Higher ed online moving from learning to performance

NECB eLearning

Higher Ed Online:

Moving from Learning

to Performance

• Small, 100% Online Institution

• Rich history

– Founded 1909 as American Banking Institute

• 9 degree programs

– 4 undergrad

– 5 grad

• Over 150 classes

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Paradigm of Higher Ed

Blah blah blah, Blah blah blah

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Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus.

Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Proin pharetra nonummy pede. Mauris et orci.

Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Fusce posuere, magna sed pulvinar ultricies, purus lectus malesuada libero, sit amet commodo magna eros quis urna.

Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus.

Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Proin pharetra nonummy pede. Mauris et orci.

Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Maecenas porttitor congue massa. Fusce posuere, magna sed pulvinar ultricies, purus lectus malesuada libero, sit amet commodo magna eros quis urna.

Nunc viverra imperdiet enim. Fusce est. Vivamus a tellus.

Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Proin pharetra nonummy pede. Mauris et orci.

Rules

1. I know it. You don’t.

Shut up and listen.

2. This will be on the test.

3. We’ve always done it

this way.

Just because you taught it, doesn’t mean they caught it

It’s even worse online

Boring content

Puts learners to sleep.

Where’s

the

learning?

• Collection of dry, boring courses

• Off-site & decentralized faculty

• Limited resources

• Entrenched paradigm

• New LMS rolling out

As we all know So how do we go

from this

to this?

MEE

TTH

EP

IGP

ILO

TS

We make pigs fly!

Naomi

Jean

Jason

Kara

To create courses so good that students talk about them outside of class:

– bringing new ideas to the workplace

– excited about what they are learning

– eager to discover more

Start with the Basics of ID

Define your problem

• Examine “what is”

• Define what you want

• Identify the gap

Know your people

GAP

What is Goal

Traditional Ground/Online College Course Development

Dr. Harry’s Version

Dr. Gonzales’ Version

Dr. Augmendson’s Version

Bio

eth

ics 1

01

“Everyone did what was right in his own eyes…..”Bible. English Standard Version. (2011)..Judges 21:25b

Master

Course

Faculty SME

Instructional Designer

Program Chair

NECB’s Best-in-Class Protocols:- eLearning Instructional Design Expertise- Master course strategy- Team approach during design process- Systematic approach and templates

Course Design Processes EffectiveContent

Branded Template

A cord of three strands is not easily broken.

Ecclesiastes 4:12

It All Begins with

Good Instructional Design

What is Design?

Providing meaning to a mass of unrelated needs, ideas, words and pictures – it is the designer’s job to select and fit this material together and make it interesting.-Paul Rand

Plan

Design

Develop

Evaluate

Ph

ase

1: P

lan

nin

g

“At the end of this course, what should students be able to know and do?”

Begin with the end in mind.

Always Align with Goal

Explicit outcomes ensure students KNOW & DO

Planned, Aligned AssessmentDemonstrates students KNOW & CAN DO

Assessment Must Be Authentic

At the end of this course, students will

be able to read and analyze a balance

sheet and make recommendations for

appropriate actions.

Ph

ase

2: D

esi

gn

Plan

Design

Develop

Evaluate

Know Your PeopleDesign for the Working Adult

Why does this matter to me?

• Apply multiple methods of instruction to connect curricular concepts to useful knowledge and skills

• Collaboration Tools to encourage student, group, and faculty interaction

• Utilize technology to provide relevant and timely information and to enhance the learning experience

Apply methods that work!

NECB Best-in-Class ProtocolsMultiple Methods

Lear

n It

Reading

Lecture

Video

Prezi

Podcasts

Research

Dis

cuss

It

Peer & Professor interaction

Share a story

Locate an example

Invite a guest Ap

ply

It

Write a paper

Solve a problem

Create a puzzle

Design an infographic

Complete a project

Make a mindmap

Encourage Collaboration

Incorporate Labs & Simulations

Bloom’s Digital

Taxonomy Pyramid

Continue to Leverage More Web 2.0 Technologies

Implement Technology Advances

https://necb.instructure.com/courses/1100113/discussion_topics/2339772?module_item_id=9108767

Asy

nch

ron

ou

s So

luti

on

s

• One-Stop Shop

• Needs-based discussion boards

• Current announcements

• Article feeds

• Cloud storage of files

Student Resource Center

Faculty Commons

• 100% remote

• Contractors

• Varying skill level

• No formal training

To engage faculty with things that matter:

– bringing new ideas to the workplace– excited about what they are learning– eager to discover more– make the student experience valuable– provide just in time solutions

Syn

chro

no

us

Solu

tio

ns • Humanized Webinars

– Pictures Connected People

– Encourage Video Feedback

• Content that Matters

– Using LMS

– Engaging in Discussion

– Library Updates

• Breakout Groups

• Call for Needs

• Varied Presenters

Faculty Open Forum

Did We Meet Our Goal?

“At the end of this course, what should students be able to knowand do?”

Do they know it?

Can they do it?

Stu

den

t V

iew

Lessons Learned

• People resist change

• Ownership is fuzzy

• Provide things to drive them to the CoP

• Never, never, never give up

In the inestimable wisdom of the musical

philosopher, Miles Davis,

So what?

Takeaways

• Evaluate stakeholders according to their needs.

• Provide options for transfer of learning

• Help them DO not just know

To say that something is designed means it has intentions that go beyond its function. Otherwise it’s just planning.

– Ayse Birsel

Jean Marrapodijean.marrapodi@necb.edu

C: 401-440-6165O: 617-603-6907T: @jmarrapodi

elearning@necb.eduT: @NECBelearning

NECB eLearning