, but not limited to accuracy of the information or its completeness, timeliness,
usefulness, adequacy, continued availability or ownership.
Hinweis der Redaktion
A Survival Guide for TAA Grantees
Loosely based on Bear Grylls’ world
In Bear Grulls’ World
Just Begin
The greatest journeys all start with a single step
Accept the Challenge
Our consortium had 16 colleges and we needed an cost efficient way to develop or revise 270 courses.
After 18 months very little progress was happening
What was actually required?
Mis-mash of development processes
Various definitions of hybrid or blended design kept our colleges in a state of inertia.
Did this create a sense of discomfort? Yes!
Were instructors reluctant to share? Yes!
First Steps
Identify affected programs and the associated courses
Think beyond how programs are traditionally developed
Think about separating online course delivery and authentic assessments
First Steps
Relationship building
Research best practices
Create:
how-to guides
course map templates
Module development templates
Media plan
Find a Good Guide
Someone who can lead you, inspire you, comfort and strengthen you.
Program management is one of our keys to success. We not only had each consortium institution have a project lead, but at the consortium level we had a program manager, an instructional design manager and a career coach/navigator coordinator. We needed a big picture manager and a small details manager.
Items like quarterly reports, IR reporting, keeping track of all the deliverables and OER were at the consortium level.
Equipment purchases, course builds, recruiting and career coaching was at the consortium member institution level.
Create a Plan
So the first 2 months were creating plans, identifying programs and degrees/certificates, then next 2 months were equipment purchase requests, program revisions, degree revisions, creating stackable certificates and firming up all courses we anticipated would be touched by grant funds.
Model best practices
Take the time to plan carefully
What are your deliverables
What is your time frame
What is your equipment purchases SOP
What is your course development schedule
Try to plan once
Revise as necessary
Strategically select courses to convert to blended
Identify the new builds and designate them as blended
Development Plan
https://www.cccs.edu/partnering-for-success/trade-adjustment-assistance/taa-champ/taa-champ-archive-documentation/
It would have been nice to have project management software, but since we were a consortium with independent colleges we made due with Excel docs.
Course Information
Syllabus
Grading Matrix
Rubrics
Industry Standard Testing Information
Content
Readings
Lectures
Handouts
User Manuals
Presentations
Videos
Simulations
Learning Activities
Application exercises
Projects
Worksheets
Simulations
Assessments
Tests
Quizzes
Demonstrations
Papers
Projects
Feedback Loops
Discussion posts
Grading/rubric outcomes
Instructor critiques
Surveys
Evaluations
Define the Elements of Great Blended Courses
Engagement–hooking the student into the content—Providing why for learning
Exploration–content delivery and student working to understand the content
Explanation–activities where the student should demonstrate an understanding of the content
Elaboration–activities where the student takes the content learning and expands and applies the information
Evaluation–formative and summative assessments
Champ Course Mapping example
#4 Paddle Your Own Canoe
One of the most powerful lessons of survival training is self-reliance
This was one of our biggest hurdles. CTE faculty were not experts in education but were experts in their industry knowledge. We asked them to obtain specific skills when we converted their classes to online or blended design. Not only was the content delivered differently, but the lab/class time changed dramatically. We went from a F2F model to a “semi-flipped” classroom.
We had faculty who stated machining can’t be taught online---but what was the computer simulations they had their students using. What about the CAD courses, software programming doesn’t need a physical space.
Sure the line men, wind technicians, and water quality techs can’t sit down and log into a computer, but they can use a smart phone
This was one of our biggest hurdles. CTE faculty were not experts in education but were experts in their industry knowledge. We asked them to obtain specific skills when we converted their classes to online or blended design. Not only was the content delivered differently, but the lab/class time changed dramatically. We went from a F2F model to a “semi-flipped” classroom.
We had faculty who stated machining or welding can’t be taught online---but what was the computer simulations they had their students using? Was that not learning online? What about the CAD courses, software programming doesn’t need a physical space.
Sure the line men
Same goes for machinist, extraction experts, oil and gas tech, welders
Supply the Tools
Help your team help themselves
Timelines and benchmarks
How-to guides
Templates
Course Maps
Syllabi
Presentations
Course page
Assessments
Rubrics
Cornell University Center for Teaching Excellence
Carnegie Mellon University
University of Wisconsin-Stout
Media plan
to Succeed
Easy Access to OER
www.tinyurl.com/OERDashboard
#5 Sometimes an ember is all you need
Within all of us are incredible embers of dreams, hopes and aspirations
Remember the diffusion of innovation curve
Put your efforts into working with the Yellow and Green—biggest gain for efforts
Know that the Red and Orange group will easily adapt to “new”
Or think of a stop light, put your efforts into the yellow group. You will see more movement from the yellow group than either the green or red
Reframe the task
Highlight the development or redevelopment of courses as a way to share experience and expertise of the faculty or the subject matter expert
First OER Publication in MERLOT Unit 1 welding
Unit one layout of OER material
Publish early and Often
See www.cccscoetc.weebly.com
#6 let others shine
We all have bigger and better stories, but it’s a good quality to hold your tongue and allow the storyteller their moment in the sun
#7 Pack Light
Pack the right skills, the right attitude and you don’t need much else
Touch base often
Use Padlet, Basecamp and teleconferences to let other tell their stories
#8 Let the mountain give you strength
Inside every challenge high on every mountain is the opportunity to find strength within us
What are your pain points?
Program development
Content development
Faculty challenges
Participant enrollment
Equipment snafus
Renovation delays
Intellectual Property
#9 Storms make you stronger
I have learned one key lesson from mountains and the wild: that underneath it all, we humans are made strong.
Keep consistent
Keep on Message
% of OER
Intellectual Property
Know where to find the section in the SGA on Intellectual Property Rights
Know where to find the section in the grant SOW-Project Abstract on OER
Seek out actual College and University policies
Develop CC BY licenses for each consortium, person and or department
#10 use time wisely
No man is rich enough to buy back his past
How do you continue forward movement?
Evaluate your progress frequently
Have you completed X course builds
How many students can be counted as:
participants
Completers
Employed
#11 Keep grounded
A night in the outdoors is also a reminder that the best things in life aren’t things…
Equipment I
Remember it’s the students
Are they accelerating through your programs?
Are they finding internships, apprenticeship, employment?
Do they have the right training, courses, certificate and degrees to succeed?
s nice but…..
#12 Get out of your comfort Pit
If you are too comfortable you lose your edge.
Innovate
Industry partners wanted employees with more math skills, better softskills
Really open your programs up to different and news ways of connecting your students with what the industry wants
Build a MOOC…..
Technical Math for Industry
Employability Skills for Industry
Prior Learning Assessment for Edcuators and Industry
Web
5823 participants
13% - 18% completers
Accessibility MOOC for Educators
#13 Say Yes
Saying no means nothing will change in your life. A yes however has the power to create change.
Micro-Credentials
How does Micro-Credentials fit into the SOW?
What are Digital Badges?
Why does this fit into our plan?
How do we build the ecosystem to support a new type of micro-credential?
Who will issue digital badges?
Where will micro-credentials be stored?
#14 Failure isn’t failure
Consider them as signposts that you are doing something right.
Our Development Status
COETC
Are all energy courses delivered online….NO but…
270 course published to OER
165 Energy Courses
105 Developmental Educational course redesigns
CHAMP
Are all advanced manufacturing courses delivered as blended….NO but…..
213 Advanced Manufacturing Courses at 80%OER
142 published to OER
71 are troublesome
Outcomes
Phew
Together You Can Climb a Mountain
CC BY License
This Workforce Solution Downsize a MOOC by Brenda M. Perea is licensed under a Creative Commons Attribution 4.0 International License. Permissions beyond the scope of this license may be available at www.cccs.edu.
This workforce solution was funded by a grant awarded by the U.S. Department of Labor’s Employment and Training Administration. The solution was created by the grantee and does not necessarily reflect the official position of the U.S. Department of Labor. The Department of Labor makes no guarantees, warranties, or assurances of any kind, express or implied, with respect to such information, including any information on linked sites, and including, but not limited to accuracy of the information or its completeness, timeliness, usefulness, adequacy, continued availability or ownership.