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The KCTCS Mission

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					  Distance
Learning Plan




         Revision Dates: 07/2005, 07/2006
                                                Table of Contents


Introduction------------------------------------------------------------------------------------------------------------ 3

KCTCS Mission, Vision, and Goals ------------------------------------------------------------------------------- 4

Hazard Community and Technical College Mission, Value Statements, and Goals -------------------- 4-5

Distance Learning Committee ------------------------------------------------------------------------------------- 6

Distance Learning Accessibility Policy and Procedures ----------------------------------------------------- 7-8

Goals of Distance Learning ----------------------------------------------------------------------------------------- 9

Identifying DL Course Delivery Methods, Policies, and Remedies ----------------------------------------                10
        Interactive Television (ITV) Courses -------------------------------------------------------------------       11
        KET College Courses (Telecourses)--------------------------------------------------------------------          14
        Web-enhanced, Web-Local, and Web-KYVU Courses ---------------------------------------------                    15

Staff Support and Training ---------------------------------------------------------------------------------------- 17

Student Support ----------------------------------------------------------------------------------------------------- 18

Contact Persons ----------------------------------------------------------------------------------------------------- 19

Identifying Access Barriers to DL Courses --------------------------------------------------------------------- 20

Appendix
ITV Request Form -------------------------------------------------------------------------------------------------- 21
ITV Activity Form ------------------------------------------------------------------------------------------------- 22

Online Course Review Form---------------------------------------------------------------------------------- 23-24
Criteria for evaluating online courses ----------------------------------------------------------------------- 25-26

KCTCS Policy 4.14 - Policies and Procedures Relating to Implementation of Distance Learning
Instructional Support in Academic Affairs, Student Affairs, and Business Affairs ------------------ 27-29

2005 Recommendations ------------------------------------------------------------------------------------------- 30
2006 Recommendations --------------------------------------------------------------------------------------- 31-32

Syllabus Format--------------------------------------------------------------------------------- External Document

Faculty Web Page Handbook ----------------------------------------------------------------- External Document
  With Web Guidelines and Procedures


                                                              2
Introduction
Technology is consistently changing and is changing the worldincluding many aspects of education. The
wealth of information and communications technologies are changing the way people work, learn,
communicate with each other, and do businessand education is no exception. The world is becoming
increasingly digital; higher education must make progressive steps toward its educational practices to take
advantage of the speed and benefits of digital technology.

Hazard Community and Technical College (HCTC) is using technology to enable students to be successful in
their academic careers, as citizens, and as workers in a knowledge-based society. Making courses available to
all students in an anyway, anytime, anywhere format is the trend of classes in today’s society. Students want
to be able to do their coursework around their schedules and anywhere they choose even if that is in the
comfort of their own homes. Interactivity, material organization, technology delivery methods, cost
containment, and the impact on student and faculty satisfaction is consistently being reviewed to give the
students and the faculty the ultimate distance learning experience.

In recent years and especially over the last decade, information technology has driven the U.S. economy.
Businesses are scrambling to use the Internet to increase productivity, boost exports, cut the time required to
develop new products, and forge closer relationships with customers and suppliers. The current federal
administration has pursued a market-led approach to global electronic commerce that relies whenever possible
on private sector leadership and seeks to eliminate legal and regulatory barriers to electronic commerce while
protecting the public interest.

Digital College and High School Programs are springing up across the United States. In Kentucky, entities
such as the Kentucky Virtual High School and the Kentucky Virtual University have been created to provide a
statewide educational service delivering high school and college courses and online learning opportunity to
Kentuckians. Students in any part of the state can enroll in classes at a variety of educational institutions,
including Kentucky’s Virtual University.

Having truly diverse educational systems, it requires that these colleges and schools fully integrate computers,
networks, training and software to achieve computer literacy in all pupils and faculty, and to improve academic
achievement.

Recent studies indicate that households are increasingly abandoning traditional home technology and media for
the Internet. Teenagers may choose to chat online with ten friends at once, rather than calling each friend
individually on the telephone. Much of today’s younger population prefers to surf the Net than to watch
television. Recent Nielsen Ratings show that men ages 18 to 24 (the group that drives advertising returns) are
watching 12 percent less prime-time television than they did one year ago.




                           Source: http://www.connectkentucky.com - 2005 Annual Report
                                                       3
The KCTCS Mission
The mission of KCTCS is to improve the quality of life and employability of the citizens of the
Commonwealth by serving as the primary provider of the following postsecondary education programs,
training, and services:
    • Certificate, diploma, technical degree, associate degree, and transfer programs
    • Workforce training to meet the needs of existing and new businesses and industries
    • Remedial and continuing education
    • Short-term, customized training for business and industry
    • Adult education
    • Associated services

KCTCS Vision
To create a comprehensive community and technical college system recognized as the nation’s best.

KCTCS Goals [2006-2010]
I.     Promote excellence in teaching and learning
II.    Increase student access and success
III.   Expand diversity and global awareness
IV.    Enhance the economic development of communities and the Commonwealth

The Hazard Community and Technical College Mission
Hazard Community and Technical College delivers accessible, high-quality education by providing
academic programs, technical education, and training in a learning-centered environment. The College
provides learners with varied experiences while supporting their transfer to other colleges and universities;
training for employment; entrepreneurial, economic, cultural, and leadership opportunities; and
collaborative efforts with other schools and institutions.

Hazard Community and Technical College values excellence in teaching, lifelong learning, and service
with the highest regard for ethics and the dignity of work, the heritage of Appalachia, and a shared
appreciation for cultural diversity.

Hazard Community and Technical College, a member of the Kentucky Community and Technical College
System, is a public, comprehensive learning community serving southeastern Kentucky.

Hazard Community and Technical College Vision
Hazard Community and Technical College will be a comprehensive, spacious, state-of-the-art, multi-
campus community college, which exists as a catalyst for transformation in individuals and communities
it serves, thereby enhancing the quality of life for the citizens of Southeastern Kentucky.

Aware of the region’s ever changing conditions and the ongoing traditions of the Appalachian culture,
Hazard Community and Technical College will anticipate emerging needs and offer diverse range of
quality educational programs and services, at the associate degree level and beyond. These programs and


                                                     4
services will be made flexible, adaptable, and accessible through partnership with other institutions, the
use of technology, and a dedication to constant improvement.

Hazard Community and Technical College’s primary commitment will continue to be personal attention
to the whole student through excellence in instruction and service.

Hazard Community and Technical College Value Statements
We value the freedom of students to pursue truth, knowledge, and understanding through a lifelong
exposure to the various disciplines of inquiry.

We value the right of faculty to teach and pursue research without political, ideological, or religious
constraints.

We value the uncompromised commitment of students, faculty, staff, and administration to excellence in
their respective quests.

We value the growth and transformation of all individuals as they continually adapt to the ever-changing
demands of the world.

We value community and its inherent obligations as a catalyzing and motivating force for our
relationships with colleagues, students, and citizens of the region.

We value community which obligates its members to work together effectively and communicate
efficiently, honestly, and openly.

We value our cultural diversity and Appalachian heritage as they inform and enrich our understanding of
the human experience.

We value technology as a means of enhancing instruction and broadening global access.

Hazard Community and Technical College Goals [2006-2010]
Goal 1: Promote excellence in teaching and learning: a) by developing innovative and quality programs
        and b) by investing in faculty and staff.

Goal 2: Increase access, support, and success of each student, full-time and part-time.

Goal 3: Expand external collaboration to enhance student success.

Goal 4: Expand student, faculty and staff diversity and promote regional, state, national, and global
         awareness.

Goal 5: Develop an environment that promotes economic development and a higher quality of life

Goal 6: Lead our community in addressing the health and lifestyle of the population.

Goal 7: Develop support among internal and external constituents to address the future financial
        requirements of the college.

                                                     5
2006-2007 Distance Learning Committee
Type, Members, Mandate, and Charge
David Frazier, Chair
Ella Strong, Distance Learning Coordinator, co-chair
Doug Fraley [ADA] or Support Services Representative
Bart Massey, Web Master
Tonya Reynolds, Allied Health Division Representative
Stephanie Vergne, Business and IT Division Representative
Carolyn Bush, Occupational Technologies Division Representative
Scott Lucero, Heritage & Humanities Division Representative
Paul Currie, Sciences & Mathematics Division Representative
Randy Bryant
Madeline Flannery
Esther French
Debbie Jett
Ludrenia Hagans-Shepherd
Scott May
Marcella Moore
Becky Neace
Chestina Turner, SSS Rep.
Anna Napier, (ex-officio)

TYPE: Institutional Committee

Mandate: This committee was recommended by the KCTCS 504/ADA Effective Communications Work Group and the
increased need for distance education procedures at the local level. (September 27, 2004)

Charge: This committee is charged to create, maintain, review, recommend, and evaluate all distance learning procedures,
processes, and issues at the local level including 504/ADA distance education compliance. This committee will review
concerns from faculty, division chairs, program coordinators, administrators, and students. This committee shall assume the
responsibility of creating and updating a Distance Learning Plan on an annual basis as well as other distance learning
initiatives. This committee will communicate with the Academic Leadership Team.

Membership: Distance Learning Coordinator, Dean of Distance Education (ex-officio), Web Master, faculty representation
from all areas who teach via distance learning mechanisms, Distance Learning support members, a representative from Student
Services, and a student representative.

Reports to: Goal Team A

2005-2006 Committee Members                                     2004-2005 Committee Members
Ella Strong, Chair                                              Ella Strong, Chair
David Frazier, Business and IT Division Rep, co-chair           Doug Fraley [ADA] or Support Services
Doug Fraley [ADA] or Support Services                           Representative
Representative                                                  Bart Massey, Web Master
Bart Massey, Web Master                                         Tonya Reynolds, Allied Health Division Rep
Tonya Reynolds, Allied Health Division Rep                      Carolyn Bush, Occupational Technologies Division
Carolyn Bush, Occupational Tech Division Rep                    Rep
Scott Lucero, Heritage & Humanities Division Rep                Heritage & Humanities Division Representative
Randy Bryant, Sciences & Mathematics Division Rep               David Frazier, Business and IT Division Rep
Ester French                                                    Randy Bryant, Sciences & Mathematics Division Rep
Laura Brashear                                                  Margaret Colwell/Laura Brashear
Ludrenia Hagans-Shepherd                                        Anna Napier, ex-officio
Johnnie Napier
Becky Neace
Anna Napier, ex-officio

                                                            6
Distance Learning Accessibility Policy and Guidelines
Establishment, Purposes and Background:
Hazard Community and Technical College (HCTC) is committed to provide equal and comparable access to all learners
regardless of race, color, origin, age, religion, sex, or disability; in all educational programs, services, and activities. This
includes access to electronic information, educational programming and services. Accessibility is not only an affirming idea, or
a privilege, but it is the law. Several Amendments/Laws require organizations to be in compliance with learners that have
disabilities. The laws include: Section 504 of the Federal Rehabilitation Act of 1973 requires that disabled persons not be
"excluded from the participation in, denied the benefits of, or subjected to discrimination under any program or activity
receiving Federal financial assistance." The 1998 amendments to the Rehabilitation Act— Section 508 of the Federal
Rehabilitation Act of 1986 requires that electronic and information technology developed, procured, maintained, or used by the
Federal government be accessible to people with disabilities. In response to a 1998 amendment to Section 508, the US Access
Board has created standards for electronic and information technology that utilize the W3C guidelines extensively. Kentucky
KRS 61.980 to 61.988 covers accessibility, which defines access requirements and standards for Commonwealth information
technology equipment and software used by employees, program participants, and the general public.

Distance Learning (DL) access allows non-traditional learners to take classes at their convenience. DL courses are designed to
reach the learners in an anytime, anyway, anywhere format. DL creates new learning opportunities for an expanded range of
learners that otherwise could not take classes; this includes the learner with disabilities.
In mid September of 2004, Hazard Community and Technical College’s Distance Learning Coordinator requested that a
Distance Learning Committee be formed to help address distance learning initiatives and strategies including ADA compliancy
issues. The committee was approved by the President of Hazard Community and Technical College on September 27, 2004.
The members for the committee were added in the month of October 2004, and the first meeting occurred on November 5,
2004. The Distance Learning Committee of Hazard Community and Technical College will create a distance learning plan that
will include initiatives and strategies for Hazard Community and Technical College. The DL Plan will include DL course
delivery methods, access issues of delivery methods, best practices, guidelines for instructors, training requirements,
recognition of barrier types to distance learning, and contact persons. The DL Plan will be reviewed each academic year and
edited as necessary.
Hazard Community and Technical College’s distance learning programs and courses will move forward to meet accessibility
guidelines for Section 508/504 and W3C guidelines. The Distance Learning Committee of Hazard Community and Technical
College constructively provide the following processes as a starting point to meet the goal of ADA compliance:
Guidelines:
 1.     All syllabi of Hazard Community and Technical College will have an accommodations policy with contact names and
        information. (This is already included in the required standard syllabi format for all faculty including full and part-
        time instructors.) In addition, the online syllabus should include at least two links to ADA accommodations.
 2.     All students with special accommodations will be required to document their special needs with the Disability Services
        Representative for the specific campus on which they are registered. Upon completion of the accommodation
        documentation, reasonable accommodations will be made to meet the students’ every need.
 3.     Each semester all distance learning courses offered will be evaluated (by a sub group of the Distance Learning
        Committee) for compliance and accessibility according to 504/508/W3C guidelines. (All courses are currently
        evaluated for quality each academic year through the office of academic affairs. This will be in addition to the normal
        evaluation process to evaluate content and compliance.)
 4.     All distance learning courses will be either managed through a Course Management System (CMS) approved by
        KCTCS if the course is a web course or through a personal college web page if the course is a web enhanced course
        and approved by the DL Coordinator.
 5.     All personal college web pages used in a course that is web-enhanced must meet ADA compliancy. The web page
        content must contain image tags and text entries for all sound/image components and 504/508 and W3C guidelines.
 6.     All faculty who plan to use book publisher-generated course web sites must be approved by the distance learning
        coordinator.
 7.     All distance learning faculty will attend on-going training each semester to strengthen and ensure the ability to meet
        the ever-changing needs and requirements for compliance with web page accessibility as well as course management
        upgrades and updates. All DL faculty must attend training sessions each semester.
 8.     Beginning January 1, 2005, all new faculty must be trained in the semester prior to the semester they plan to teach a
        distance learning class. The training will include setup of electronic web site with content and ensure compliance
        access of content for learners with disabilities. All new DL faculty must follow the procedures for initiation of
        distance learning courses before they will be allowed to teach a DL course.

                                                               7
  9.       Audio visual materials broadcasted over distance learning media must provide:
           a. closed captioned format and/or written transcripts.
           b. for students with documented sight impairment, instructors must to the best of their ability find audio or brail
                formats and forward all audio or brail book information to the Disability Services Representative for the delivery
                campus.
  10.      Documentation will be kept on file as evidence of Hazard Community and Technical College's good faith effort to
           ensure accessibility and as certifying material for ADA compliance.
  11.      All DL issues, technical problems, or accessibility issues with DL courses are to be reported to the coordinator of
           distance learning, to the Disability Services Representative of the campus on which they are registered, or to the
           webmaster. The coordinator of distance learning, the Disability Services Representative, or the webmaster will have
           one week to respond to the student and provide solutions or progress of the request or report.
  12.      All faculty will receive access to a copy of the Distance Learning Plan.

Recognized Contacts:
The following Hazard Community and Technical College contacts provide ADA related services and resources:
     The Vice President of Student Services facilitates ADA compliance for the Hazard Campus, Knott County Branch,
         Leslie County Center and the Technical Campus.
     The Director of Student Life Services facilitates ADA compliance for the Lees College Campus.
     The Distance Learning Coordinator provides support to individuals with disabilities in regard to access of technology,
         course materials, and requirements for distance learning courses.
Other Information:
Each page of Hazard Community and Technical College’s website will include a link to notify the webmaster if users encounter trouble
accessing the content within the site. HCTC utilizes a program called Betsie. Betsie is a server that works as a text transcoder. The program
will automatically take the HCTC webpage information and transcode it into text format so readers can use the site. The program also allows
us to meet the standards of compliancy without additional training for each of the participants and the program works throughout the HCTC
website and can be accessed at the top of each page. Hazard Community and Technical College recognizes the need for additional training on
the awareness of ADA, KCTCS’ disability’s policy, state and federal statutes and access issues regarding web technology.

       Accessibility Perspective:
       Information supporting accessibility can be found at:
           KCTCS Compliancy Checklist and HTML Code Checklists – “Draft”
            http://unity.kctcs.edu/dscgi/ds.py/Get/File-138313/Manual_section_2_-_ADA_Compliant_Check_List_revised_09-02-03.doc
        UK Engaging Differences Project
            http://www.uky.edu/TLC/grants/uk_ed/
        W3C World Wide Web Consortium (The Consortium provides strong world-wide support for its Web Accessibility Initiative.)
            http://www.w3.org/WAI/
        George Mason University
            http://www.gmu.edu/accessibility/
        University of Washington Videos (Helpful videos for understanding the perspective and needs of those with disabilities)
            http://www.washington.edu/doit/Video/l

       Accessibility Law:
        Department of Justice, Section 508 Home page
           http://www.usdoj.gov/crt/508
           This home page provides links to Section 508 of the Rehabilitation Act and to the Access Board's regulations.

       Tools:
        LIFT (Free online. Available as stand-alone help with FrontPage and Dreamweaver in LCC's Technology Resource Center. Online
           version can validate up to 5 pages of a web site. Stand-alones allow unlimited pages to be validated.)
           http://www.usablenet.com/
          Blackboard Accessibility Tips (Free succinct advice for those teaching online courses using Blackboard.)
           http://company. blackboard.com
          Lynx Viewer (Lynx enables the user/author to view a web page from the format of a text-model.)
           http://www.delorie.com/web/lynxview.html

DISCLAIMER
Every attempt will be made to provide 504/508 ADA requirements, however, the ultimate responsibility for providing a 504/508 ADA
accessible site is the sole responsibility of the web author and owner of the web site. This information is being provided only as a resource
reference guide based upon today’s technology and standards.

                                                                      8
Goals of Distance Learning
Goal 1: Be a provider of distance learning courses and expand Hazard Community and Technical
College distance learning opportunities by providing innovative courses that will benefit Hazard
Community and Technical College students.
Objectives:
1. Continue to offer various distance learning classes throughout each academic year.
2. Provide courses for support of the KCTCS online programs, diplomas and certificates.
3. As needed and requested, collaborate with KYVU to assist in providing distance learning resources for
   training and other development.

Goal 2: Maximize distance learning instruction by Hazard Community and Technical College that is
available “anytime, anywhere, anyway.”
Objectives:
1. Continue to consolidate management and coordination of all distance learning modalities including
   KET telecourses, ITV, and Internet (online).
2. Maintain policies and publish a Distance Learning Plan that includes guidelines and ensure all Hazard
   Community and Technical College employees have access to the plan.
3. Establish and maintain web site for students and faculty.
4. Examine policy and procedures for externally provided web-based courses and review existing web-
   based programs.

Goal 3: Improve coordination and quality assurance of all distance learning classes and support for
Hazard Community and Technical College students enrolled in distance learning courses.
Objectives:
1. Establish and implement “Best Practices” for ITV, KET, and all Web Classes.
2. Pursue college-wide collaboration of all ITV technicians and facilitators, distance learning facilitators,
   instructional specialists, ARC staff, library staff, student support services, and other staff as related to
   the assistance of students.
3. Establish appropriate support of students that carries out goals related to coordination of distance
   learning at Hazard Community and Technical College.
4. Review and update local ITV, KET, and Web Classes policies and procedures.
5. Evaluate ITV, KET, and Web Classes and select assessment/review instruments to be used as
   reference.

Goal 4: Maintain technological support and training for faculty, staff, and students in distance learning.
Objectives:
1. Provide and schedule distance learning training sessions to be available in the fall and spring
   semesters. Training sessions will provide professional development in various computer applications
   in relation with distance learning, pedagogy, and quality procedures.
2. Provide access to appropriate tools for use by faculty for authoring of Internet courses (online).
3. Provide distance learning assistance as a resource for advisors.
4. Provide distance learning assistance for faculty and staff involved in developing, delivering or
   receiving learning by technology.
5. Provide distance learning assistance for students enrolled in distance learning courses including how
   to access and participate as a full member of their class.



                                                      9
Identifying Distance Learning Course Delivery Methods, Policies and Remedies
Distance learning courses are designed to reach out to students from anywhere. Designed correctly,
distance learning options create learning opportunities for a broad range of students. Designed poorly,
they erect new barriers to equal participation in academics and careers. Employing universal design
principles can bring us closer to making learning accessible to anyone, anywhere, at any time. The data
shows the desire and need for more distance learning classes.

Distance learning course delivery media include audio; video; CD-ROM; DVD and text components of
courses or communication delivered via satellite; Compressed video / Instructional (or Interactive)
Television (ITV); Local Area Network/Wide Area Network; Internet; telephone; print materials or any
other form of electronic transmission. Currently, HCTC offers distance learning courses through the
methods of ITV, KET telecourses, and eLearning courses using a Course Management System (CMS).
In compliance with both state and federal law (Sections 504 of the Federal Rehabilitation Act and Section
508 of the Federal Rehabilitation Act and Kentucky KRS 61.980 to 61.988) the distance learning courses
and programs offered through Hazard Community and Technical College will be accessible to those with
properly documented disabilities. All potential students should be considered when developing a
distance learning course. Faculty teaching and designing distance learning courses must proceed with the
needs of all students in mind, making their courses accessible to students with disabilities by complying
with federal and state laws and distance learning ADA guidelines.

An ADA accommodation statement should be addressed on the syllabi of all distance learning courses.
The following policy is to be on the standard syllabi format:
   Accommodations Policy
   Students needing accommodations should contact the local disabilities service representative to complete
   an Accommodations Plan which will ensure that the student receive full benefits and that the instructor is
   aware and can make the proper adjustments in his/her courses for the student. Hazard Community &
   Technical College contacts are as follows: Hazard Campus, Knott County Branch, Leslie County Center,
   and the Technical Campus – see Doug Fraley and at the Lees College Campus – see Cluster Howard.

   **Add the additional statement for all eLearning courses (Web-enhanced, local, hybrid, or all online)
   Every effort is being made to meet the ADA 508 and W3C guidelines but if you find any distance learning
   class to be limiting in any way please contact the course instructor and the Disability Services
   Representative, Hazard Community and Technical College, One Community College Drive, Hazard, KY
   40351; phone (606)-487-3086; email: doug.fraley@kctcs.edu.

Distance learning classes will have additions to the standard syllabi format depended on the mode being
taught. The new formats would be added to the standard syllabi format. For example, ITV courses
would have additions to the syllabus including ITV sites, contacts, locations, and directions; eLearning
courses would have links like help, KCTCS Distance Learning, and others; and KET College Courses
would have broadcast schedule, video-feed purchases and stream information.

Benefits for web-enhancing a class regardless of mode (In-Person, ITV, or KET):
      This will allow syllabi, course assignments, and materials to be easily shared between students and faculty.
      This will allow classes missed due to inclement weather, equipment failures or technical problems, faculty
       illness, etc. to have assignments posted on the class web site ensuring class consistency without class gaps.
      For full web courses, this will allow students who cannot attend a traditional class setting to attain their
       educational goals.



                                                        10
Compressed Video or ITV (Interactive TV)
ITV is 2-way audio and 2-way video. There are numerous locations within Hazard Community and
Technical College's service region. This delivery system is transmitted via special phone lines called a T-l
which will be switching over to IP in the summer of 2005. This system is part of the statewide
telecommunications network.

Utilizing this delivery system requires students and faculty to be in a specific location (an ITV video
classroom) at a specified time for instruction to occur.

Recommendations:
It is required that all courses scheduled as ITV be web-enhanced. Having the course web-enhanced will
allow students to have access to class materials, less need to have the documents faxed or sent to all
campuses as the students can print the required materials off before coming to class, and the instructor can
have test online or even proctored at each campus site.

Procedures and Responsibilities:
The division chair is responsible for completing the “ITV Request Form” in the required time frame.
Form is in the appendix. If a faculty decides that they would like to offer a class via ITV, the faculty needs
to do the following:

      work with division chair to have the class added to the ITV schedule.
      travel to all connected sites at least twice per semester as class schedule allows [faculty will be
       reimbursed through required travel account pending budget and travel fund status]. Travel records
       will be keep at each site when an instructor visits.
      the mode needs to be BI to reflect ITV web-enhanced and faculty will need to meet required
       training hours using a CMS for ITV.
      deliver class materials and tests at least 24 hours prior to class start times and fax should only be
       used for emergencies.
      inform the ITV technicians if class will be cancelled.

Guiding principles for materials that are to be sent between ITV sites to or from the instructor. One or a
combination of these methods will need to be utilized:

      Intercampus mail will be used unless the instructor specifies a different address or mode of
       delivery.
      Have the test proctored
      Add a grading percentage for attendance to ensure students will attend.
      Have assignments submitted through the class website.
      Request that the ITV technician copy the tests before being sent through campus mail.
      Request the documents be mail with tracking versus using the intercampus mail system. (this may
       not be practical all the time with money spent to mail the items.)
      Travel to the Lees site or other sites when a test or final is scheduled.
      Work with a faculty member to bring documents to your designated campus.




                                                     11
Class Scheduling Process:
To insure scheduling is a fair process, the following process for requesting an ITV slot will be followed.
   1.      At the beginning of each semester [the first week of classes] an email will be sent to all division chairs
           from the distance learning coordinator. The email will include an attachment [the “ITV Request
           Form”-see form at the end of this section].
   2.      No requests will be accepted prior to the initial email to all division chairs.
   3.      It is the responsibility of the division chairs to notify program coordinators / facilitators / instructors
           that it is time to request an ITV slot and to complete the “ITV Request Form”.
   4.      The division chair will compile all the requests from his/her division and will forward them to the
           distance learning coordinator by the specified DUE DATE on the first email sent out.
           NOTE: No request form will be accepted by program coordinators / facilitators / faculty.
   5.      The distance learning coordinator will give each request a receipt number. The receipt number is based
           on the date and time that each request as it is received. Once the DUE DATE is reached, the distance
           learning coordinator will compile the ITV schedule for the following term.
   6.      If there are date and time conflicts, the request received first will be honored. The request that was
           second, third, etc. will be returned to the division chair for a new request with link to the Tentative ITV
           schedule for the following term. This site will be updated daily until all time slots are full.
   7.      The division chair will have one week to return the revised request to the Distance Learning
           Coordinator.

Access Issues:
Students who are deaf or hard-of-hearing will not be able to hear conversations. Students who are blind or
have low vision will not be able to see instructional materials.
Remedies:
Provide real-time closed or open captioning, an on-screen interpreter or (if possible) an interpreter at the
student's location. To facilitate communication from the student, provide a TTY link in the studio or
classroom, provide TRS service or provide a dedicated, electronic chat room for real-time conversation
exchange. For blind and low vision, provide all print materials in alternative formats and include
descriptive video narration as needed. Any alternate accommodation necessary will have every effort or
attempt to be met. All students with documented requests will be accommodated.

List of contacts, directions to each sites, and information about the site will be made available to all
students enrolled in ITV classes.
Training:
New faculty will be required to attend a minimum of two hours of training in using the ITV equipment
and attend a session in best practices for using ITV. The training will be in either 30-60 minute segments
and spread over a specific time period to allow better use of the ITV equipment. Existing faculty will be
required to attend a minimum of one hour of training in using the ITV equipment and attend a session in
best practices for using ITV.

The training will be in a round table format allowing faculty to share ideas about the things that works
well in an ITV setting. The training is required prior to the first day of the ITV class. If the faculty
member has not taught an ITV in over a three-semester time frame [not including summer terms], that
faculty member will be considered a new faculty using ITV and all training requirements apply.

NOTE: If the Codec or other equipment is upgraded in the ITV rooms additional update training may be
necessary and required.




                                                        12
CMS for ITV:
All new faculty will be required to attend a minimum of three hours of training in using the required CMS
to learn the basics of the class shell and features consistently used in an ITV environment. All existing
faculty will be required to attend a minimum of one hour of training in using the required CMS to learn
the basics of the class shell and features consistently used in an ITV environment. The training will be
provided in three one-hour sessions. The training is required prior to the first day of the ITV class. If the
faculty member has not taught an ITV class using a CMS in over a three semester time frame [not
including summer terms], that faculty member will be considered a new faculty using a CMS for ITV and
all training requirements apply.
Training for using CMS for ITV will include:
      Uploading and posting a syllabus, editing a syllabus
      Adding assignments to the Calendar
      Uploading a file to the Lessons [or content area]
      How to add a drop box and grade submissions
      How to check and send email in the class shell
      Utilizing a discussion board and/or chat rooms
      Backing up and downloading a course
      Other features as deemed necessary or as requested by the faculty member




                                                      13
KET College Courses (Telecourses)
A video-based college credit course (telecourse) that students can take from home. Courses are usually
viewed via broadcast or cable television. In addition to viewing the videos, students read assigned sections
in the accompanying text and study guide prior to completing written assignments. Hazard Community
and Technical College, in cooperation with Kentucky Educational Television (KET), offers credit through
KET College courses.
Requirements:
It is necessary and required that all classes scheduled as KET be web-enhanced to allow links for video-
streams to be available to students twenty-four hours a day.
Procedures and Responsibilities:
The division chair is responsible for adding the class to the course schedule with the mode of BK. If a
faculty decides that they would like to offer a class via KET, the faculty needs to do the following:

      work with division chair to have the class added to the KET college course schedule (if it is a class
       offered by KET, the instructor needs to review the KET Coordinator and Faculty Site at:
           http://www.ket.org/collegecourses/coordinators/).
      meet required training hours using a Course Management System.
Access Issues:
Students who are deaf or hard-of-hearing will not be able to hear conversations. Students who are blind or
have low vision will not be able to see instructional materials.
Remedies:
Captioning or class transcripts should be provided for those who have hearing impairments and audio
descriptions or class transcripts (that describes audibly the visual content) should be provided for those
who are blind. Newer pre-produced telecourses have closed captioning.
Training:
New faculty will be required to attend a minimum of three hours of training in using the required CMS to
learn the basics of the class shell and features to be consistently used in a KET environment. The training
will be provided in three one-hour sessions or one-half day session. Existing faculty will be required to
attend a minimum of one hour of training in using the required CMS to review the basics of the class shell
and features to be consistently used in a KET environment. The training is required prior to the first
day of the KET class. If the faculty member has not taught a KET class using a CMS in over a three
semester time frame [not including summer terms], that faculty member will be considered a new faculty
using a CMS for KET and all training requirements apply.
Training for using CMS for KET will include:
      Uploading, editing and posting a syllabus
      Adding assignments to the Calendar
      Uploading a file to the Lessons [or content]
      How to add a drop box
      How to check and send email in the class shell
      Utilizing a discussion board and/or chat rooms
      Adding links for video streams and other resources
      Backing up and downloading a course
      Other features as deemed necessary or as requested by the faculty member




                                                      14
eLearning: Web-enhanced, Web-Local, Web-Hybrid,
and Web-KYVU Online Courses
The World Wide Web (WWW) can be used in multiple ways to deliver instruction, assess student
learning, and provide an interaction among students and between the instructor and students. World Wide
Web instruction can be designed to be accessed by students at their convenience.
Blackboard (Bb) is the current course management systems [CMS] that Hazard Community and Technical
College utilizes. Blackboard runs over the Internet a separate server from HCTC.

Procedures and Responsibilities:
If a faculty decides that they would like to offer a class as web-enhanced, web-local, or web-KYVU, the
following procedures should be followed:
   1. in the first semester peer reviewing a similar class through the KCTCS Peer Review Program.
   2. develop course plan with details about alternative delivery of materials and research online
      resources for your course.
   3. in the second semester work with division chair to schedule a class as a web-enhanced class.
   4. after completion of required training and the above procedures, a faculty member can then teach a
      web-local or web-KYVU class.
           a class entered as web-enhanced will still meet the required amount of time as an in-
              person class. Some classes may be utilized as web, but a majority of the class will have
              class meetings.
           a class entered as web-local may or may not have associated class times associated with
              the class but will only be available to Hazard Community & Technical College students.
           a class entered as web-hybrid is a class that will meet the course half online and half in-
              person with instruction Classes utilized as hybrid classes use the web-local mode.
           a class entered as web-KYVU will not have any class meetings and generally only have
              two proctored exams throughout the semester. The class is available to all students across
              the state.
   5. the faculty will be required to attend training in the semester prior to the semester the class is
      scheduled-See Training. The faculty is responsible for attending pre-scheduled group training or
      for setting up training times according to their semester schedule.
   6. the division chair is responsible for adding the mode BP (for web-enhanced) or BL (for Web Local
      and Web-Hybrid) or BW (for web-KYVU) to the schedule submission form when submitted to
      academic affairs according to the production schedule.
   7. if the class is listed as a KYVU class, the faculty is responsible for completing the eRMA about
      their class including test proctoring, required hardware and software, required books, etc. to the
      Distance Learning Coordinator. The DL Coordinator will send an email out with the process for
      completing the eRMA. Classes will not be posted to KYVU until the eRMA is submitted by the
      faculty and approved by the Distance Learning Coordinator.
   8. once class is scheduled ensure proper People Soft coding – the mode of the class with proper CMS
      listed.
   9. if web-enhanced, web-local, or web-KYVU, check class shell by midterm of the prior term [to
      ensure the shell is showing correctly and in the right CMS format]. Faculty are to notify the
      Distance Learning Coordinator if it is not showing correctly or not showing at all.


                                                   15
   10. if web-enhanced, web-local, or web-KYVU, the Friday prior to classes starting, email all class
       students with a welcome to the class OR you could have as the first assignment for the students to
       email you on the first day or in the first week.
   11. the following materials should be posted at least one week prior to the class start date:
            A syllabus
            Calendar outline for at least the first eight weeks
            Assignments and associated features [like drop boxes, quizzes, etc.] ready for at least the
               first eight weeks
            An email assignment for the first week (optional)
   12. if web-enhanced, web-local, or web-KYVU, after the first week, check your class shell and
       peoplesoft roster to see who has not logged on. Contact the student, they could be having log on
       problems.
   13. teach and manage course in quality fashion that is equal to or better than a physical class using
       KCTCS “Best Practices”.
   14. answer E-mail, grade’s, and conduct class in an organized manner, submit timely reporting of all
       materials.

If faculty cannot follow the above responsibilities, it is suggested that a faculty not teach a class in any
web mode. A faculty member cannot just throw up content and forget about. The class content must be
continuously reviewed, quality measures must be used, and communication with the student is a critical
factor. Faculty that do not follow the proper procedures may be allowed to teach in a distance learning
mode until the instructor has followed these guidelines.

Training:
For all web-enhanced new faculty will be required to attend a minimum of five hours training using the
CMS. For all web-enhanced existing faculty will be required to attend a minimum of two hours training
using the CMS. This training is required prior to the first day of teaching web-enhanced class. If the
faculty member has not taught a web-enhanced class in over a three semester time frame [not including
summer terms], that faculty member will be considered a new faculty and all training requirements apply.

For all web-local or web-KYVU new faculty will be required to attend a minimum of six to eight hours
training using the CMS. For all web-local or web-KYVU existing faculty will be required to attend a
minimum of two to four hours training using the CMS. This training is required prior to the first day
of teaching web-local or web-KYVU class. If the faculty member has not taught a web-local or web-
KYVU class in over a three semester time frame [not including summer terms], that faculty member will
be considered a new faculty and all training requirements apply.

NOTE: If a new platform is adopted and used instead of the currently selected platform, new faculty
training requirements will apply.

Access Issues:
Students who are blind will be unable to access graphic images, text formatted in complex ways, Java
applets and video clips. Students who are deaf or hard-of-hearing will not be able to hear the auditory
content of the Web site. Some students with severe learning disabilities may be unable to process large
amounts of text information without the use of assistive technologies.




                                                    16
Remedies:
Web-enhanced and Web-based (Online/Internet) courses should at a minimum meet the Priority I of the W3C
Guidelines developed by the Web Accessibility Initiative (WAI) (http://www.w3.org/WAl) as a working group
of the World Wide Web Consortium (W3C) at http://www.w3.org/TR/1999 /WAI-WEBCONTENT-199905
05/full-checklist scroll down about the middle of the page to see Priority 1 checkpoints and Hazard
Community and Technical College Web Guidelines at http://www.hazard,kctcs.edu. If course content falls
within scope of Priority 2 or Priority 3, the appropriated W3C guidelines will be met.
(http://www.w3.org/TR/1999/WAI-WEBCONTENT-19990505/full-checklist scroll down to see Priority 2
checkpoints and Priority 3 checkpoints).

CMS Training for web-enhanced, web-local, and web-KYVU will include:
   Uploading and posting a syllabus and adding required distance learning links
   Editing a syllabus
   Editing CMS rosters against Peoplesoft Rosters
   Adding assignments to the Calendar
   Uploading files to the Lessons [or content area] and saving as a word file or HTML file
   How to add a drop box
   How to check and grade drop box submissions
   How to check and send email in the class shell
   How to create and edit quizzes or tests
   How to add synchronous sessions such as chat or whiteboard sessions
   How to add a discussion board and properly use the discussion board
   How to change preferences in the CMS system
   How to add links to other sites
   How to backup class and download backup
   How to restore or import class backup
   Other features as deemed necessary or requested by the faculty member

Class Review:
The classes utilizing the web in any form will have their class web site reviewed during a semester by the
distance learning coordinator, a member of the distance learning committee, or a member of the distance
learning team. If there are serious problems with an instructor’s web site, a review report will be sent
confidentially to the faculty member within two weeks of the review.

Staff Support and Training
All staff including instructional specialists, ITV technicians, ARC staff, Student Support Services Staff,
and Library staff will need to have the basic training to support students in distance learning courses. By
having all appropriate staff trained with basic course management system features will give college-wide
support to all students enrolled in distance learning courses.

Training will include the following:
   Email [CMS and KCTCS email accounts] logon and basic use (such as attaching files)
   KYVU logon and basic portal use
   Downloading, saving and printing of class assignments, syllabi, or other materials
   Uploading of assignments to a drop box
   Replying on a discussion board
   Test taking (with passwords, being aware of pop-up blocker)
   Using help, or how to get help
   How to convert file formats to .rtf [example: from Works to Word]

                                                      17
Student Support
All students will receive support through orientation sessions and as requested. Students need to have the
support of checking email through their KCTCS account as well as support for logging into their web-
enhanced, web-local, or web-KYVU class and other class specific items such as test taking, downloading
and uploading assignments, etc. This support will be provided in a variety of ways including assistance
from instructional specialists during open lab times, ARC staff, Library staff, Student Support Services
Staff, and ITV technicians. All instructors and students will have access to the following information at
the beginning of each semester:

All students enrolled in any elearning course needs to know how to use their KCTCS email account, as well as how to use the messages
feature in Blackboard.

Logging-on to a Web-enhanced, Web-local, Web-Hybrid, or Web-KYVU class:
   1. Point your browser to http://elearning.kctcs.edu
   2. Go to the login box in the middle of the window that opens and enter your username and password
      which is the same to access your email or student self serve account.

Checking Your KCTCS E-Mail
As a student of the KCTCS System, you have been issued a login ID and password. NOTE: this is a different login
from the one described with the Web class account. E-mail is an integral part of the distance learning process as
well as your everyday process as a student of Hazard Community and Technical College. As you get grade
information, class registration, and other related information on your email account. In addition all of your KCTCS
information will come through student E-mail.              Click on the following link to check your e-mail:
https://webmail.kctcs.edu/exchange/

Enter the student ID number and password you were provided when prompted in the following format: The login
entry is the domain name (KCTCSACC), followed by a "right slash" (/), ending with the PeopleSoft student ID
that you were given during registration.

Login: KCTCSACC/jdoe0001
Password: yourpassword (whatever the password is)
*For more information about student email, go to the following site: http://www.kctcs.edu/student/email.html

Resource Links:
Web-KYVU Calendar: Student need also be aware that Web-KYVU classes do not necessarily always
follow the same calendar as their home college. To check the calendar for the Web-KYVU classes go to
the following site: http://www.kctcs.edu/distancelearning/Calendar.htm

Distance Learning Tutorials: http://www.kctcs.edu/distancelearning/tutorials.htm
Bookstore: http://www.kctcs.edu/distancelearning/bookstore.htm
Distance Learning Proctor's Site link. http://www.kctcs.edu/distancelearning/testingcenters.htm
HCTC DL Orientation: http://216.69.13.12/faculty/ESTRONG0001/DLOrientation/index.htm
Online Program Advising Guides: http://www.kctcs.edu/distancelearning/programchecklist.htm
College Contacts: http://www.kctcs.edu/distancelearning/collegeContacts.htm

KCTCS Student Code of Conduct: http://www.kctcs.edu/student/studentcodeofconduct.pdf -
             refer to section 2.3.1
KCTCS Distance Learning: http://kctcs.edu/distancelearning/
KCTCS Student Services: http://www.kctcs.edu/distancelearning/advising.htm
KCTCS Web orientation: http://www.kctcs.edu/distancelearning/orientation.htm
Kentucky Virtual Library. http://www.kyvl.org/

                                                                18
Contact Persons
If you have a question or ADA-related need for distance learning courses contact Ella Strong, Distance
Learning Coordinator, phone (606)-487-3208; email: ella.strong@kctcs.edu If you use a Web site to
promote academic departments or academic programs, contact Bart Massey, Webmaster, phone (606)-
487-3267; email: bart.massey@kctcs.edu.for assistance with ADA requirements. Students with a
disability or students with any inquiries about an accommodation or lack thereof of should contact to
Doug Fraley, Disability Services Representative, phone (606)-487-3086; email: doug.fraley@kctcs.edu.
All at Hazard Community and Technical College, One Community College Drive, Hazard, KY 41701.
.




                                                 19
Identifying Access Barriers to Distance Learning Courses
Described below are examples of access challenges faced by students and instructors in typical distance
learning courses.
Blindness
Students who are blind may use a computer equipped with screen reader software and a speech synthesizer.
Basically, this system reads with a synthesized voice whatever text appears on the screen. They may use a Braille
refreshable display that prints screen text line by line. They can use a text-only browser to navigate the World Wide
Web or simply turn off the graphics-loading feature of a multimedia Web browser. They cannot interpret graphics
(including photographs, drawing and image maps) unless text alternatives are provided. Printed materials,
videotapes, televised presentations, overhead transparencies, and other visual materials also create access challenges
for them. These barriers can be overcome with alternative media such as audiotapes. Braille printouts, electronic
text, tactile drawings, and aural descriptions.

Other Visual Impairments
Students who have limited vision can use special software to enlarge screen images. They may see only a small
portion of a Web page at a time. Consequently, they can easily become confused when Web pages are cluttered and
when the page layout changes from page to page. Standard printed materials may also be inaccessible to them; they
may require large print or electronic text. Individuals who are colorblind cannot successfully navigate Web pages or
understand content when distinguishing between colors is required.

Specific Learning Disabilities
Some specific learning disabilities impact the ability to read, write, and process information. Students with a
learning disability may use audiotaped books. To help them read text efficiently, they may also use a speech output
and/or a screen enlargement system similar to those used by people with visual impairments. They may have
difficulty understanding Web sites when the information is cluttered and when the screen layout changes from one
page to the next.

Mobility Impairments
Students with mobility impairment may not be able to move their hands; they may use an alternative keyboard and
mouse or speech input to gain access to Internet-based course materials and communication tools. Other students
may be able to use standard input devices, but lack the fine motor skills required to select small buttons on the
screen. If their input method is slow, a person with mobility impairment may not be able to effectively participate in
real-time "chat" communications. If any place-bound meetings are required in a distance learning course, a
participant with mobility impairment may require that the location be wheelchair-accessible.

Hearing Impairments
Most Internet resources are accessible to people with hearing impairments because these resources do not require
the ability to hear. However, when Web sites include audio output without providing text captioning or
transcription, a student who is deaf is denied access to the information. Course videotapes that are not captioned are
also inaccessible to this student. He may also be unable to participate in a telephone conference or videoconference
unless accommodations (e.g., sign language interpreters) are provided for that part of distance learning

Speech Impairments
A student with speech impairment may not be able to effectively participate in interactive telephone conferences or
videoconferences. However, modes of participation that do not require the ability to speak, such as electronic mail,
are fully accessible.

Seizure Disorders
Some attention-grabbing features of Web pages include flickers. Flickers at certain rates (often between 2 to 55
hertz) can induce seizures for people who are susceptible to them.
Every effort is being made to meet the ADA 508 and W3C guidelines but if you find any distance learning class to
be limiting in any way please contact the course instructor and the Disability Services Representative, Hazard
Community and Technical College, One Community College Drive, Hazard, KY 41701; phone (606)-487-3086;
email: doug.fraley@kctcs.edu.
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