Nine Effective Practices for Student Success Online – Bb Day 2

Nine Effective Practices for Student Success Online – Bb Day 2

  • Lone Star College System – fastest growing CC system in TX – over 69,000 students, 27% online, 20% of online are fully online; services include online advising,  early alert, case management, Starfish
  • Capella – totally online – AQIP – 39,000 – most female, urban, students of color, average age 39, integrated support for learners
  • SAS Curriculum Pathways – statistical software- free digital content for K12

Effective practices based on surveys/focus groups

  1. Engage prospective students throughout the enrollment process.
  2. Allow students advance access to the online classroom.
  3. Make sure online students have complete access to library and bookstore resources.
  4. Offer guidance counselors and mentors targeted to online learners.
  5. Quickly communicate and resolve technology issues.
  6. Ensure office hours are flexible and transparent.
  7. Use technology to quickly identify students at risk for dropping out.
  8. Extend services beyond course or program completion.
  9. Ensure a seamless financial aid process.

Follow-up ideas:

  • Discuss findings with John Cowles and counseling – how are we implementing these practices at GRCC? What more can we learn from Starfish? What professional development or information resources do we/might we provide for faculty members?
  • Review new online Bb support from library with Nan S – how can we work more effectively with our library partners?
  • How do admissions and financial aid use Bb to interact with students? Talk with Diane Patrick.
  • Discuss with Business/other depts. with multiple online students  – how can we advise our students who do not attend classes on campus?

Bb Corporate Keynote – Bb World Day 2

Bb Corporate Keynote – Bb World Day 2

More Britney Spears before session – Bb World sometimes feels more like a club than a conference!  Lots of new partnerships and products announced. Bb to be acquired by Providence, a private equity firm focused on the education industry.

Intro by Bb CEO/President Michael, including a video reference to The Hangover, complete with lost colleague,  live rooster, and Bb tattoo…

What is the relationship between learning content and learning management?

  • digital text:  CafeScribe (Follett), nookstudy (Barnes & Noble), CourseSmart (joint effort)
  • digital courses:
    • McGraw Hill connect and create
    • Pearson Mastering and MyMathLab
    • Cengage CourseMate, MindMap (Personalized Learning Experience), Applia
    • Wiley Wiley Plus
    • Macmillan CompClass and Psych Portal

New products help assess impact of business decisions on learning outcomes:

  • Bb Analytics for Learn (session this p.m.) – useful for institutional assessment
  • Enterprise survey for everyone – SP for 9.1 to be shipped

Four fundamentals/Report Card:

  • Support – 60% improvement in 1-day resolution of customer support tickets
  • Transparency – Product Road Map, more info, published known issues, redesign of published info, updates and building blocks available
  • Openness – commitments to shipping software
  • Quality – 2x improvement in bug fixes, Bug Squad Extermination with Determination, program cohort process, Quality Matters +Bb new partnership (Bb staff to be certified)

What’s new:

  • Personalized learning experience
  • Customized course environment
  • Focus on content
    • Student: stream for whole institution, see classmates and instructors on line, trends, messages, calendar
    • Instructor: course wizard for pedagogical styles with examples, class dates (updates all dates), standards for all content items, WYSIWYG editor fixed problems with cut & paste from Word, publisher content, tag Twitter feed to class tag.

Bb Mobile updates:

  • Search function for classes/orgs, Favorites
  • Discussion tool now threaded as on Learn, can post attachments
  • Mobile Central allows institutions to create branded apps – discussion re: modules for Bb app is losing me – may need to get a smart phone next time around…

Follow-up ideas:

  • How can we use QM standards for our own online courses? For our on ground courses? How to make quality design an ongoing discussion for all faculty? Discuss with Meegan.
  • Encourage as many faculty members as possible to participate in pilot test for tools and service packs – including new/less experienced Bb users.

The Classroom Experience – Day 2 BbWorld

The Classroom Experience – Day 2 BbWorld

University of Dallas – 15,000 students, 800 faculty (similar in size to GRCC)


What is the classroom experience? collaboration, assessment, physical environment and nonverbals, balance of safety and challenge

Classroom renovations w/Herman Miller (!) – changes in furniture, technology, design/decorations

  • Scale-up classrooms with round tables for 9, can break into groups of 3
  • Tiered auditorium with tables that allow collaboration with adjacent row
  • Students had extreme +/- reactions, faculty disliked
  • For second semester, offered training on use of new rooms

Student survey re: instructional technology – wanted faculty to learn how to use it, create structure and easy navigation in online environment.

Discussion re: how to translate classroom interactions to online environment.

Faculty need to get in and see what environment can do for them – wonder how this  experience fits with our renovation on 1 cook, how we are using our own research to design new spaces at DeVos campus?

Follow-up ideas:

  • Review our own classroom environment research – discuss with our dept. and adjuncts
  • Include environmental discussion in New Faculty and Adjunct Institutes

Walking the Walk: Using Adaptive Release for Faculty Training Programs – Mini Session Day 2

Walking the Walk: Using Adaptive Release for Faculty Training Programs – Mini Session Day 2

UMBC – no required program to teach online/hybrid, but $2500 stipend for completing training program


  • Understand reality of OL/H
  • Assist with technology
  • Get FB from peers
  • Network with other OL/H instructors

Some parts of training:

  • Jing videos to introduce
  • Subscriptions to notify instructor of participations in DB
  • 10 questions for hybrid design
  • Effective practices discussion forum
  • F2F interview
  • Letter of approval from dept. chair
  • 10 min presentation (1 minute problem, I min solution/deliverable, 1 min feedback from peers, 2 min next steps, 5 min Q&A)

Addition al F2F/H workshop on:

  • Discussion board
  • Adaptive Release
  • Lecturing online with Wimba and Jing

Follow-up ideas:

  • Use for increased completion in Getting Results – must complete units before next released
  • Use for Adjunct Institute for Module 2 assignments
  • Use in BA 106 to assure students complete all parts of business plan in order
  • Consider uses for new faculty, orientation for new employees

Using Bb Learn for Professional Development – Mini Session Day 2

Wo! WAY too many generalizations re: “faculty” by presenter – we are not all alike – we are not all resistant to teaching online, not all “only concerned re: getting an A” in training vs. learning, not all totally focused on our content /discipline vs. pedagogy, not all unable to interact with others without being forced to do so, not all frustrated by having to do the work of reflection, not all unable to “let go” and see things from students’ POV, etc…

Despite offputting  tone of presenter, got some good ideas for adding to Getting Results (materials from League for Innovation) – I have been using this course, with adaptations, for our own adjuncts. (two sections since March 2011).

Presenter adapted Getting Results – static course from League for Innovation – for OL course with DBs – offered through CCWA (Community College Workforce Alliance) in VA – CEUs/professional development credits for faculty as incentive


  • 2 Truths and a Wish
  • What dog are you? http://www.gone2 the
  • What medieval character would you be?

Lots of pedagogy resources – we have GRCC referrals/resources, but could definitely add to teaching resources/websites

Lots more questions added to each module DB – including institution-specific questions (we do some of this)

Follow-up ideas:

  • Continue to add institution-specific info/assessments/discussion items to Getting Results course
  • Discuss with Carmela:  involvement of new faculty in GR course
  • Share pedagogy resources with both new faculty and adjuncts
  • Consider how we could use some of GR module ideas as “refresher” for tenured faculty – perhaps involve some as DB facilitators
  • Consider tone of messages to faculty – how can we be welcoming, avoid stereotypes, make professional development attractive?

Creating A+ Rubrics – Day 1 Bb World

Great review of importance and techniques of rubrics, plus plug for SP6 with outcomes module

Audience – about 1/3 each administration, instructional designers, faculty

Example:  essay assignment – how would legalized gambling affect your hometown?

  • Student POV: objectives unclear, how know if did well, what constitutes an A
  • Instructor POV: how grade equitably

Four pillars of rubrics:

  • evaluate and measure
  • pre-established criteria, not simple numeric score
  • performance assessment
  • not a checklist

Benefits for student:

  • formalized, clarified expectations
  • judge quality of own work
  • focus effort on relevance and quality
  • provide consistent feedback

Benefits for instructor

  • formalized, clarified expectations
  • helps outline learning objectives
  • easier to evaluate each equitably
  • helps grade work rapidly

Be sure to include learning outcome, definition of terms, weighting criteria

Criticisms of rubrics: too hard, restricts learning process, shapes student work (is that a bad thing?) Responses: learn from experience, revise and refine

Types of assessment: holistic, analytic, instructional

Holistic: simple, one dimensional criteria, one descriptive scale

  • See discussion post: relevant, concise, engaging, clear, timely (need to define each)
  • SQL codes: not correct, small errors, perfect

Analytic:  2 dimensions (criteria and performance)

  • See knowledge, focus, applied contribution, demonstration synthesis of materials (for pntation in history class)
  • Intro, body, conclusion, presentation, preparedness for presentations (also for peer  assessment)

Instructional: complex assignments

  • Students and instructor work together to develop (I statements)
  • Graduations of quality, guides students, describes problems students may encounter
  • May use for self-assessment

Follow-up ideas

  • Get into pilot for SP6 ASAP and work with rubrics
  • Discuss professional development re: rubrics with Gen Ed team and English faculty
  • Write rubrics for all of my BA 201 written assignments and share with adjuncts teaching 201

Here Come the Accrediting Agencies – Bb World Day 1

As anticipated, this session focused on outcomes assessment as preparation for accreditation for both programs and institutions. The presenters made the case for embedded assessment to encourage both faculty buy-in and student engagement (not to mention saved time and money). Ideas re: assessment similar to ours at GRCC – now we need to leverage technology to get the data!

Accreditation expectations (based on HLC, ACBSP, etc.):

  • ID expected outcomes
  • Assess extent to which outcomes are achieved
  • Provide evidence of improvement based on analysis of the results

Assessing performance of the program  (vs. individual students)

  • Aggregate results
  • Faculty collectively interpret
  • Purpose is diagnostic
  • Reflects program performance

Design process to know:

  • Where you stand (summative)
  • What to do (formative)

Indirect vs. Direct:

  • Indirect assessment of student evals, attitudes
  • Direct assessment of artifacts, rubrics, ePortfolios

To minimize costs

  • Avoid decentralization where possible – data quality varies, hard to aggregate results.
  • Keep processes manageable sustainable, produce actionable data.

Bb can help with accreditation planning and management:  document; collect data; create alignments among standards, goals, outcomes;  report.  SP6 with outcomes module:

  • Will allow us to pull evidence from repository.
  • Focuses on assignments – pulls data from existing assignments in system; “not pulling Safe Assignments now, but that is in the works.”
  • Can align course activities to standards, objectives, and goals.

Users of SP6 :

  • Concordia University in Chicago – 5000 students, used for HLC and NCATE, changing to AQIP
  • Temple University in Philadelphia  – 37,000 students – used for reaccreditation, guidance for Gen Ed
  • Holy Family University  in Philadelphia – 2,300 – gen ed
  • St. Francis – 2,100 students – using for surveys and artifact collection for gen ed

Follow-up ideas:

  • Discuss implementation of SP6 – how can IT/DLIT work with Assessment Team, IRP, and programs to gather and interpret assessment data?
  • Discuss application to WFD with Fiona, Amy, Paula – how can existing Bb data inform Perkins reporting and improvements?
  • View recorded webinar re: Bb support for outcomes assessment – see Bb website.
  • Discuss with PD faculty/Ric – what data could help us design faculty professional development activities?