Traditional, Online or Hybrid Learning: It’s all about access

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Screenshot 2020-02-19 14.10.58As you know by now, we have an office dedicated to online learning and educational technology, the Center for Digital Instruction (formerly OLET). We even have a few full degrees that can be earned online. Yes, we are currently in the midst of developing more fully online degrees.

As you’d expect from the Director of CDI, I believe wholeheartedly in the method of online course delivery. I also believe that online courses can and should be at least as good as a traditional course. (If you haven’t already, you might want to sit down for this one) I also believe that an online course can be better than a traditional course, given good course design, compelling material, and engaged participants.

Despite all of this faith and optimism I hold for online education, I still believe in the traditional course built on weekly meetings. This mode of learning can be so beneficial to students. The opportunity to focus on one course as a group, for students to know the faculty, spend time in the library, and participate in the community of the institution makes traditional degrees and courses excellent learning opportunities.

Research supports that if most non-traditional students had their way, they would take classes in the traditional classroom setting. But they often can’t. Work, family, distance, and a combination of obstacles create a situation where many cannot take classes that are limited to certain times of the day on certain days of the week.

So in this instance, it’s the fully online courses that can provide the best opportunity for learning. The research shows, however, that these same students who take online courses for convenience would happily participate in a multi-modal degree. A multi-modal degree or course mixes online delivery with the traditional. Students who participate in hybrid, blended, or flipped classes typically find these to be the best of all worlds. They can make these classes work with their schedules, while getting the experience of the institutional community.

What does this kind of course look like? This mix of online and traditional delivery is called “hybrid” and comes in two different formats. The Hybrid Classroom is a course in which “online activity is mixed with classroom meetings, replacing a significant percentage, but not all required face-to-face instructional activities” (Mayadas, Miller, & Sener, 2015). A Hybrid Classroom course mixes both synchronous and asynchronous modalities, replacing a significant portion of the required face-to-face instructional activities, but not all. For example, a course may typically meet three times in a week. In this version, however, the class will meet in a physical space only once each week or even every other week, while offering online work that replaces the traditional face-to-face meeting.

The second type of Hybrid Course is called Hybrid Online. It is also referred to as a “flipped” course. Hybrid Online courses mix online and traditional modalities but with a strong emphasis on online. Most of the work will be done online while reserving some time at a physical location for specific work. For instance, a course may deliver most of the course content online but require a weekend of classroom work that would be highly practical and applicable to the course. In this example, students would only meet once or twice during the term.

Both of these kinds of courses (Hybrid Classroom and Hybrid Online) typically benefit regionally based students. So, while they expand the “walls” of the institution, it is still somewhat limited to those within driving distance of campus. That’s the trade-off.

In the end, we are interested in one thing: providing access to a quality learning experience for students who would not ordinarily have that opportunity. Friends, I don’t need to tell you, but that fits so neatly into the LaSallian model. If we can focus on opening our doors wider, reaching beyond the current boundaries to a broader constituency, then we create the opportunity to have greater influence than we have ever had.

If you are interested in putting your class fully online or creating a hybrid version, please speak to one of us here in the Online Learning and Educational Technology office. We stand ready and willing to help you imagine and dream, then embark on any of these creative course delivery methods to reach students in innovative and effective ways.

Contact: cdi@cbu.edu (901) 321-4004

Reference:

Mayadas, F., Miller, G., & Sener, J. (2015, July 7). Updated E-Learning Definitions. Retrieved from Online Learning Consortium: https://onlinelearningconsortium.org/updated-e-learning-definitions-2/

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Dale Hale is the Director of CBU’s Center for Digital Instruction (CDI). He holds a PhD in Education Policy Studies and Evaluation from the University of Kentucky. Previously, Dale was the Director of Distributed Learning at Asbury Theological Seminary where he was in charge of all aspects of the institution’s distance education program. 

Eliciting Video Responses from Your Students

By Tyler Isbell

Adding the ability to receive video responses from your students within Canvas assignments or discussions does not require any special software, complicated set ups, or an expertise in computer programing.  In fact, this feature works within Canvas out of the box!  Because of Canvas Studio integration, faculty and students can import or record a video directly into any course activity that uses the rich text editor.  Below you will find student instructions on how to add or record a video into a Canvas activity.

You can also download the PDF of these instructions here and share it with students!

How to Add or Record a Video into an Activity using RTE

Begin by enabling the rich text editor within the activity.  For a discussion, click ‘Reply’.  For an assignment, click ‘Submit Assignment.’

On the second row of the rich text editor menu, select the blue ‘V’ with a white background.  This icon is for ‘External Tools.’  Choose ‘ARC’ or ‘Studio’, depending on which option is available to you.  (Canvas Studio was called ARC before last fall, but the links have not been updated everywhere yet.)

Picture1Your Canvas Studio ‘My Uploads’ menu will open. If you have already uploaded or recorded the video, you can simply find and select the video now.  Otherwise, use ‘Record’ to create a new video or ‘Add’ to upload a video from your computer’s hard drive.

Picture2Canvas Studios gives you two main options for recording — ‘Screen Capture’ or ‘Webcam Capture’.  Screen Capture is the more robust option and will give you options to trim and even edit your video post-production online.  Screen Capture allows you to capture just what’s on your computer screen, just your webcam, or you can include both in your capture (picture-in-picture).  Webcam Capture will only capture from your webcam and does not offer the same editing features, but it works well for a quick video that won’t require any editing.

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Screen Capture

First, select if you are capturing the ‘Screen’, ‘Webcam’ or ‘Both’.  For ‘Screen’ or ‘Both’, you will draw a rectangle around the part of the screen you would like to capture.

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When you are ready to start recording, click ‘Rec’

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You may pause and resume right where you left off during recording.  To finish the recording, press pause and then ‘Done’.

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Use the next screen to trim your video, access the advance editing tools, and save your video.  Use the bumpers to cut off parts of the beginning and end of your recording.  To save, give your recording a title and description, then click ‘Upload.’  The save process may take a bit, depending on the length of your video.  Canvas Studio is encoding and then uploading the video directly into your Canvas Studio account.  For more information on the advanced editing features, use the Canvas Studio Canvas Guides (link — also available through the ‘Help’ button).

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Webcam Capture

Make sure your Mic and Webcam are selected correctly, then simply hit ‘Start Recording.’

Picture9When you are finished recording, click ‘Finish’ or ‘Start Over.’

Picture10Give your recording a name and then click ‘Save’ to encode and upload your video.

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Selecting the Video and Posting/Submitting

After uploading or recording your video, click on the clip (‘Select This’) you are wanting to post or submit.

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You will be given the opportunity to choose to allow comments directly on the video and to allow/restrict other users from downloading your video.  Click ‘Embed’ once your options are set.

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You will now see your video directly in the rich text editor box of the discussion or assignment you are working on. Click on ‘Post Reply’ or ‘Submit’ to finish and share your video within the activity.

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Tyler Isbell is an Instructional Designer and Trainer for the Center for Digital Instruction at Christian Brothers University. He holds an Educational Technology Master’s Degree from Boise State University and masters-level certification in Technology Integration and Online Teaching. Before coming to CBU, Tyler was a trainer and instructional specialist in secondary education. 

Online Course Design Class Launched

By Lurene Kelley 

OCD Kickoff event held in the Sabbatini Lounge. Members of our team in front, presenting the layout of the course.

OCD Kickoff event held in the Sabbatini Lounge.

Many of you have taken Canvas training. Some have even completed the four week, fully online Faculty Training (OFT) course. Even if you’ve not participated in a single OLET training – we’d like you to see what’s ahead, as online learning will play a vital role in the future of CBU. A cadre of faculty and adjuncts prepared to deliver and facilitate high quality online learning will be essential to the success of this initiative.

On January 13th, we launched our inaugural Online Course Design (OCD) session – a 16-week, hybrid course created to produce fully-developed, quality online courses by the end of the semester. Eighteen professors and adjuncts are part of the first OCD cohort.

To head off your question, yes, we are aware of the OCD acronym! And yes, we want our educators to be a bit obsessive-compulsive when it comes to generating and facilitating their online class!

The course began with a kickoff and happy hour for facilitators and participants to get to know each other, as well as a presentation about the unique design of the class. Some participants in the class have little or no online teaching experience. Others have been teaching online, but understand that designing a quality online course is something different.

“I am taking this course in order to become a more well-rounded online course designer,” said Cort Casey, an associate professor in the CBU Education Department. “I have actually taught quite a bit online before, but I am a novice online course designer.”

The first six-weeks are fully online. Participants read articles, watch videos, take quizzes and contribute to forums, just as their online students do. It’s part learning online course development, part “what it feels like” to be an online student. In these six weeks, professors explore ways to engage with their class, how to develop a course that students can easily navigate, and advanced features in Canvas. We also ask educators to rethink what they know about teaching in a traditional classroom and approach digital learning in a new, yet familiar way. The entire course is built on the foundation of student-centered design – all aspects focus on creating an online learning environment that considers how students best learn, navigate and participate online.

Karen Golightly is an associate professor and Chair of the English Department at CBU. She has taught online at various institutions, including CBU, for 20 years. But as any good professor knows, online or in the classroom, there is always room to grow.

“I’m trying to balance the specific student outcomes needed for each assignment/discussion question and some of the smaller details that are required, such as guiding questions for videos with the content of a literature (or creative writing) course,” said Karen. “The OFT (Online Faculty Training) got me working directly on these two aspects, but I want to refine those aspects of my course. I also want to engage students more. I’m going to work on how to make my courses more interesting. I hope this doesn’t include videos of me speaking very often, as I don’t like doing that. But I’m looking forward to learning how to establish a social presence online (I am often too direct) as well as engage students better.”

A period of contemplative, self-paced work follows the online portion. In this phase, professors take what they’ve learned and apply it to creating their fully-online course. Each participant is assigned to one of our Instructional Designers (ID). During the course design phase, participants meet one-on-one with their assigned ID. Participants will also gather in person at least once during this phase to share ideas and learn alongside their colleagues and our entire OLET team.

The culminating event will be a showcase that the entire CBU community is invited to attend! Our participants will give short presentations about their online course in an open forum. The goal is to share ideas with fellow participants, but also to show any interested faculty, students and staff what a high quality, online course looks like at CBU.

It’s going to be a challenging 16-weeks for our participants – all who teach, serve in leadership roles and/or work outside CBU. OLET has provided a fair stipend for successful completion, but just two weeks in and it’s obvious: these educators are in this to teach their students well, no matter where it happens.

As stated in CBU’s strategic plan, we are all dedicated to providing transformational learning experiences by “expanding vibrant academic programs and student experiences.” Developing a high-quality, interactive, meaningful online learning program is a key part of this mission. Online teaching is not antithetical to a Lasallian education. If we do this with care, it is central to it.

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Lurene Kelley is the Online Student Success Specialist for Christian Brothers University’s Center for Digital Instruction. She holds a Ph.D in Organizational Communication from the University of Memphis and is a former college professor and journalist.  

Perfecting Online Education

By Dale Hale

Screenshot 2020-01-26 21.31.39

“Perfect!” When you hear someone say that word, you probably think of a rating, like an “A” or 100%. If a student gets a perfect score, that means everything is correct. A product is said to be perfect when there is no further improvement that can be made.

As well, the word can imply either absolute or relative excellence. In absolute perfection, we mean that there is nothing that we can compare it to that is better. It is the absolute best it can be. It’s perfect. In relative excellence, we mean that something may be better, but in this set, this one is the best. It’s perfect.

Bear with me a little, because I’m going to get biblical. There is another definition of perfect that we often lose today. It’s the idea of complete. In James 1, James says that we are to be joyful when we encounter trouble, because it helps make us perfect. I don’t know about you (although, my guess is that we all suffer from the same malady), but when I look in the mirror, I see plenty of imperfections that will never be fixed. I look at my life and realize that I’m nowhere near perfection. But, that’s not what James is writing about. The actual word can be translated to mean “complete”, perfect, in that it is finished. The job is done. It is complete because there are no more pieces to assemble. It’s perfect.

When I was a kid, my brothers and I would build models – cars, planes, boats, etc. My goal was always to hurry up and get this put together so I could play with it. I followed the directions, generally glued together the pieces that were meant to go together, but without the finesse needed to make something look really good. My brother, on the other hand, would research the model, check out books from the library and look for color schemes, and then, paint, glue, and work tirelessly on a model to make it look as close to the real thing. Of course, the end result was a beautiful work of “art” that was meant to be viewed and not played with. Both were complete. Both were functional. But, it didn’t take a real critic to see the difference.

What does perfection look like in an online course? Well, I think we could apply a semblance of these definitions. First, a perfect online course is one that is complete. It has a beginning, a middle, and an end. It connects the dots between the Student Learning Outcomes and the assignments. It allows students to engage with the course content. Through this connection, students gain an understanding of the course that they did not possess prior to the course. It’s perfect. It’s complete.

Second, while there is always room for improvement, the intent is to create a course that is more than functional. It pulls the student in and engages them in a way that encourages learning. It is perfect in that it goes beyond the point of content delivery. It engages the students beautifully, perfectly. In a course like this, the course developer takes the opportunity to create engaging and inviting content and activities. That’s relative perfection. That’s perfect.

What we are not concerned about is absolute perfection. A course developed is never truly done. There are always things that can be improved upon. But, we don’t want our faculty to get so hung up on that level of perfection that they refuse to participate. You know what I’m talking about. Those thoughts that occur, like, “I know I can’t teach online because I don’t know how to do ____” or “I can’t teach online because I’m not technical enough” or some other thought. That’s not the kind of perfection online education requires. Instead, we want people to teach online who are willing to say they don’t know but are willing and enthusiastic to learn how.

Now, that’s perfect!

To help you in your quest for perfection, we have created several learning opportunities. First, we can help you learn how to use Canvas. From setting up your gradebook and entering grades, to taking attendance and uploading documents, we are prepared to help.

Second, we offer a short, four-week course for those who want to learn the basics of teaching online. Called Online Faculty Training (OFT), this course teaches what it means to be a human and a faculty person in a digital environment. The next course begins in March. Click here to register.

Finally, we have a course called Online Course Design (OCD). This full semester course is designed to help you produce a course that will be engaging and inviting to students, as well as fun for you to teach. We want to encourage you to take advantage of these opportunities taught by caring and highly qualified people. We’ll announce the date for the next OCD class later this semester.

If you are interested in teaching an online course or want to make your traditional course a more hybrid course, contact our team! We can discuss strategies. Or, you can always start by taking an online course to get more comfortable – just click here to complete our fully online Canvas Basics course. You can start anytime!

As always, if there is anything we can do for you, please do not hesitate to ask. We’ll do our best to help you perfect the art of teaching online.

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Dale Hale is the Director of CBU’s Office of Online Learning & Educational Technology (OLET). He holds a PhD in Education Policy Studies and Evaluation from the University of Kentucky. Previously, Dale was the Director of Distributed Learning at Asbury Theological Seminary where he was in charge of all aspects of the institution’s distance education program. 

Spring Prep Checklist

Screenshot 2019-12-16 11.41.59The Spring 2020 semester is quickly approaching, so if you intend to use your course Canvas shell, now is the time to create or modify your course. Every CBU class comes with a Canvas shell. Whether you are teaching fully online, hybrid or a traditional course — your digital course space is there for you!

Consider this Spring Prep Check List to make sure your Canvas classroom is ready to receive students:

  1. Make sure you’ve updated your online classroom for the new term. Import what needs to be there. Our Instructional Design team created this short video to show you exactly how to import your content! Clean up what doesn’t need to be present. The new term begins on January 4th and tidying up your online classroom while the students are in it can be confusing for all involved!
  2. Publish your course. Make sure you publish the contents of each module, as well as each module. A green circle with a checkmark in it means it is published and visible to the students. If you don’t want students working ahead, you can limit access by controlling the dates of accessibility. Always check the “Student View” by choosing that perspective in the upper right side menu. If you can’t see it in Student View, then it’s not been published.
  3. If you run into a problem creating a quiz or discussion, check out our helpful Canvas Job Aids. They are all available here by description.
  4. If you’re teaching a fully online or hybrid course, include this Canvas Student Orientation course in your class. This 30-minute tutorial will make the transition to using Canvas easier for your students. Consider making it a graded assignment to encourage participation. Here is the link: https://cbu.instructure.com/courses/4870
  5. Plan to expand your use of Canvas, our LMS. You may have just used it as a repository for lecture notes or as a means of giving a quiz in your on-campus class. Did you know that you can use Canvas to take attendance? It’s really easy. Give it a shot. Learn something new. Try the gradebook. Click this video to learn how to create a screen capture video for your course!
  6. If you’re teaching a fully online or hybrid course, run it by our Online Course Checklist. It will help ensure that all the elements are in place to make your course is easily navigable and prepared for students.

Although our office is closed during the break, Canvas Support is available – 24 hours a day, 7 days a week. Just call Canvas Support at (901) 318-3024 to speak with a knowledgable, helpful person or chat with a representative by clicking on the Help button in the main sidebar menu inside Canvas. They’ll even send you a transcript of your conversation for reference! Our Instructional Design team returns to campus on January 2nd and will be refreshed and ready to assist you – OLET@cbu.edu or (901) 321-4004.

How Organizing Modules, Using Course Template Can Help Students

Screenshot 2019-12-10 09.28.23By Tyler Isbell 

Believe it or not, the organization of your online course makes a major impact on the success of your students’ learning.

Online courses are a shared experience that requires careful planning and guidance, so that students can reach the learning goals successfully.

Without the proper organization and facilitation, an “online course” is little more than a shared cloud space. Furthermore, students lacking the immediacy of the face-to-face classroom become disoriented, unmotivated, and even anxious if there isn’t some clear and consistent organizational structure in place. The organization of your course should serve as a pathway for students to follow so they know what to do, when to do it, how it all fits together, and why it is important.

Modules          

Begin by thinking through the structure of your course. What is the teaching sequence?  How might you group the content? The grouping of content or modules may represent one week at a time or longer periods of time centered on a specific concept, theme, or topic (such as a unit or chapter).

While the inclusion of instructional content, assignments, and assessments within a module is obvious, it is also important to include an introduction, conclusion, and other activities as well. The use of overviews, to-do lists, wrap ups, and similar pages within your modules provide ‘trail markers’ to guide students through the course content. Students will feel better supported and more motivated to work within your course when they know where to go and what to do.

The creation of these “extra” pages for each module might be overwhelming. Luckily, there is a tool provided within each Canvas course at CBU to reduce the time required to create these pages – The course template.

What It Might Look Like: The Course Template    

Regardless of your content area or audience, the template provides a shortcut to the course planning, designing, and building process. Instructors are able to modify and customize features within the template to create a new course rather than starting completely from scratch. The template includes:

  • A generic module-based navigational layout, easily adapted for weekly, topical, or chapter-based units. 
  • A customizable course home page, instructor page, course overview, and online learning orientation to strengthen social, cognitive, and teaching presence. 
  • Pre-built pages designed with Universal Design in Learning (UDL) and adult learning best practices in mind.  This includes the necessary pages needed to guide students through the content within each module: An introduction, to-do list, sample student activities/assessments, and conclusion. 

Check Out the Template

Open any of your future production shells to get started OR follow this link for a read-only example: https://cbu.instructure.com/courses/4087

Want More Information on Online Teaching?

Did you know the OLET team offers a completely online training related to teaching an online course?  Our Online Faculty Training (OFT) course dives into:

  • How to navigate the online classroom, both as a student and as an instructor.
  • How to create a community of inquiry among online students.
  • How to have an effective teaching and human presence in an online classroom.
  • How to create courses in our Learning Management System (LMS), Canvas.

Instructors complete OFT with the first module of their new course completed and reviewed.  Participants that finish OFT and teach their course online also receive a stipend!

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Tyler Isbell is an Instructional Designer and Trainer for the Center for Digital Instruction at Christian Brothers University. He holds an Educational Technology Master’s Degree from Boise State University and masters-level certification in Technology Integration and Online Teaching. Before coming to CBU, Tyler was a trainer and instructional specialist in secondary education.