| Conference Registration WebCT Homepage | |
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| Thursday, July 13, 2006: 10:00 AM-10:45 AM | |||
| Arkansas Room (Sheraton Chicago Hotel & Towers) | |||
| G-15: Small College Model for Efficient Development of Online Degree Programs | |||
| Detailed Description: | A team of administrators, experienced online faculty, and technical staff at Neumann College are building online degree programs using a three-pronged approach. This method consists of a strict design template, online faculty development in electronic pedagogy, and an internal peer course review process. Learn how to leverage this model to develop your own online degree program and explore online tools to use in your course design process. | ||
| Presentation Format: | Showcase | ||
| Topic: | Enabling learning: Effective instructional practices and student support models | ||
| Target Audience: | Course Designers, Faculty and Other Instructors, Senior Administrators, E-learning Managers | ||
| Appropriate Audience Level: | Beginning or new users of WebCT, Experienced WebCT users | ||
| Abstract Text: | At Neumann College, a team of administrators and experienced online faculty, along with technical staff from Drexel University, have developed a model for building online degree programs using a three-pronged approach: 1. Strict course design guidelines (the "template"); 2. Online faculty development in electronic pedagogy, using a WebCT course conforming to the guidelines; and 3. An internal peer review process for new online courses. The process was developed through the Continuing and Adult Professional Studies (CAPS) division of Neumann College to develop online degree programs for adult students. The CAPS template provides a branded look and a uniform student experience across multiple courses and has eased the work of the course designers/instructors, who are often full time business professionals and only part-time faculty. The online pedagogy course for faculty serves as a vehicle for communication and course development as well as an experience of online learning and an important training opportunity for novice online instructors. Finally, the peer review process not only resulted in useful feedback from peers on the course designs, but also gave faculty the opportunity to learn about course design by exploring other instructors' courses. This development model has attracted interest and has influenced online course design in other academic divisions, and is having an impact on thinking about traditional instruction. | ||
| Session Leader: | Francis Scott Beadenkopf Neumann College and Drexel University | ||
| Co-presenters: | Tish Szymurski Neumann College Chris Shields Drexel University Judith Stang Neumann College | ||
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