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Distance Learning and Instructional Technologies Plan
Last Revision: April 17, 2008
INDEX
- Introduction
- Internal Analysis
- History
- Current Resources and Actions
- Current Assessment Data
- Current Needs and Issues
- Market Analysis
- Local Trends and Initiatives
- National Trends
- Characteristics of Students
- Competitor Analysis/Benchmarking
- Financial Analysis
- Historical Data
- Cost of Future Expansion
- Benefits
- Action Plan
- Assessment Plan
1. Introduction
Vision:
We currently deliver instruction in online, hybrid, ITV and telecourse
formats. Three major trends that will influence the future of distance
learning at GRCC include:
- Technological change - in the areas of voice and video over IP, synchronous communications, wireless, mobile and streaming technologies.
- Content creation - a shift from static web pages to social media, web applications and user-generated content
- Students – as we transition to a knowledge
economy, we will see increasing numbers of a new generation of
tech-savvy learners via increases in dual-enrollment,
legislatively-mandated online experiences, 3+1 and baccalaureate
programs. We will also see an increasing number of students on the
Continuum of Learning (including non-credit).
Purpose:
Grand Rapids Community College will use technology to
enhance students' learning, to meet students’ needs for flexible
learning options, and to assure that students are adept in the use of
technology. We will use technology to help fulfill the college's
mission of providing the community with learning opportunities that
enable people to achieve their goals.
We intend to offer flexible learning options that:
promote the success of our learners; meet their needs and engages them;
moves past the traditional classroom model; and allows for the free
interchange of tools in physical and virtual classrooms.
Link with the College's Ends and Strategies
Distance
and Learning Technologies are included in the strategies for 6 of the
eight college ends and provide tools and strategies to meet all 8 ends.
- Develop and implement courses adapted to different learning styles.
- Develop and implement courses/programs that use alternative means of instruction.
- Establish required, innovative tutoring/supplemental learning services.
• Transfer and Articulation
- No strategy directly references technology, but offering transfer
courses in distance formats makes them available for more students and
providing students' with the skill of using and learning with
technology will help them be successful after they transfer.
• Community Outreach
- Expand the college's visibility in K-12 programs. (ITV to high schools, Internet courses open to high school students.)
- Provide alternative delivery options for learning opportunities being offered in the community.
- Technology can also help with making services available to evening students.
- Provide flexible and modular learning opportunities.
- Provide equal access to support systems for lifelong learners.
• Diversity
- Provide alternative learning opportunities geared specifically to meet the needs of a diverse population.
• Flexible Learning
- Develop a means by which students have multiple options in when, where, and how learning opportunities are experiences.
- Develop and implement non-traditional instruction delivery methods (may
include internet classes, telecourses, two-way interactive classes,
computer mediated learning, etc.
- Develop a means by which
support services are available to assist students and faculty engaged
in flexible learning opportunities.
- Provide training to faculty on the delivery of alternative learning options.
- Provide faculty the resources and support services necessary to support
expanded flexible learning opportunities to increase student success.
- Expand support services needed to match flexible learning options and increase students' probability of success.
• Workforce Development
- Develop a means by which faculty/trainers can remain current in occupational content and teaching methodology
- Provide professional development for faculty/trainer development of instructional teaching methodologies
- Provide the environment of support for instructional creativity and
innovation by specific resources (i.e. staff, faculty release,
equipment/technology, etc.)
- Develop a means by which students have multiple options in how learning experiences are offered.
- Develop more alternative delivery options for classes (on-line, distance learning, etc.)
Measures:
The following criteria or tools will be developed to determine the effectiveness of flexible learning options:
• Retention
• Use
• Learning
• Student Engagement
• Accommodation
• Off-campus students
• Section management
• Services provided
• Capacity
• Digital Divide
• Support for student technology (e.g. presentations)
• Development of technology skills (e.g. GLO)
• Support for FYE, AFP other initiatives
• Meet HS requirements
• Financial
• Sustainability (office, classroom, adjunct, leaders)
Tracking/Data:
Flexible Learning Options - Web-enhanced, hybrid and online
Tablets - better management
ITV to Voice and video over IP, streaming, synchronous
Mobile device support
Pronto pilot
Video in Bb
Getting Results
Professional
LET Rooms (outlets, wireless)
User generated content
Mobile Learning
Adjunct access to technology
Outcomes
- meet the educational goals of the distance learner through a variety of quality distance learning courses,provided by an innovative and experienced distance learning faculty
- provide web-based student support and business services to all students
- provide
educational technology tools and options for all students to enhance
their learning and their ability to use technology in learning
- provide innovative, creative faculty members who know how to use technology to meet educational goals
- provide
responsive technology, design, and professional development support
services for both distance learning and classroom technologies
Description of Distance and Learning Technologies Program
Courses are offered in the following distance learning delivery formats:
1. Telecourses
2. Web-Based Courses
3. ITV/Cable Courses
4. Hybrid Courses
Classroom use of technology includes:
1. Multi-media presentation hardware and software, both installed in classrooms and available as portable units through AVISS.
2. Internet connectivity.
3. Use of computer labs for teaching.
4. Use of Blackboard Course Management System for web-based course materials and communication between students and with the instructor.
5. Use of PeopleSoft for posting grades and as source of data for Blackboard.
6. Video and audio podcasts through Raidercast (http://www.grcc.edu/raidercast).
7. iTunes University pilot.
8. YouTube Enhanced Channel pilot.
Web-based student support and business services include:
1. Admission
2. Advising
3. Counseling
4. Registration
5. Orientation
6. Cashier
7. Financial Aid
8. Tutoring
9. Proctored computer testing
10. Library Services
11. Bookstore
12. Student Activities Information and Communications
13. Student email
14. Access to own records
INTERNAL ANALYSIS
History
Many discussions on technology and learning took place during the 2000-2001 school year. Two learning forums on technology, two CTAT tech talks, discussions with Cabinet, CTAT, Deans Council, ALT. The list below captures the ideas that give a sense of the campus thinking around the use of technology for learning.
• Technology is a tool to enhance student learning and staff learning
• We can give our students access to new technology
• They can become technically competent
• Technology can help students improve their problem-solving skills
• Using technology will help us learn more about good teaching
• It can reenergize faculty
• Teachers will learn to teach in new ways, to communicate in varied ways – some not face to face
• Students can be more engaged
• The best way to learn is to teach – technology gives students more opportunities to teach
• Technology can help us better accommodate students’ different learning styles
• Technology will help us open the world to our students
• Many more topics are available in more powerful ways
• Richer resources
• Allows deeper student work – student research can be of higher quality
• Technology will help us get students from where they are to where they’re going on their schedule through their best modalities
• We want to have a reputation for providing those flexible options
• We want to have a reputation for technology updated instruction
• We don’t want to lose our reputation for providing good instruction
• We don’t want to lose small class size, quality, access
• We don’t want to lose human interaction, personal student contact, mentoring and counseling
• Our students need individual attention and support
• We don’t want to miss seeing the light go on in students’ eyes
The Academic Deans, the Distance Learning Team, IT, Media Technologies met together to discuss technology and teaching and came to consensus about three outcomes:
1. Flexible Learning for Students
2. Quality Instruction
3. Teachers who know how to use technology and embrace and support it.
From this discussion and a Tech Talk in April, 2001, the current action plan was developed. The areas of the plan were:
1. Provide coordination of Technology and Learning
2. Provide student services at a distance
3. Support faculty in using technology to enrich education and provide learning options
4. Help students meet the technology skill general learner outcome
5. Develop a distance learning strategy for GRCC
This current document is in response to number 5 above.
Blackboard SURVEY - Winter 2008 Faculty and Student Results
Student Survey
N=1098
47% use a desktop system, while 48% use a laptop when accessing Blackboard.
71% of students access Bb from home, and 23% from campus.
96% access Blackboard on a high speed/broadband connection.
65% have used the Facebook Coursefeed Application, 25% have used Wimba Pronto, 13% have used Blackboard Backpack, and 11% have used Blackboard Scholar.
96% of students say that using Bb provided a better learning experience.
92% would like more of their instructors to use Blackboard to deliver their course materials, grades, and announcements.
61% of students would like to see more hybrid courses offered.
Selected open ended responses:
- Several responses wanting to see faculty absences delivered through Blackboard.
- "I love Blackboard! I wish we would've had it 20 years ago when I received my first degree."
- "Blackboard is great. I just wish all of the instructors used it."
- "I love blackboard, please never get rid of it."
- "I think using blackboard has actually made me interact more with my instructors because maybe I don't have to see them face to face?"
- "I think BB is a wonderful tool for all students it really helped me to go farther in my first semester here at GRCC!"
- "I like that the school is genuinely concerned about how easily accessible blackboard is and how the majority of students would like their class settings."
Faculty Survey
N=158
59% of faculty access Blackboard primarily from home, followed by 31% from campus.
83% use the gradebook, 80% use announcements, 54% use the content areas, 53% use email, 33% use assignments, and 21% use discussion boards.
85% use the Photo Roster Building Block, followed by SafeAssignment at 15%.
89% of faculty say that it would improve the student learning experience here at GRCC if more instructors would use Blackboard to deliver their course materials, grades, and announcements.
Selected open ended responses:
- "Easy to keep organized. Student accountability--they know where to find grades, missed assignments, course documents...without asking me repeatedly."
- "My class only meets once a week and this is an invaluable communication tool for me to reach my students. I can post readings and assignments at any day of the week. It was also great for journaling. It has inabled me to almost completely reduce paper assignments. And Finally, the class was an ASL class so I was able to connect the students with the community partners thorough Blackboard."
- "I wouldn't be interested in teaching without Blackboard. This tool allows me to stay organized, and keeps the students organized for success!"
- "I think that it's not about changing the technology, it is about changing the attitudes. I hear a lot of professors talk about how if they put their notes up on bb that students would not show up for class. While that is very true, it doesn't have to be a bad thing. Class time can be a time to encourage critical thinking. We need to change the professors ideas about what happens in the classroom. Offer more ideas of ways to promote critical thinking. Offer workshops on active learning in the classroom. Not just one session on the learning day, but all of the sessions dealing with various ways of implementing active learning."
<Insert language about recent history, including technology survey>
Blackboard Usage - Winter 2008
Overall USAGE:
- Total number of Live Courses: 1208 (Winter'06 - 890)
- Total file storage used by Live courses: 39 Gb (Winter'06 - 15 Gb)
- Total Unique Students : 16980 (Winter'06 - 14652)
- Total Student Enrollments: 34468
- Total Unique Instructors : 440 (Winter'06 - 325)
- Total Unique TA's : 56
Overall TOOLS USED in Courses:
Content
- Number of courses using: 1109
- Percentage of all courses using this Tool: 91%
Gradebook
- Number of courses using: 750
- Percentage of all courses using this Tool: 62%
Staff Information
- Number of courses using: 385
- Percentage of all courses using this Tool: 31%
Announcements 313 25%
- Number of courses using: 313
- Percentage of all courses using this Tool: 25%
External Links
- Number of courses using: 274
- Percentage of all courses using this Tool: 22%
Quizzes
- Number of courses using: 249
- Percentage of all courses using this Tool: 20%
Distance Learning Enrollment History
Number of classes offered via distance learning technologies/ number of students enrolled
Summer 2000 Fall 2000 Winter 2001 Summer 2001 Fall 2001 Winter 2002
ITV 6/ 135 10/257 5/ 130 6/132
Cable 1/23 1/23 1/26 1/29
Telecourse 29/978 23/853 29/1064 32/1261 26/962 29/1147
Internet 3/41 5/82 8/126 4/43 8/159 10/190
VLC – grcc * 1/4 3/35 3/43 1/4 6/80 8/129
VLC – home # 16/11 50/28 19/15 22/18 21/15 27/39
VLC- guests > 1/1 3/4 3/4 0/0 6/14 8/8
*These are classes offered from GRCC via the MCCVLC (this is a duplicate count – these classes are also included in the “Internet” line above)
#These are classes provided by other colleges through MCCVLC and taken by our GRCC students
>These are the GRCC classes taken by students from other colleges through MCCVLC (this is a duplicate count – these classes are also included in the “Internet” line above)
Blackboard and Multimedia Station Data
Blackboard Statistics Table
Fall 2000 Winter 2001 Fall 20011 Winter 20022
Blackboard Version CourseInfo 4 CourseInfo 4 CourseInfo 4 5.5.1 5.5.1
Instructors 78 127 81 60 99
Enrolled Students 1119 1815 3180 1170 3968
Courses 140 214 264 179 317
Departments 21 24 25 n/a 19
1 Data includes concurrent use of Blackboard CourseInfo 4.10 and Blackboard 5.5.1. This data includes duplication of courses on both versions.
2 Data as of March 25, 2002 on Blackboard 5.5.1
History and Timeline for Blackboard Upgrades:
January 3, 2000- Blackboard CourseInfo 4 Installed
July 3, 2001- Blackboard 5.5.1 Installed
January 11, 2002- Blackboard CourseInfo 4 Terminated
Planned for Summer 2002- Blackboard 6 Learning Enterprise with Community Portal
Current Resources and Actions
In September, 2001, the Distance and Learning Technologies Department was established. This department is charged with providing leadership, coordination, support and training that will advance the use of technology for learning at a distance and in the on-ground classrooms. The department is in the Instructional Design and Learning Technology area and contributes to fulfilling the mission of that area to be a collaborative unit enhancing the college’s core purpose of teaching and learning.
The Distance Learning and Instructional Technologies related staff are:
Distance Learning and Instructional Technologies
Patti Trepkowski, Dean
Misty McClure-Anderson, Support
Candy Norder, Support
Garret Brand, Director
Eric Kunnen, Coordinator
Steve Abid, Telecourse
David Pruis, ITV/Cable
Ann Alexander, Online/Hybrid
Media Technologies Staff
All of the staff in Media Technologies work with Distance Learning and in classroom multi-media technology. They provide services that range from planning to meet technology needs, to ordering, installing and maintaining classroom multimedia technology, to operating the cable channel that broadcasts the telecourses, to operating the CODEC for ITV classes.
Information Technologies Staff
The Network and the CWIS are integral components of all aspects of learning with and supporting students with technology. IT also manages the use of classroom and open lab hardware and software, classroom internet connectivity, and provides helpdesk support for faculty.
Library AVISS Staff
AVISS manages the periodic classroom use of multi-media stations, as well as all temporary television/vcr use, and laptop rental.
The Distance Learning and Instructional Technologies Department is the unit primarily responsible for coordinating the work of these many units and teams to support the use of technology in learning. To accomplish this, they:
- Work with the academic departments and administration to create degree or certificate pathways for students enrolled in distance learning programs and courses.
- Partner with the Learning Academy to provide standards, learning experiences, and course development support for faculty that will assure quality in distance courses and web-based materials for on ground courses.
- Work with Media Technologies and LRTS to establish a sustainable technical and support infrastructure to deliver courses for the distance learning program, to effectively use technology in the classroom, and to provide web-based student support and business services.
- Establish processes and procedures to support distance learning and the use of technology in the classrooms.
- Work with the Deans Council to establish policies to support the distance learning program, the use of technology in the classroom, and the use of web-based student support applications.
- Work with Financial Services, Grants and Funding Office, Information Technologies, and Media Technologies to create, identify and secure the funding necessary to support the work.
- Work with Student Support Services staff to create and maintain effective web-based services for students.
We have many other internal resources to bring to bear on using technology more effectively for learning:
- Network
- CWIS
- Blackboard
- Computer labs – open and classroom
- Multi-media presentation hardware and software installed in some classrooms
- Internet connectivity in some classrooms
- Wireless
- Portable multi-media stations for classroom use
- Multi-media production labs for faculty and students
- Multimedia Equipment Available
Classrooms equipped with Destination Stations 72
ITV Classrooms 5
Portable Multimedia Carts for Loan from Library 3
Laptops for Loan through Library
4 (89%use)
Portable Multimedia Carts housed in departments 12 (est.)
there is no institutional inventory of these department-owned units
In addition to these resources, we have a multi-media production center for faculty in the Distance and Learning Technologies area and a video-production center for students in the library.
We have 18 computer labs that are used for 186 class sections.
Our Faculty are a primary resource – the people responsible for providing the learning experiences for students and using technology as a tool in that process.
246 fulltime faculty and 349 part-time faculty
15 faculty members are trained or are in the process of learning to teach online courses
14 faculty members are trained or scheduled to be trained in teaching via ITV
99 faculty members have a Blackboard account
All faculty do online grading
98% of fulltime faculty have an office computer, all full time faculty have access to an office computer. There is one computer available for every 3 adjunct faculty. These are not proportionately distributed, some of the largest departments have a much higher ratio of adjunct faculty to available computers.
Innovation grant awards and MCCVLC grants have been used to fund internet course development.
Innovation grants related to technology and learning
Department Project Year
English Produce a video for the American Cinema course 1999-2000
Nursing Implement Question-Mark Computer Testing 1999-2000
Math Develop on-line calculus course 1999-2000
Computer Apps Develop two on-line courses 1999-2000
Child Development Develop on-line course 1999-2000
Culinary Arts Incorporate video of progressive techniques from European chefs in class 2000-2001
Biological Science Develop 6 part CD ROM/ Video on Monarch Butterflies 2000-2002
Business Develop 2 on-line courses, orientation for on-line students,on-line tutoring 2000-2001
Visual Arts Incorporate Adobe Illustrator in course 2000-2001
Business Develop 4 on-line courses, 2 instructors take the Teaching On-line Course 2001-2002
Computer apps Develop 5 on-line courses, 3 instructors take the Teaching On-line Course 2001-2002
English Develop 1 on-line course, take the Teaching On-line Course 2001-2002
Math Develop 3 on-line courses, 4 instructors take the Teaching On-line Course 2001-2002
MCCVLC Kellogg Grant Supported Projects
Department Project Partners
Computer Apps Develop 4 online courses for Network Specialist Program Northwest Michigan, Oakland, Henry Ford
Child Development Develop 4 online courses for Early Childhood Education - CDA Formal Training North Central
A Course Model for online courses and standards for distance education have been developed and were approved this semester at Deans Council. These standards are based on the NCA standards for on-line degree programs and the MCCVLC Course standards. (See Appendix A)
The Teaching On-line course began on 3/18/02 with 11 participants. The course teaches faculty how to develop and teach on online course. The new standards require participation in this course or other online teaching course before a faculty member can teach on-line.
Use of multi-media stations. We have a record of the number of logins in one year on each of our destination stations. The range of logins goes from 1 - 210. We have approximately 140 instructional days during the Fall and Winter semesters with a classroom used about 6 times a day. Classrooms are not used so extensively in the summer, maybe 70 days at 3 times a day. So, the maximum number of logins would be 1,500 in a year. An instructor teaching back-to-back sections in one room would only log on once for several sections. (See Appendix B for the Log-in data).
The General Learner Outcome on technology was one of the first GLOs defined. The team is working on the outcome measures this semester and this GLO will be pilot tested next Fall. The skills to be measured are described below.
Technology Skills Draft Competency statements
A. Electronic Communication
Students will:
1. Send and receive e-mail with or without attachments
2. Practice appropriate e-mail etiquette
B. World Wide Web
Students will:
3. Demonstrate ability to navigate the WWW
4. Conduct research using search engines
5. Access, download and print information from the WWW
C. General Computer Operation
Students will:
6. Demonstrate ability to use a computer operating system
7. Demonstrate keyboard and mouse skills
8. Practice effective file management skills
9. Use online help features for information and troubleshooting
10. Develop an awareness of computer security issues (e.g. passwords, viruses)
D. Word Processing
Students will:
11. Create a document
12. Perform basic editing and formatting
13. Demonstrate ability to save, print and retrieve documents
E. Discipline Specific Technology
Students will:
14. Demonstrate ability to use occupational/course specific hardware or software where appropriate
Last year's CTAT budget team created the two Technology Allocation Teams : TAT Standards and TAT Implementation. These teams are responsible for allocate current technology resources for maximum use. The CTAT budget team found that some classrooms had Multi-media stations that were not being used. The TAT teams have been working all year to reallocated unused equipment according to the guidelines developed by the standards team. 4 classrooms were set up with multi-media stations, 1 classroom had a projection system installed, 21 classrooms had TV/VCR/DVD equipment installed. Equipment was moved from AVISS, the ATC, and Media Technologies to help outfit these classrooms.
Blackboard trainings are offered for departments, as one-on-one consultations, and entirely online. There is also a student and faculty support page available in Blackboard.
On-line tutoring is currently running a pilot of NetTutor. This project began on March 18, 2002, and it will run for approximately 2 months. This software enables live real-time chat for tutoring. The whiteboard includes a fully extensive character set that includes mathematic symbols. NetTutor can be fully integrated into Blackboard.
Online orientation for students taking online classes is available. All of the tutorial lab coordinators are trained in Blackboard, so they can help students. Blackboard also has a help screen and there is a video clip showing how to login and use Blackboard. In addition, there is a readiness survey that students can take to determine if online learning is right for them.
As noted above, we are beginning a pilot program that involves the Open Computer Lab providing Student Help Desk support. Up until this point, the only help available to students was from their instructors. There are technical problems that instructors are not equipped to handle. This plan includes a proposal for student help desk services.
Contract work has begun and is ongoing on issues such as qualifications, compensation for developing online courses, course limits on online courses, and provisions for paying when there are additional students enrolled.
Current Assessment Data
In a recent survey of faculty using Blackboard, 68% agreed that Blackboard made teaching their class more enjoyable and 32% were neutral on that question. All of the instructors surveyed agreed that more instructors should use Blackboard to organize and post their course materials online. Some of the comments made in the survey are:
• Blackboard has allowed by students to come to class PREPARED!
• Blackboard has absolutely energized my classroom time and helped me become a more thoughtful instructor.
• I have found that Blackboard makes staying connected to my students very easy. This alone makes teaching this type of course without Blackboard very unattractive!
• Blackboard is the teacher's best teaching assistant.
• Bb has been a wonderful tool in helping me provide students with more information than every before and helping them stay organized. It is also valuable because it supplies material to students who miss class, so they are not as disadvantaged as they would have been before Bb.
• By having the tests on-line, students get immediate results. I also put the grades online so students always know where they are at in the class.
• COMMUNICATION!!!!!!!!Bb really helps me keep in touch with my students. They can ask questions. I can answer. I can post additional help notes, point them to helpful websites, etc.
Some of the problems noted by instructors are:
• The amount of time it takes to develop material.
• Technical problems.
• Students needing to learn how to use technology.
• Updating is cumbersome.
• Not all students use the site.
Another survey asked for faculty analysis of the classroom multi-media stations.
The primary uses of the multimedia stations are:
Viewing video tape 73%
Viewing data software programs (Powerpoint) 34%
Accessing the internet 30%
Playing DVDs 13%
Viewing overhead transparencies 12%
Combination of all listed functions 7%
Viewing 3D objects using an overhead camera 5%
Writing on desktop write-on board using overhead camera 3%
Viewing microscope slide enlargements 3%
Faculty rated their experience with the ease of operation of the multimedia systems as Excellent 9%, Good 43%, Fair 28%, Poor 19%. They rated the response time for fixing problems as Excellent 8%, Good 34%, Fair 40%, Poor 18%. Several noted a lack of help at night and on weekends.
Some faculty comments on the use of Multi-media stations:
• Having a multimedia station available for use was great when it worked. Many times I was not able to log into the system, the sound was out, the pointer did not work, etc. There also needs to be a way to sue the system for video playback without having to log on. To use a system to supplement my teaching I should be able to have all my classes in a room with a station. If I have four classes of the same subject and only one has a station available, where is the incentive for building powerpoint and other exiting media for use in only one class?
• I appreciate the system. It is so easy to use.
When it works it is a great tool, but if it is down for any length of time it is a problem when everything for lecture is on powerpoint. Service time is generally good, but if it is down when you need it, even generally good service is too slow.
Current Needs and Issues
Additional staffing needed to support expansion
- Student help desk support is essential. We currently don’t provide that. Students trained in technology may be able to work in these areas – providing student support, faculty support, in classroom technology support. There is a pilot beginning in the ATC Open Lab to provide a Student HelpDesk to assist students with issues regarding eGRCC. This is a missing link in our support for students as we continue to roll out online learning and services to students over the web. This pilot will provide us with needed data to measure what the demand is and help us scale our long-term support for students in their use of technology. We are also proposing the formation of a Student Information Technology unit that would be managed and staffed by students. This is modeled after very successful programs at the University of Wisconsin at Milwaukee and at Northern Michigan University. This proposal recommends modest staffing until data from the pilot in the Open Lab can be gathered and analyzed to better determine what the proper scale of support should be.
- Our current ratio support staff to faculty is approximately 235 to 1 and without an additional position our support ratio will go to approximately 290 to 1 when Tassel M-Tech come online. The Gartner Group and IBM have raised recommendations for Total Cost of Ownership models (TCO) from a technician ratio of 85 to 1 to 115 to 1. This is IT support. Our support issues involve both computer technology and multi-media technology. Current staffing is not sufficient to meet current needs. The expansions of the use of technology proposed in this plan will further intensify the technology support needs. The support for the use of classroom multi-media equipment involves providing training for faculty, trouble-shooting problems, keeping equipment in good repair, planning for cascading, and coordinating room use. Currently, staff from Media Technologies and from Distance and Learning Technology try to meet these needs with IT providing helpdesk contact. There is need for coordination between these three departments to assure that this work has priority, and to decide together how future support needs will be met.
- As more faculty develop on-line courses and use Blackboard to supplement their on-ground courses, the need for technical support for Blackboard increases as does the need for instructional design services to assure the quality of the web-based material. Our current Instructional Designer spends 80% of his time managing BlackBoard. There is a need for a BlackBoard support person either in Distance and Learning Technologies or Information Technologies.
- As faculty work on developing online courses, adjunct faculty will need to cover other courses.
- As we add more technology capacity for distance learning and in the classroom, we also increase the need for both technology support and professional development support. The support issue is particularly acute in instructional applications. When an instructor is standing in front of a class planning to use multi-media applications and the technology fails, s/he needs help immediately. Professional development support is needed in learning to teach online, developing online courses, teaching via ITV, using Blackboard, enhancing interaction in telecourses, using the classroom multi-media equipment, developing multi-media teaching materials, and using textbook-supplied computer and multi-media materials.
The Distance Learning and Instructional Technologies area is charged with coordinating all these efforts. Media Technologies, Information Technologies, the Library, the Center for Teaching and Learning are all integral to the success of these ventures. It is a priority to map out all the work that needs to be done, define who in which area is responsible, and clearly define the gaps.
The priorities from this plan in the support area are to begin to solve the student help desk problem, be sure there is appropriate support for the use of Blackboard, continue the online teaching training, assure the functionality of classroom multi-media systems, and assure that faculty have the help they need from an Instructional Designer to incorporate technology in their distance and on-ground classes. Both fulltime faculty and adjunct faculty need training in using technology for teaching.
MARKET ANALYSIS
Local Trends and Initiatives
Broadband will increase the options for multimedia transmission via the internet.
High school needs - steady increases in dual enrollment , some needs are currently being met by ITV and Internet courses. High Schools are requesting more ITV courses for their students.
Business community needs both credit and non-credit options for training.
We are an ACT Center and so can use their library of course modules. We also have use of the NETg modules through MVU. These and other resources are part of the trend to use more already developed material for courseware and use development dollars for the construction of the course including means of interacting with other students and with the instructor.
MCCVLC continues to grow.
Quality standards are increasingly important. As the novelty wears off and students expect more from technology, it is essential that good teaching and learning principles inform the use of technology, both in distance learning and in face-to-face classes.
Data on local computer use:
A Fall,2001 survey of students attending college orientation (N=1838)
found that 81.3% have access to a computer on a daily basis and 75.5% have daily access to the internet.
A survey of Kent and Ottawa residents yielded data on local computer access and use.
Oct 00 - Sep 01 Kent Ottawa
N: 400040 168320
Percent with access to Internet 61% 64%
Accessed Internet in the last 30 days 56% 61%
Accessed Internet in the last 7 days 26% 28%
Household owns a computer 65% 75%
Use at home: E-mail 48% 50%
Use at home: News 21% 19%
Use at home: Research/Education 21% 19%
Use at home: Games 21% 11%
Use at work/other: E-mail 27% 33%
Use at work/other: News 15% 10%
Use at work/other: Research/Education 11% 9%
Use at work/other: Work-Related Use 15.5% 16.5%
The complete survey is in Appendix C. The number of people who use the internet at home and at work for research/education is significant and can give us a sense of the local market for learning online. In our sample of students, 81.3% of them owned a computer compared to 65-75% of the Kent/Ottawa residents and 75.7% of the student sample had access to the internet as compared to 61-64% of Kent/Ottawa residents.
National Trends and Initiatives
Internet 2 and Broadband
Move away from separate for profit Virtual Colleges, both NYU and Temple University closed their for-profit Virtual Colleges this year, incorporating their online offerings into their regular academic offerings.
Move toward ubiquity of technology – wide, shallow applications that involve more of the faculty and students in easier to use technology.
Two of the specific challenges facing community college identified in The Big Picture Look at Technology in the Community Colleges from the League for Innovation deal directly with these issues:
Technology Transitions. The general trend toward increased use of technology will accelerate. Training faculty in technology will remain a major issue. The cost of obtaining and maintaining technology will be a major issue for governing boards and legislatures. New instructional delivery methods will increasingly be based on information technology.
The Learning Revolution. Colleges will become more learner centered. Options for alternative learning times, places, and methods will increase, and many of these will involve information technology.
A session at the 2001 League for Innovation CIT conference identified key technology issues for Community Colleges. Those listed below are the issues currently facing us:
- Return on Investment
Based on benefits to students compared to other beneficial programs for students – return on learning
- Ubiquity vs. Specialization
80/100 rule or 80/10 rule - do we spend 80% of our dollars to reach 100% of our students or 80% of our dollars to reach 10% of our students? Steve Gilbert from the Teaching, Learning Technology Roundtable writes about the importance of finding wide, shallow applications of technology that can be used by almost all faculty and students (80%) while at the same time supporting some riskier ventures by the technology pioneers (20%).
- Security vs. Open systems
As we move toward more web-based applications, the need for access to meet educational needs poses challenges to the need for network security .
- High tech vs. High touch
A Learner-Relationship model places emphasis on using technology in a way that builds relationships with our students. High Tech enables High Touch when technology can automate some functions freeing teachers and other staff to meet individual needs.
- Vendors vs Colleagues
Continuing to build partnerships with software and hardware vendors will help us get the products and services we need and will help them in their development of products useful to community colleges. The technology must meet our instructional needs.
- Development to Adoption
Using already developed course materials from textbook publishers and other vendors will save time and money. This frees up the instructor to focus on structuring the whole course. Our development resources can focus on enhancements and customization, not developing entire courses.
- Experts to expert systems
Knowledge management allows people within an organization share information and learning. Building cohorts and connections helps people learn from each other. Steve Gilbert names this developing a culture of collaboration and learning.
- Amtrack to Cluetrain
The Baby Boom Echo will have a great influence on our college. We are increasingly feeling pressure due to our students' expectations for the availability of technology. The younger students use and expect technology, they take it for granted.
- Internet to Evernet
Use of wireless technology will make internet access available everywhere.
- Digital Divide to Digital Democrary
“The current and future health of America…depends directly on how broadly and deeply Americans reach a new level of literacy – ‘21st Century Literacy’ – that includes strong academic skills, thinking, reasoning, teamwork skills and proficiency in using technology.”
This session also highlighted some trends that are away over the horizon:
- Voice recognition
- Artificial intelligence
- Holographic technology
- Wearable technology
- Bio technology
Characteristics of the College’s Distance Learning Students
A recent survey of students using Blackboard yielded some information about our students. 268 students replied. 26% of them were taking an online class, and 74% were using Blackboard as part of an onground class.
71% of students said that using Bb was more enjoyable, 27% were neutral, 3% said it was less enjoyable.
Students were asked to comment on how Blackboard helped them do better. The response categories below are in order of frequency:
Access to course materials (46)
Kept students more organized, helped them keep track of learning (43)
They could do course work at their own timing, at home, with fewer distractions (39)
They could keep track of grades, assignments and progress (29)
They learned to use the internet and had access to more internet resources related to the course (25)
Enjoyed discussion board contact with other students (14)
Had more contact with teachers (13)
Online discussion gave more time to think about responses (8)
Had more time with course material (5)
Increased independence as a learner (4)
When asked what Blackboard did not do as well in supporting learning the categories of responses were:
Nothing (74)
Not as much interaction with instructors and other students (18)
Didn't get as immediate a response to questions (18)
Answers and examples were not as in depth as they would be in a class (17)
Technical problems, log in problems (7)
Less motivating (4)
More work (4)
Some comments:
I really enjoyed using Blackboard because it was more efficient use of my time. I eliminated trips to the college and used the time to learn. I would take another class such as this in a minute.
I enjoyed using Blackboard because this fits into my schedule. As a returning adult student, it can sometimes be difficult to fit classes around my complicated schedule. With Blackboard, I can do my homework at midnight if need be..
I really enjoyed using Blackboard because you can check your grade and what you are missing at home or pretty much anywhere. I really like knowing what I got on assignments.
I like using Blackboard because I could work at my own speed and review assignments and problems as often as I needed to.
Blackboard is effective in organizing and informing students of their class responsibilities. Posting assignments and taking exams online is as easy as it is convenient. Blackboard is a real service!
Blackboard is a very good supplement to the classroom. If you lose a handout or forget an assignment or when it is due, you can zip right on and find the info that you need. Blackboard is phenomenal and should be used by every instructor!
Students were asked which kind of delivery they preferred. 20% said only online, no face to face meeting times. 12% said only on campus, no online meeting times, 68% said they preferred a mixed offering, with some online and some face to face meeting times.
Competitor Analysis/Benchmarking
Below is a listing of the internet offerings by local colleges:
Davenport University:
Graduate Online Programs:
Accounting
Health Care Management
Management: Strategic Management Specialty
Management: Entrepreneurial Specialty
Technical/Specialty Programs:
Certified Customer Service Representative
Human Resource Management
International Business
Leadership
Small Business Management
Certification Preparation Programs:
Marketing Manager Certification
Professional Sales Certification
Quality Leadership Certificate
Sales Manager Certificate
Diploma Programs:
Accounting Procedures
Microcomputer Applications
Associate Degrees:
Accounting
Automated Accounting Applications
CIS Systems Analysis/Applications Development
Computer Systems Technology
Entrepreneurship
Management
Marketing
Bachelor Degrees:
Accountancy
Accounting
Business Administration (Accounting)
Business Administration (E-Commerce)
Business Administration (General Management)
CIS E-Commerce
Entrepreneurship
General Management
Human Resource Management
Industrial Management
Management – MGA – Bachelor of Applied Science
Marketing – MKA – Bachelor of Applied Science
Self-Directed Management
35 online degree programs
Offer more than 130 undergraduate online courses
Grand Valley State University:
Offer various online courses (couldn’t find specific ones that are offered every semester)
Winter 2002: 11 online graduate courses, 5 online undergraduate courses
Spring/Summer 2002: 1 online graduate course, 4 online undergraduate courses
Fall 2002: 6 online graduate courses, 4 online undergraduate courses
Online courses offered in Education, Marketing, Management, Nursing, Social Work, and Writing seemed to be the most popular areas.
They have online graduate level certificate programs in Educational Technology, Library Media Specialist, and Public Administration.
Cornerstone:
Nothing in regards to online classes on their web site.
Calvin College:
Nothing on their web site in regards to online classes with the exception of an online graduate course (EDUC 501) offered Spring 2002.
Aquinas:
Information on their web course page was from Fall 2001. They offered EN 330/EN 630. They do offer online courses in their Master of Management program. Organizational Theory and Design, Ethics and Social Responsibility of Management, and Graduate Writing Seminar appeared to be the ones offered online. There were 6 online courses offered during the Spring 2001 semester.
Western Michigan University:
They have a distance education page on their web site that discussed different format classes including online courses. It didn’t state how many online courses they offer. They do offer an online graduate certificate program in Educational Technology.
Michigan State University:
Offer over 100 online graduate and undergraduate courses.
They have 3 online programs including Criminal Justice – Master of Science, Education – Master of Arts, Packaging – Master of Science and 6 online Certificate programs. The certificate programs include Chemical Engineering Continuing Education/Bridging Program, Computer Aided Design Certificate, Global Management Certificate, Human Environment and Design Facilities Management Certificate, International Food Laws and Regulations Certificate, Watershed Management.
University of Phoenix:
Associate of Arts in General Studies
Bachelor of Science in Business/Accounting
Bachelor of Science in Business/Administration
Bachelor of Science in Business/e-Business
Bachelor of Science in Business/Management
Bachelor of Science in Business/Marketing
Bachelor of Science in Criminal Justice Administration
Bachelor of Science in Health Care Services
Bachelor of Science in Information Technology
Bachelor of Science in Management
Master of Arts in Education with a Specialization in Curriculum and Instruction
Master of Arts in Education with Specialization in Curriculum and Technology
Master of Arts in Education with a Specialization in E-Education
Master of Arts in Education with a Specialization in Teacher Education for Elementary Licensure
Master of Arts in Education with a Specialization in Teacher Education for Secondary Licensure
Master of Arts in Organizational Management
Master of Business Administration
Master of Business Administration/Accounting
Master of Business Administration/e-Business
Master of Business Administration/Global Management
Master of Business Administration/Health Care Management
Master of Business Administration/Technology Management
Master of Science in Computer Information Systems
Master of Science in Nursing/Master of Business Administration/Health Care Management
Doctor of Management in Organizational Leadership
There are a total of 25 programs listed that were stated as online programs on their web site. There didn’t appear to be a total number of online courses offered.
Lansing Community College:
Their web site showed that they offered 9 online degree programs and 6 online certificates. Their degree programs include:
Business Administration – Associate in Business Degree
Computer Programmer/Analyst – Associate in Business Degree
Criminal Justice, Law Enforcement – Associate in Business Degree
E-Business – Associate in Business Degree
International Business – Associate in Business Degree
Microcomputer Database Specialist Associate in Business Degree
General Associate Degree
2+2 Transfer to Central Michigan University – General Associate Degree
3+1 Transfer to Franklin University – Six Majors
Certificates include:
Computer Programmer/Analyst – Certificate of Completion
E-Business – Certificate of Achievement
Information Technology Basics – Certificate of Completion
Internet for Business – Certificate of Achievement
Internet for Business – Certificate of Completion
Microcomputer Database Specialist – Certificate of Achievement
During the Spring 2002, they offered 98 online courses.
Schoolcraft College:
Offers their own online classes and offers courses through MCCVLC. They have an online degree program with Madonna University. A student can receive an Associate of Arts, Bachelor of Science in Business Administration, and a Master of Science in Business Administration. There are 4 blocks that the student can follow, which are:
1. Effective Communications and Decision Making
2. Global Citizenship and Diversity for International Development
3. Paradigms for Organizational Change
4. Tomorrow’s Leadership for World Organizations
During the Spring 2002, they are offering approximately 37 online courses, and approximately 16 online courses during the Summer 2002.
Northwestern Michigan Colleg:
They are offering their own online courses and through MCCVLC. In the Fall, they are offering five courses in Business, five courses in Computer Information Systems, three courses in English, two courses in History, six courses in Information Technology Database, one course in Information Technology Hardware, one course in Mathematics, one course in Philosophy, one course in Political Science, two courses in Psychology, and two courses in Visual Communications.
Muskegon Community College:
Offers their own online courses as well as courses through MCCVLC. During Winter 2002, they offered 39 online courses. In Spring 2002, they are offering 9 online courses, and they are offering 5 online courses in the Summer 2002.
Kalamazoo Valley Community College:
They offer nine online courses through MCCVLC, and they have three of their own online courses.
Henry Ford Community College:
They have 222 courses that can be accessed through Blackboard. These aren’t all necessarily online courses. They have approximately 12 online classes that are offered in Computer Information Systems and Mathematics. They are also doing an internet-based Biology course. Students only have to come in to do the lab portions of the course.
Oakland Community College:
They offer two types of online courses. Type I is where the instructor and students are not physically present in the same place at the same time, and Type II is when there is some mandatory on-site requirements. During the Winter 2002, they offered 20 online sections of 16 different courses. During Summer 2002, they are offering 11 sections of 9 different courses. Their listing for Fall 2002 isn’t available yet, but they do plan on offering online courses.
Mott Community College:
They offer online courses. During the Spring/Summer they are offering 5 online courses in Information Technology, 2 courses in Business, and 2 courses in Social Science.
They also offer Distance Learning Associate Degrees through their College in the Workplace. The degrees are designed for the adult learner working full-time. It’s a campus-free home study program. Courses can be online/internet delivery, video based, print-based or multi media (video, CD, and/or online). Their degrees include:
1. Associate in Applied Science – General Business
2. Associate in Science
3. Associate in Applied Science – Computer Occupations Technology
4. Associate in Arts
5. Associate in General Studies
Macomb Community College :
They offer their own online courses and courses through MCCVLC. During the Summer 2002 session (May 20-July 13) they are offering 19 online sections of 15 different classes; and during the session (June 10-August 3), they are offering 8 sections of 7 different courses. Their online courses are offered in 8 or 12 weeks instead of their usual 16-week format.
FINANCIAL ANALYSIS
Historical Data
As indicated elsewhere in this report, the College has been involved in Distance Learning for some time and incurred related expenditures. The College measures the effectiveness of its academic programs through the use of the indirect cost model. Results for Distance Learning and Telecourses for the 2000-2001 year are as follows:
Credit Hours Generated 9,583
Direct Tuition Revenue $627,878
Direct Salaries $881,270
Other Direct Costs $149,340
Net Loss (402,732) $(42.03) loss per credit hour
Net Allocated Revenue $505,695
Net Indirect Revenue $102,963 $10.74 gain per credit hour
For 2000-2001, the average direct loss per credit hour for all college academic programs was $52.98 and the average indirect loss per credit hour was $.21. Comparative information for 1999-2000 shows a $46.57 direct loss per credit hour and a $5.05 indirect gain per credit hour for the Distance Learning and Telecourse operations.
During 2001-2002, the President’s reorganization created a new department “Distance and Learning Technologies”. Currently, expenses related to distance learning offerings (including telecourses) are included in separate organizations:
• 0030 Telecourses
• 0239 Distance Learning
• 0331 Distance and Learning Technologies
Beginning in the 2002-2003 fiscal year, all budgets currently shown, as separate organizations will be combined into one organization to allow more formal tracking of expenditures. See Appendix D for historical expenditures for each department. It should be noted that these amounts do not include direct instructional costs for courses offered or release time/stipends for faculty working in support of distance learning. In addition, equipment dollars are allocated each year and only include those expended through the general fund.
Cost of Future Expansion
There are three main components to the proposed expansion to the distance learning program: direct instructional and development costs, support costs and equipment. During our research for this plan, we found a model for estimating the future costs and revenues derived from distance learning. We completed the model using several scenarios. The scenarios to be recommended are attached as Appendix E and F. Concerns with this model are that salaries and wages included are not representative of what the College pays. However, since some of these costs are already assumed by the general fund, this is considered a reasonable prediction of future expansion of the program. Even if the program does not operate at this level, the comparative indirect cost gain or loss would not change significantly.
The provision of student help desk services is one of the indirect costs associated with this plan. We studied two models to come to our plan: The University of Wisconsin at Millwaukee and Northern Michigan University. The recommendation is:
• The Student IT department would report to IT with the following staffing and levels:
Director (1) - Student part time 20 hours per week
Assistant Director (1) - Student part time 20 hours per week
Technicians (15) - Students part time 12-15 hours per week
• Services provided
Help Desk
Application assistance with office applications and email
eGRCC
iGRCC (Blackboard)
Dial-in
Network Account
• Compensation
Hourly wages for director, assistant director and technicians
Director - $12/hr
Assistant Director - $10/hr
Technician - $8.32/hr
Tuition grant for Director and Assistant Director
50% tuition grant with contract for two years, one year as assistant director and second year as director
This program would cost $120,000.00 in recurring costs.
Expansion of equipment to serve distance learning is not included in the model above. This is a necessary component to the successful expansion of the distance learning program. Minimum equipment needs include: (1) Funding of PC Cascading/Replacement program and (2) Destination station equipment in classrooms. The funding of PC Cascading/Replacement is not included in the budget. Currently, the College funds from under expenditure in the General Fund at the close of each fiscal year to the extent dollars are available. Full budgeted funding of this Cascading Plan is an integral issue for the Future Funding Plan . Destination stations are approximately $14,000 per unit. The recommendation is that we allocate recurring equipment dollars to buy or replace 5 units per year. AVISS needs to replace aging portable units and add some units to serve those faculty who need the multimedia capacity but are not able to be in an equipped classroom. These portable units cost $7,000.00 each. In addition, if the College's Future Funding Plan is successful, there should be sufficient dollars allocated to equip all classrooms.
Recommendations:
1. Add a fee to all telecourses to pass back to students the amount paid to purchase the telecourse rights at $20 per course.
2. Add a fee to all distance learning courses to cover the planned expansion of distance learning options at $50 per course.
3. Use a portion of dollars generated from $50 per course fee to add student help desk.
4. Allocate $70,000 recurring equipment budget to buy or replace 5 destination stations per year. Allocate $42,000 for a one-time purchase of 6 portable multi-media stations.
5. Pilot the use of portable computer labs for the Main and North building. Each cart cost $65,000.00 and each wireless hub cost $3,000.00. If we had a portable lab for each building it would cost $136,000.00
BENEFITS TO THE COLLEGE
Increase GRCC's reputation in the community and State
Attract top faculty
Enhance partnerships with local businesses
Enhance employability of our graduates
Enhance lifelong learning skills of our graduates
Increase preparedness of transfer and articulation students
Provide more modes of learning and teaching
Demonstrate real student-centered approach to education
Enhance ROI in educational technologies
Provide opportunity to be consultants to K-12 or other higher education institutions
Provide opportunity to present at more conferences
Provide opportunity to host/sponsor conferences
ACTION PLAN
Increase distance learning options for students
• Double the number of web-based distance classes over the next 3 years. We are planning this modest increase over the next two years, hoping for that future funding strategies will produce new dollars in 2004-5. Those new dollars may allow us to increase the number of courses even more dramatically.
2001 – 2 8
2002 – 3 16
2003- 4 32
2004-5 64
The course development should focus in three areas: Classes to meet the requirements of the AA degree, at least one program in the Business area, at least one program in the Computer Applications area.
This plan involves providing pay to faculty for learning on-line teaching skills and for developing the courses.
• More research needs to be done around contract training uses of web-based instruction including the use of ACT and NETg materials. There seems to be potential especially in the Computer Applications area. The local market for these services has not yet been identified.
• Continue to strengthen web-based student services.
• The plan also includes adding a $50.00 per student, per course fee to help pay the development and on-line support costs for internet courses.
• Bring all telecourses up to distance learning course standards for instructor-student interaction and student-student interaction at a distance by 2004-5. This will involve using Blackboard in all telecourses for the interactions, for assignments, and for supplemental course materials. We will begin this year working with 3 instructors to pilot the processes and work out the policies necessary to implement this plan. As of now, we offer 32 courses in a telecourse format. This spring, a team of faculty and distance and learning technology staff will work together to plan how to bring the telecourses up to distance learning standards. Concurrently, training will be provided in the use of Blackboard, so that all telecourse instructors are also certified in teaching at a distance.
The costs of telecourse fees will also be charged to students taking these courses. They range from $20-22 per student per course. There is also a licensing fee for each course which will be covered by student fees.
• Distance options will be available to all students, in all courses via the web. We will begin with the syllabus, continue with Gradebook, and continue to explore with individual faculty the many options technology can provide to students.
2002-3 Syllabus in Black Board
Training on Gradebook
2003-4 Web-based resources for all courses
All faculty will use Gradebook
2004-5 Blended technologies will be available for all faculty to use, all courses will have materials on Blackboard allowing students the option of accessing those materials at a distance.
The recently revised hiring guidelines for faculty require skill in using classroom technology. As we hire more new faculty with these skills, the use of technology will become more ubiquitous as long as we keep up with providing the technology and the support necessary.
With the successful upgrade to PS/8 completed, efforts are now being focused on the implementation of Bb Learning Enterprise and portal. With Learning Enterprise in place we will have the tools to integrate the online learning and online services, and in addition integrate these with web-based e-mail for students. This will allow students and faculty to access multiple systems with one user name and password. The Bb portal will provide Student Services with a powerful tool for communicating with students and making information much more readily available to students through the Web. The impact on the classroom will be equally powerful. Manual tasks of selecting and placing students into classes within Bb will be automated. Faculty will have much more flexibility in designing course materials and in linking to other resources for students. Online tutoring will be available in a more seamless delivery through the Bb Learning Enterprise. An online grade book will be available for faculty and students to use to provide the ability for students to more easily monitor their progress. Potentially, every faculty member could automatically have an account on Blackboard as soon as they are assigned a course to teach.
• Work with high schools to use ITV classes for dual-enrolled students. Continue to monitor the development Internet 2 and Broadband Technology that will allow synchronous two-way voice, video, and data between sites. This will also aid in the use of video in asynchronous applications.
In-classroom technology is available for all students
• Multi-media capacity and network connection is in all classrooms and is used as part of normal instructional delivery by 2005-6. At any given time of the day, instructors will have what they need for using technology to facilitate learning. The disparity between buildings in the availability of technology has been overcome.
• Computers are available for in-classroom use whenever needed. This may be achieved through the use of wireless portable labs. We may also decide that Faculty be assigned laptops so they can bring their computers to class and hook into the multi-media presentation equipment. More work needs to be done to find the most workable and flexible solution.
• Students are achieving the Technology General Learner Outcome – pilot measurement in 2002-3, process in place to measure all students achievement of this goal by 2003-4. Curriculum improvements in place by 2004-5.
All faculty, both fulltime and parttime, will know how to use technology to enhance learning.
• All full time and part time faculty will learn to use technology as a tool to enhance learning. This includes both learning about the use of Blackboard and Peoplesoft for all faculty, training on how to use multimedia presentation equipment in the classroom, and, for those instructors teaching distance learning classes, instruction in Internet, ITV or Telecourse teaching methods.
• Implement a comprehensive online faculty and course development plan (see Appendix G).
Support systems are in place to assure successful teaching and learning experiences.
• Our current ratio support staff to faculty is approximately 235 to 1 and without an additional position our support ratio will go to approximately 290 to 1 when Tassel M-Tech come online. The Gartner Group and IBM have raised recommendations for Total Cost of Ownership models (TCO) from a technician ratio of 85 to 1 to 115 to 1. This is IT support. Our support issues involve both computer technology and multi-media technology. Current staffing is not sufficient to meet current needs. The expansions of the use of technology proposed in this plan will further intensify the technology support needs. The support for the use of classroom multi-media equipment involves providing training for faculty, trouble-shooting problems, keeping equipment in good repair, planning for cascading, and coordinating room use. Currently, staff from Media Technologies and from Distance and Learning Technology try to meet these needs with IT providing helpdesk contact. There is need for coordination between these three departments to assure that this work has priority, and to decide together how future support needs will be met.
• As more faculty develop on-line courses and use Blackboard to supplement their on-ground courses, the need for technical support for Blackboard increases as does the need for instructional design services to assure the quality of the web-based material. Our current Instructional Designer spends 80% of his time managing Blackboard. There is a need for a Blackboard support person either in Distance and Learning Technologies or Information Technologies.
The success of the strategies for future funding will enable us to fully realize these plans. In the meantime, we need to do what can be done to make the best use of current resources. The Technology Allocation Process will enable us to get equipment to the classrooms where it will be used. We also need to look at scheduling of computer labs to give the greatest flexibility and to meet the needs of classes that are taught on a regular basis in computer classrooms. At our current levels of funding for support, it is important to keep the installed base number of computers as constant as we can. This plan includes adding 5 multi-media classrooms per year, piloting the use of portable wireless computer labs, and increasing the number of portable multimedia units.
The College is in the process combining two highly successful teams: the Campus Technology Advisory Team (CTAT) the Campus Wide Information System Team to form the new Campus Technology Leadership Team. This new team will include members from across campus to lead efforts to make the best use of both instructional technology and administrative technology. The CTLC will continue the conversations, research, and strategy planning for technology at GRCC.
This spring, we will ask academic departments to identify their current and future needs for in-classroom technology. Their plans will help us prioritize the college's spending from current resources and perhaps help inform grant seeking.
ASSESSMENT PLAN
A. The plan includes
1. a summary of current statistics about the distance learning a program, including enrollment data, retention rates, success rates, and degrees earned,
2. student and faculty satisfaction with distance learning courses, web-based student support and services, and the use of technology in the classroom
3. the extent to which the standards of good practice for distance learning are met in distance learning courses and in the use of technology in on-ground and blended courses
4. measuring student achievement of the technology skills general learner outcome
5. number of courses using technology and how it is being used
6. achievement of the goals articulated in this document
7. revisiting the action plan in light of current barriers and opportunities. This will be a rolling plan and will be revised on a yearly basis to look ahead at least one more year.
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Neat plan!