Category: Course Development

Academic Leadership Academy: Elluminate Live

We can start scheduling now, using the new thing vs. old thing :-)New thing: unlimited rooms 🙂 we can request a room for a whole calendar year, we can access it whenever we pleaseHow many rooms will we need? Break-out…

We can start scheduling now, using the new thing vs. old thing 🙂
New thing: unlimited rooms 🙂 we can request a room for a whole calendar year, we can access it whenever we please

How many rooms will we need? Break-out rooms are available.

  • Public (formal (you can setup before the session) and informal (ad-hoc)) and private (create on the fly)
  • public room stay open whether people are there or not
  • private rooms exist only as long as people are there
  • content might be lost in private rooms once people leave
  • participants cannot move in and out of rooms? Kate is going to check on this

www.elluminate.com/support – to test out one’s connection/computer configuration
https://our.outreach.psu.edu/content/11094

How will the rooms be used during the room? Who will get moderator privileges?
What room features will be used?

Online Training:
http://www.elluminate.com/Services/Training/Product_Training_Resources/Moderator_Guides_for_V9.5+/?id=377
http://www.elluminate.com/Training/Documentation/Detail/88/?id=227

CAPE School Finanace

Erin: brainstroming sessionAttending: Erin, Bill Hartman, Tim PerryBill, reactions to the first offering? Bill: funding will dry up for school districts in three years; $350 million was removed from the state and supplanted by federal stimulus money; 07-08 to 08-09…

Erin: brainstroming session
Attending: Erin, Bill Hartman, Tim Perry

Bill, reactions to the first offering?
Bill: funding will dry up for school districts in three years; $350 million was removed from the state and supplanted by federal stimulus money; 07-08 to 08-09 is $2 billion short fall, this year another $1 billion short and then the pension hits ’13; numbers are unsustainable-bottom line; future is unknown

how do districts deal with this: 1. expenditures (teachers salaries), again not sustainable; 2. raise taxes (Act 1 – a restriction on how much property taxes can be raised, district by district taking account poor districts, up to 3-4%)

relatively few people understand the situation and that the math doesn’t add up

NCLB is looking at a 9% increase in requirements for reading 11% for math every year to get the toughest learners up since the low-hanging fruit have already been addressed in the past 4 years

this content: presentation
1 session presenting this information
then doing the model 1.75 hours (the model is a separate proprietary solution that is available for consulting outside of this context)
gotomeeting & accuconference were used to provide webinars

bill wants reactions from the audience, something he didn’t get via webinars
bill has recorded in-class presentations and have posted them ANGEL, lecture materials are online; session is use for questions and interaction

3.0 Credit and non-credit available for this program

(What are the reasons LD has shifted away iTunes U)

works best for session 4

session 5 how do you start to deal with the problem?
Bill move these up to the top

there would be “homework” (required for ACT 45) no so much more work as pre-work for the sesion
job-embedded assignments
presentation time will be allotted in the last session

individual or group work optional

CAPE: Leadership and Challenges in School Finance Course

Attending: Erin Garthe, Tim Perry, Caroline SkinnerVia Phone: Ed Donovan, Kent MatsuedaBackground1.5 years ago Superintendents Advisory Board Feedback: we need info on school finances for prof dev!content: finance management and tying $ to academic achievementDr. Hartman created this 3 credit…

Attending: Erin Garthe, Tim Perry, Caroline Skinner
Via Phone: Ed Donovan, Kent Matsueda

Background

  • 1.5 years ago Superintendents Advisory Board Feedback: we need info on school finances for prof dev!
    • content: finance management and tying $ to academic achievement
  • Dr. Hartman created this 3 credit course that has been approved for Act 45
    • initially set for this past Spring ’10 semester
    • 6 real-time sessions, each scheduled for 2 hrs
    • rolled out to 5-6 campuses via Polycom selected for convenience to the learners and Polycom seat capacity
    • scheduled for 8-10 AM during the day, Erin mentioned that it would be likely that participants have to leave the sessions for more pressing matters
  • initially marketing through Penn Link listserv
  • less than 200 hits on the website
  • zero registrations
  • adv board said:
    • weather cancellations was a problem
    • we missed the boat for this cycle, starts again this Fall ’10
    • bitter subject, needed but an “ugly” subject

Future adaptations

  • Caroline: lack of specificity on the content in the past marketing campaign

Still to be determined

  • What are the activities?
  • Are we going with streaming, recording…?
  • Ed: probably didactic, instructor driven interaction
  • Assessments: “job-embedded” assignments with 5-6 deliverables

Protected page related to findings from the meeting: https://our.outreach.psu.edu/content/17662

C&I Leadership Academy

PeopleAttending: Rick & Nancy Eckard (Conference Planner)Lead faculty: Bob Hendrickson rmh6 (Education Policy Studies)TA’s: Zeke Kimball ewk124 & Phil Blackman pcb141; consider succession planning through the end of the programFollow-up Facilitator: Lisa Luttuca (Associate Professor)ScheduleF2F Conference, 1 week, 6/29-7/2, begins…

People

  • Attending: Rick & Nancy Eckard (Conference Planner)
  • Lead faculty: Bob Hendrickson rmh6 (Education Policy Studies)
  • TA’s: Zeke Kimball ewk124 & Phil Blackman pcb141; consider succession planning through the end of the program
  • Follow-up Facilitator: Lisa Luttuca (Associate Professor)

Schedule

  • F2F Conference, 1 week, 6/29-7/2, begins on a Sunday-that evening there will be a keynote
  • 9 months to follow-up with readings and discussions

Background

  • participants are generally associate deans and department heads
  • modeled after a program at Harvard that was designed for higher-level administrators, a more intense and expensive program
  • this program is for 2nd tier administrators of smaller institutions and colleges

Description

  • Program Website: http://www.outreach.psu.edu/programs/academic-leadership/
  • non-credit certificate program
  • program capped at 30 participants
  • required hardware? laptops for everyone?
  • costs: IT support $32/person; ≈$300 for E-Live; $720 for ID support
  • F2F Conference Week
    • Rick: we’d need at least 2 hours for training (probably on the last day in the morning)
    • located at the Nittany Lion Inn, Ball Room AB
      • Rick: connectivity? free wifi? wired connection and projector for the presenters?
    • different presenters for the morning and afternoon sessions
    • Pre-conference: run E-Live tests
  • Follow-up
    • each month will have a focus
    • faculty leader (Lisa) for each month
    • there will likely be guest speakers each month
    • primarily independent work during the month and discussions and debrief
    • ANGEL Group
      • PSU-ID’s will be used
      • some participants will need to be added manually
      • the SOAR team should be able to automatically link the ANGEL Group to their listing in SOAR
    • E-Live Session(s)

Next Steps

  • determine what will be put into ANGEL
  • determine what Bob’s level of preparation is; we’ll need a course outline for each online session; how much time will the participants have to dedicate for prep each month?
  • materials? Library’s eReserves for copyrighted materials/articles; students may need support turning on access for their accounts to link with the Library
  • what are they going to do for 3 hours? will the participants be grouped in the activities?
  • setup E-Live sessions for the entire year; no need for performance release needed
  • will the E-Live sessions be recorded? if yes, then we’ll need separate sessions; if no, then we won’t
  • setup a skeleton in ANGEL based on the tentative schedule from the portal
  • we need to map out at least the first few months

Assessing the Nursing Online CE Pilot Course: 8171A

Background – The Nursing Online CE program was initially developed to use ANGEL Groups as they were the only resources available to the planners at that time. The planners now have access to use ANGEL Groups which are advantageous for…

Nursing_Banner.jpg

  1. Background – The Nursing Online CE program was initially developed to use ANGEL Groups as they were the only resources available to the planners at that time. The planners now have access to use ANGEL Groups which are advantageous for a number of reasons:
    1. Courses are not linked to any one person’s account
    2. There aren’t any quotas on the numbers of courses we could create
    3. The use of DEV spaces would make the process of course revisions more similar to typical WC courses
    4. WCLD would maintain more direct admin access to the courses, this would be especially useful for succession planning
    5. Courses provide a level of legitimacy that Groups do not have
  2. Goal – test the proper functioning, flow, and basic organization of a Nursing Online CE Course in ANGEL
  3. Survey
    1. History/Experience
    2. Main Components of Materials
      1. Nursing Portal/Marketing Site – point of first entry
      2. SOAR – registration engine
        1. FPS – account registration/user database
      3. ANGEL Course
        1. Welcome page
        2. Handouts
        3. Navigation info
        4. Presentation
        5. Support info
        6. AI
        7. Quiz
        8. Eval
        9. Certificate
        10. Completion
        11. Copyright & TEACH Act
    3. Survey attributes
      1. Content
      2. Organization
      3. Flow
      4. Support
    4. Comparison of the Group with the Course

I’m tempted to expand the pilot to include effectiveness of the design of this course. It would be a mistake to do that at this time given the scope, time frame, and initial goal of this pilot. It would be great to get more specific answers about how these courses compare to other forms of professional development that are available to nurses.

Nursing Online CE Updates

I’ve notified SON and CAPE about the new version of ANGEL’s Assessments broken GOTO advanced actions (the resulting page is blank). We’ll have to resort to alerts to assist students along the course process. I was also considering using Presenter’s…

I’ve notified SON and CAPE about the new version of ANGEL’s Assessments broken GOTO advanced actions (the resulting page is blank). We’ll have to resort to alerts to assist students along the course process. I was also considering using Presenter’s built-in quizzing features as an alternative.

Madeline had me change some colors in PPT because they wouldn’t print in B&W. I just checked and we shouldn’t have to worry about that since that seems to occur when participants are printing directly from PPT. Students only have PDF’s to print from and as long as they look good, then participants will get good prints. Looking at the printing more carefully, I began to wonder if we should offer B&W versions. The problem there is that the Penn State Mark and “SON” do not appear at the bottom of each slide.
6008_slide10_bw.png
6008_slide10_color.pngI was also wondering if we should include full-sized references, but began to think that is going too far for a .1CEU non-credit course. The information is available online and the students can copy that info if they really want to.

Recording Audio for the WC

I’m looking back for documentation on what my recording process for the ADTED 531 course back on Jan 20, 2010. I don’t have any notes so I’ll keep track of what I’m doing now:Reserve 217 OBHardware: MacBook Pro, internal micSoftware:…

I’m looking back for documentation on what my recording process for the ADTED 531 course back on Jan 20, 2010. I don’t have any notes so I’ll keep track of what I’m doing now:

  1. Reserve 217 OB
  2. Hardware: MacBook Pro, internal mic
  3. Software: Audacity?
  4. Record AIFF – 16 bit Integer (Big Endian), Mono, 44.1 kH, about 700 kbits/s

NURS 6009 “Living with a Life Threatening Illness” Mediasite Live

Spoke to Heather Stover, School of Nursing, today and she said that she’ll talk with their IT Specialist, Colin Dangler today to request the materials and software we’ll need to edit Cheryl’s presentation for 6009: “Living with a Life Threatening…

Spoke to Heather Stover, School of Nursing, today and she said that she’ll talk with their IT Specialist, Colin Dangler today to request the materials and software we’ll need to edit Cheryl’s presentation for 6009: “Living with a Life Threatening Illness.” I had emailed Colin Fri 3/5 about the materials and software, but haven’t heard anything from him.

I’m under the impression that there is a possibility that we (Learning Design) won’t be able to get a copy of the Mediasite Live editing software. This could be a potential hurdle for getting the 6009 course launched by the start of the Summer… when SON would like the course to go live. I’m confident that if we get the materials and software soon (within the next week or so), we’d be able to get the course ready by the summer.

Course Development Goals: Take a pre-existing Mediasite Live presentation and swap out the PowerPoint for a different version. Then publish the presentation and incorporate it into a new 6009 course that is a part of the Nursing Online CE program. Due date to go live: start of Summer ’10. Will work on other aspects of the course until the content is ready: Welcome Page, Resources, Quiz, Evaluation, Certificate, etc.

More updates to come.

ART H 111: Ancient to Medieval Art

Ask Angela:The instructor is Heather McCune-Bruhn (hcm1).Do you mean ART H 111 “Ancient to Medieval Art”? YesThe schedule mentions 60+6 seats open, is the course really that large? No. The “60” refers to a resident instruction course. This course is…

Ask Angela:

  • The instructor is Heather McCune-Bruhn (hcm1).
  • Do you mean ART H 111 “Ancient to Medieval Art”? Yes
  • The schedule mentions 60+6 seats open, is the course really that large? No. The “60” refers to a resident instruction course. This course is open to a max of 24 students: 12 from CE@UP and 12 from Lewistown. Angela has “6” listed because she doesn’t want the UP-side to fill up entirely.
  • Has she taught for CE@UP before? Is she an adjunct or a faculty at one of our Academic Partners? Heather has not taught for CE@UP before, but has teaching experience with teaching courses at Arts & Architecture. She has an MA and PhD in Art History.
  • Could you get us a copy of Heather’s syllabus and/or detailed course outline? As of 3/3 the instructor was still working on her syllabus.
  • Is she all set with her materials and content? What is the development state of the course? I’m asking because the situation that she has a course designed for F2F delivery ready-to-go, is a different situation than if she’s still designing the syllabus or activities. She may have good contacts and resources from her connections to A&A, but I will verify. Hopefully she doesn’t have to re-create the wheel.
  • Would she need assistance digitizing content for use in her course?
  • You mentioned “2nd six week session,” does that mean this course is a blended learning, accelerated, videoconference delivered course? The course runs TR 6-9:30 PM, 7/1-8/10 in 119 OB. The instructor is concerned about 3.5 hour long lectures.
  • I’ll be a little facetious… is she a “game show host?” What I mean by that is, is she comfortable in front of a camera, is she able to work well “live,” and is she able to engage a remote audience? Angela says she’s comfortable in-front of a camera. Angela will be training her in the new 119 when the remodel is finished in May. Alice has been notified and will apparently assist with the orientation. There is also John here at UP and others at Lewistown that provide operational support evenings and on the weekend 🙂
  • Will Heather be expected to run the equipment on her own? See above… no she won’t.
  • If the course is blended, does that mean her course is using ANGEL as well?
  • What is her familiarity with ANGEL (if she is using it)?
  • Would she be relying on any other technology to deliver her course? Angela doesn’t know, she doesn’t think so.
  • Do you know if she’s worked with an instructional designer before?

Updated 3/11/10

  • Heather is already using welcome letters to orient students to the course and set expectations
  • the textbook has 12 chapters that will be covered in 12 class meetings; she averages 6 lectures/chapter
  • Student-generated presentations of museums and other venues -> based on online resources
  • she uses essay exams and papers w/ bonus points available
  • Google Earth to map locations of art pieces
  • “unknown slide” activity – apply skills on new content in an open forum, builds confidence and exercises higher order skills

ANGEL 7.4 Assessments losing images

When converting a 7.3 quiz to a 7.4 assessment, you will lose any images that were added to any of your questions – except if you save those resources to your own, personal ANGEL space (limited to 10 MB).7.4 assessments…

When converting a 7.3 quiz to a 7.4 assessment, you will lose any images that were added to any of your questions – except if you save those resources to your own, personal ANGEL space (limited to 10 MB).

7.4 assessments create virtual directories serialize specifically for each question for associated resources, like images. You cannot access those virtual directories by any traditional means from within ANGEL as a course editor.

In order to move a picture from a 7.3 quiz to a 7.4 assessment you must:

  1. download all of your images from your quiz
  2. save all of the metadata (image properties, alt tags, links, etc.)
  3. browse to the specific assessment question and re-upload each image and restore it’s properties one-by-one

Kate and I think this might be because of how 7.4 assessments handle the question bank. Questions are now “free to move” between assessments and therefore need individual, serialized, virtual directories to maintain question integrity no matter where the question might appear.