DLPlan05-06.doc - Columbia Gorge Community College by wulinqing

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									Distance Learning Plan
July 1, 2005 – June 30, 2006


“The real act of discovery consists, not in finding new lands, but
in seeing with new eyes” - Marcel Proust


Paula Ascher, Project Specialist
Office of Instructional Services
Columbia Gorge Community College
400 East Scenic Drive
The Dalles, OR 97058
541-506-2238, pascher@cgcc.cc.or.us
January 2005
Table of Contents
INTRODUCTION .......................................................................................................................................................3
DISTANCE EDUCATION IN OREGON COMMUNITY COLLEGES ...............................................................5
DISTANCE LEARNING AT COLUMBIA GORGE COMMUNITY COLLEGE ...............................................6
    INTRODUCTION ..........................................................................................................................................................6
    SERVICES FOR STUDENTS ..........................................................................................................................................6
    LIBRARY SERVICES....................................................................................................................................................7
    INSTRUCTIONAL SERVICES ........................................................................................................................................8
       Distance Learning Modalities ..............................................................................................................................8
       Online Classes......................................................................................................................................................8
       Hybrid Classes .....................................................................................................................................................9
       Online Component Classes ................................................................................................................................ 10
       Telecourses/Teleweb Classes ............................................................................................................................. 10
       Videoconferencing ............................................................................................................................................. 10
       Satellite .............................................................................................................................................................. 11
       Faculty Training ................................................................................................................................................ 11
DEVELOPMENT PLAN 2005-2006 ........................................................................................................................ 12
    ASSOCIATE OF ARTS OREGON TRANSFER DEGREE .................................................................................................. 12
    PREREQUISITES TO THE AAOT ................................................................................................................................ 14
    NON-CREDIT WORKFORCE DEVELOPMENT CLASSES ............................................................................................... 15
      Education To Go ................................................................................................................................................ 15
      Small Business Development.............................................................................................................................. 17
APPENDIX: DISTANCE LEARNING POLICIES, PROCEDURES, AND OTHER INFORMATION......... 18
    DISTANCE EDUCATION CALENDAR 2004-2005 ......................................................................................... 19
    AN OVERVIEW OF THE NEW COURSE DEVELOPMENT PROCESS ............................................................................... 20
    INSTRUCTIONAL STANDARDS FOR DISTANCE EDUCATION COURSES ....................................................................... 21
    COURSE REVIEW CHECKLIST ................................................................................................................................... 23
    COURSE DEVELOPMENT CONTRACT ........................................................................................................................ 26
    DISTANCE LEARNING STUDENT SURVEY ................................................................................................................. 27
    SNAPSHOTS FROM THE ONLINE TRAINING SITE ....................................................................................................... 29
    DISTANCE LEARNING TECHNICAL ASSISTANCE SCHEDULE – .................................................................................. 32
    REFERENCES ............................................................................................................................................................ 33




                                                                                                                                                                               2
“Even if you’re on the right track, you’ll get run over if you just sit there” –
Will Rogers


Introduction
Technology is changing our lives at an ever increasing rate. For example, it has been estimated
that although it took 38 years for radio technology to be adopted by 50 million consumers,
television took less time, 13 years, to be adopted by the same number. For the more recent
internet technology, it took only four years for adoption by 50 million consumers.

                                         Internet users
                                        1994: 3 million
                                       1997: 100 million
                                       2000: 158 million
                                       2004: 201 millioni

In addition to rapid technological changes, trends in student demographics affect the way
community colleges plan to facilitate learning. Undergraduates are getting older, distance
learning is increasing at dramatic rate, part-time enrollments are growing three times faster than
full-time, and technology training is becoming basic for workforce development. The 21st
Century Learner has numerous commitments, needs learning available in a variety of ways,
seeks career advancement, is technologically astute, does not necessarily have - or want - access
to campus, and wants electronic access anywhere they choose.

   • Adult learners will comprise more than 50% of the total enrollment in higher
     education by the year 2005
   • 90% of adult students have access to a computer either at home or at the workplace
   • 70% of all adult undergraduate learners overall are registered part-time
   • The typical adult learner enrolled in schools today has a family income of
     approximately $50,000.

Learners may be categorized into three segments: the emerging workforce, transitional
workers and incumbent workers. The emerging workforce can be characterized as preparing
for their first full-time employment. They are generally youth recently in high school, who often
divide time between school and work, have few career plans, are likely to be day students, and
experiment/vacillate with their goals. Transitional workers tend to need basic skills in short
time frames, have high motivation, are unemployed/underemployed (welfare clients, dislocated
workers, displaced homemakers), are moving from one career to another, and can attend classes
on the weekends and evenings. Incumbent workers are current workers who need additional
training to maintain current job, and/or those who seek additional training for promotions.
They often get training through employer and have the desire for accelerated pace and
customized content. All three segments of community college students must be addressed in
planning for the future.




                                                                                                     3
About 40 million people participated in work related learning last year. The U.S. Department
of Labor estimates that by the year 2005, 20.5% of all jobs will require a four year degree
and that 75% of all jobs will require some post-secondary training. The half life of
occupational skills is estimated at only five years, so workers will need retraining at an
increasing rate. With 85% of the workforce for next ten years already in the workforce, training
options for the long term are an important marketing consideration. In response to this, year
corporate training budgets this year are expected to be triple that of 1990.


                      Providers of Work
                      Related Learning
                          4.3% Elementary/Secondary
                          6.6% Private
                          11.1% Trade Organizations
                          17.1% Government
                          20.4% Post Secondary
                          59.6% Business
                          18% Multiple Sources

About 90% of businesses in the U.S. employ fewer than 20 people. For these small businesses,
community colleges can serve as “in house” training centers. Approximately 850,000 new small
firms open annually. Since training and education has a direct, known impact of the success/
failure ratio of small businesses, this training has a significant impact on local economies.
Employers seek a good return on investment and compatibility between business and training. ii

In a time of increasing technology use, learner commitments, and gasoline prices, Columbia
Gorge Community College seeks to extend learning in the largest community college district in
Oregon. To do this, we believe that distance learning is one of the delivery methods that can
meet this growing challenge.




                                                                                                   4
Distance Education in Oregon Community Colleges
Growth in distance learning has been uneven at the 17 community colleges in Oregon. The table
below uses 2003-2004 unofficial distance learning full-time student equivalents (DL FTE) and
2003-2004 Oregon Community College Unified Reporting System overall full-time student
equivalent data (Overall FTE) to calculate a rough percentage of distance learning classes FTE as
a percentage of the overall FTE. Also noted is whether or not the college offers at least one
degree or certificate via distance learning.

    Oregon Community                                          %DL FTE/
                                DL FTE       Overall FTE                       DL Degree?
    College                                                   Overall FTE
    Blue Mountain                 175.69     2,678.99          6.56%           No
    Central Oregon              No data      3,643.35         No data          No
    Columbia Gorge                 46.08       978.00          4.71%           No
    Chemeketa                   1,355.77     11,092.07        12.22%           Yes
    Clackamas                     430.26      8,574.31         5.02%           No
    Clatsop                        21.80      1,415.43         1.54%           No
    Klamath                     No data       1,437.17        No data          No
    Lane                          528.45     11,022.34         4.79%           Yes
    Linn-Benton                   124.57      6,720.50         1.85%           No
    Mount Hood                     68.02      8,357.72         0.81%           No
    Oregon Coast                   53.28        443.27        12.02%           Yes
    Portland                    1,539.23     23,638.02         6.51%           Yes
    Rogue                         379.41      4,326.47         8.77%           No
    Southwestern                   27.33      2,998.30         0.91%           No
    Tillamook Bay                   0.85        300.50         0.28%           No
    Treasure Valley             No data       2,634.39        No data          No
    Umpqua                         46.42      3,330.94         1.39%           No

Also available to distance learning students in Oregon is Oregon Community Colleges Online,
which facilitates registration for students in a host/provider system. Students at host colleges
may enroll in classes at provider colleges.

            Portland Community College’s Growth in Distance Education:




                                                                                                   5
Distance Learning at Columbia Gorge Community College

Introduction

The overwhelming majority of distance learning students at CGCC are locals. The college
conducted a survey of distance learning students in March of 2004, which showed that of the 102
respondents, 95% had taken a traditional CGCC class. The data indicates that most of these
students take online classes only through CGCC, since 80% had not taken an online class at
another institution. CGCC students reacted positively to online classes. Most of the respondents
(60.8%) had taken at least one other CGCC online class and 92.8% rated these classes as
excellent or good. The most often cited reason for taking online classes was scheduling conflicts
with other classes and commitments such as childcare. (Please see the distance learning student
survey in the appendix for more information.)


Services for Students

“Colleges and universities have learned that the twenty-first century student is different, both
demographically and geographically, from students of previous generations. These differences
affect everything from admissions policy to library services. Reaching these students, and
serving them appropriately, are major challenges to today’s institutions.” iii As CGCC develops
distance learning in our rural area we must keep in mind that distance learning presents both
opportunities and challenges to our community members as well.

“There has always been a gap between those people and communities who can make effective
use of information technology and those who cannot. Now, more than ever, unequal adoption of
technology excludes many from reaping the fruits of the economy.
We use the term "digital divide" to refer to this gap between those who can effectively use new
information and communication tools, such as the Internet, and those who cannot. While a
consensus does not exist on the extent of the divide (and whether the divide is growing or
narrowing), researchers are nearly unanimous in acknowledging that some sort of divide exists at
this point in time. ”iv


In fall of 2000, the U.S. Department of Commerce found that

      White (46.1%) and Asian American & Pacific Islander (56.8%) households continued to
       have Internet access at levels more than double those of Black (23.5%) and Hispanic
       (23.6%) households.
      86.3% of households earning $75,000 and above per year had Internet access compared
       to 12.7% of households earning less than $15,000 per year.
      Rural areas, though still lagging behind urban areas, had surpassed inner-cities in Internet
       availability and use:
           o Urban 42.3



                                                                                                   6
           o  Rural 38.9
           o  Central City 37.7
      Of those who use the Internet outside the home, 62.7% do so at work, 18.9% at K-12
       schools, 8.3% in other school settings, 9.6% at libraries, .5% at Community Centers, and
       13.8% use someone else’s computer.v


These statistics argue for the importance of computer lab access for students who do not have
internet capability at home and who may need assistance in learning to participate in distance
learning. Currently, students can access an open computer lab at The Dalles campus according
to the schedule in the appendix. Live technical support is by telephone as well. At the time of
this report, open lab hours were in development for the new Hood River Center.

The statistics regarding the “digital divide” also argue for a comprehensive approach to teaching
distance learning skills to students. Currently students can access self-assessment tools,
information about the online environment, WebCT navigation skills, and contact information
about live technical support via the college website. Because many students would benefit from
live instruction about distance learning skills, the development plan in the next section calls for
online components and hybrid class opportunities for students in beginning level college classes.

Since most distance learning students are locals, many are registering, meeting with student
advisors and buying books in person. All of these services by also available by telephone.
Future development of distance learning services should include online registration and
bookstore services. This will be facilitated by adopting RogueNet technology, which is currently
in planning.



Library Services

Through the library’s web site (http://www.cgcc.cc.or.us/library/) distance learning students and
faculty have access to the library’s collection of books, media and research databases. The
databases contain citations for articles and full text for most articles and other information.
Encyclopedias and a dictionary are accessible on the library homepage. Links also connect to
information on how to use the library, searching tips, evaluation of information, research tips for
finding specific types of information and copyright.

Items can be shipped to the student’s home. The student is responsible for shipping the items
back to the library at their expense. Articles and books that are not available from the library can
be requested by using the interlibrary loan forms on the web site. Distance learning students and
faculty can contact the library team with their questions and requests for service or resources by
using the “Ask a CGCC librarian your question” link on the library homepage, by email at
cgcclibrary@cgcc.cc.or.us or by phone 541-298-3138.




                                                                                                   7
Instructional Services
Distance Learning Modalities

Online Classes

Enrollment in online classes has grown steadily in the past four years, as indicated below in a
CGCC distance learning student enrollment chart. The college uses WebCT as its learning
management system. In 2003-2004, 477 students (duplicated) took an online class at CGCC,
generating 46.68 FTE.




                  500
                  450
                  400
                  350
                  300
                  250                                     Hybrid
                  200                                     Telecourse
                  150                                     Online
                  100
                   50
                    0
                        2000- 2001- 2002- 2003-
                        2001 2002 2003 2004




                                                                                                  8
In October of 2004, CGCC implemented The Online Training Site, which was developed by
Portland Community College to help faculty who are developing an online course understand
some of the critical issues surrounding teaching and learning in this new environment. It is set
up as a series of modules, covering both technical skills and pedagogical issues. Please see the
Appendix for Snapshots of the Online Training Course for a peek at this course. One of the
primary goals of this course is to give faculty a chance be online students so they can understand
better what their students will eventually experience. This course is followed by technical
tutoring

In November 2004, the distance education staff and faculty created a course review checklist to
standardize quality assurance standards for online classes. This checklist addresses homepage
contents, student orientation information, communication tools, and building online community.

The following online classes have been developed and delivered by fall of 2004:

Course Name                                credits

BA 211 Principles of Accounting         3
BA 212 Principles of Accounting II      3
BA 213 Principles of Accounting III     3
CAS 133 Basic Computer Skills/MS Office 3
CAS 170 Beginning Excel for Win.        3
CAS 171 Intermediate Excel for Win.     3
CIS 120 Computer Concepts               4
CIS 121 Computer Concepts II            4
CIS 178 Intro. to the Internet          4
ED 136 Computers in Education           3
ED 224 Foundations of Education         3
GS 109 Physical Sc:Meteorology          4
SOC 204 Gen. Soc. Everyday Life         3
SOC 205 Gen Soc. Social Change          3
SOC 206 Gen Soc. Social Problems        3
WR 122 English Composition              3
TOTAL CREDITS DEVELOPED                52



Hybrid Classes
Hybrid (or blended) classes are the combination of online components with traditional
instruction. A class is referred to as a hybrid when some of the class time is replaced by online
participation. There were 10 hybrid classes in the 2003-2004 school year, with an FTE of 18.85.




                                                                                                 9
The following hybrid classes have been developed and delivered by fall of 2004:
Course Name                                  credits

CAS 216 Beginning Word                               3
CAS 217 Intermediate Word                            3
CG 100C College Survival and Success                 1
CH 104, 105, 106 Chemistry                          15
TOTAL CREDITS DEVELOPED                             22



Online Component Classes
An online component class is defined as a class that uses a class WebCT shell as a content
delivery modality. Class time is not replaced by online assignments. Students generally use the
WebCT with the instructor present. This is an excellent way for students to learn about WebCT
technology, particularly if they have limited computer skills. In 2003-2004, classes that had
online components included English as a Second Language Level D and Environmental Studies.


Telecourses/Teleweb Classes

Telecourses combine video taped lessons, study guides, textbook readings, written assignments,
and traditional on campus testing. Contact with the instructor may include telephone calls, mail
and personal conferences on campus. Many telecourse instructors are adding web components
such as a WebCT shell, in which case the course may be called a teleweb class. In 2003-2004,
77 students (duplicated) took a telecourse at CGCC, generating 10.25 FTE.


The following telecourses have been developed and delivered by fall of 2004:
Course Name                             credits

GS 106 Physical Science: Geology             4
GS 108 Physical Sc:Oceanography              4
TOTAL CREDITS DEVELOPED                      8



Videoconferencing

The 2004-2005 school year is bringing a number of changes to videoconferencing capabilities at
CGCC. We expect that there will be an increase in community education/meetings via
videoconferencing at both the Hood River Center and The Dalles campus. This may be a viable
delivery method for dual credit classes with local high schools. A fee structure for community
groups needs to be established for videoconferencing and satellite use.




                                                                                               10
Satellite

This is another area that has a lot of possibilities for community education classes and
components of credit classes. There is satellite receptivity in almost every classroom.

Faculty Training

Faculty training to develop online components or classes has two parts: online andragogical
training and technical training tutorials. The online training is designed to help faculty who are
developing an online course understand some of the critical issues surrounding teaching and
learning in this new environment. It is set up as a series of modules, covering both technical
skills and andragogical issues. One of the primary goals of this course is to give faculty a chance
be online students so they can understand better what their students will eventually experience.
This two week training is followed by WebCT tutorials. For more information, please see an
overview of the new course development process and the distance education calendar in the
appendix.




                                                                                                 11
“Don’t mistake the edge of the rut for the horizon” - anonymous

Development Plan 2005-2006
Associate of Arts Oregon Transfer Degree

* Note: The following reflects PCC offerings in November 2004. As PCC makes credit
changes, the following information about classes and credits will be revised.

In the 2005-2006 school year, Columbia Gorge Community College will address the emerging,
transitional, and incumbent workforce in our large, rural college district by developing the
Associate of Arts Oregon Transfer Degree (AAOT), as well as workforce training classes.
Currently there 57 credits developed for distance delivery that apply to the AAOT. An
additional 39 credits need to be developed to complete a distance learning degree, plus 12 credits
of electives. This will create new opportunities for people from all sectors of our community,
including high school students enrolled in college classes for dual-credit, displaced workers
retraining for a new career, and working parents who want to complete their college degree in a
flexible format.

The following classes have been developed for distance delivery by fall of 2004:

Course Name                                credits

BA 211 Principles of Accounting         3
BA 212 Principles of Accounting II      3
BA 213 Principles of Accounting III     3
CAS 133 Basic Computer Skills/MS Office 3
CAS 170 Beginning Excel for Win.        3
CAS 171 Intermediate Excel for Win.     3
CIS 120 Computer Concepts               4
CIS 121 Computer Concepts II            4
CIS 178 Intro. to the Internet          4
ED 136 Computers in Education           3
ED 224 Foundations of Education         3
GS 106 Physical Science: Geology        4            Italics: telecourses
GS 108 Physical Sc:Oceangrphy           4
GS 109 Physical Sc:Meteorology          4
SOC 204 Gen. Soc. Everyday Life         3
SOC 205 Gen Soc. Social Change          3
SOC 206 Gen Soc. Social Problems        3
WR 122 English Composition              3
TOTAL CREDITS DEVELOPED                60




                                                                                               12
The following professional technical credit classes are in development during the 2004-2005
school year.

Course Name                                              credits

ED 123 Instructional Strategies: Reading                     3
MP 111 Medical Terminology                                   3
CAS 246 Integrated Computer Projects                         4
BA 250 Small Business Development                            3
OS 245 Office Systems and Procedures                         4
CIS 133J Java Programming I                                  4
TOTAL CREDITS FOR DEVELOPMENT 04-05                         21


The following courses need to be developed to complete the AAOT degree via distance
delivery:

Course Name                                              credits

WR 121 English Composition                                    3
WR 123 English Composition                                    3
MTH 111A College Algebra for Liberal Arts                     4
SP 111 Fundamentals of Speech                                 3
HPE 295 Health and Fitness for Life                           3
Cultural Diversity                                            3
       Possibilities are:
       ENG 240 Intro to Native Am Lit.
       ENG 250 Intro to Folklore and Myth.
       ENG 260 Intro. to Women Writers
       WS 101 Women’s Studies
       HST 218 Native American History
       HST 225 History of Women, Sex, and the Family
       HST 270 History of Mexico
       PSY 222 Family & Intimate Relationships
       SOC 218 Sociology of Gender
Arts and Humanities                                          14
       (Classes must include at least one sequence from
       List A and two or three courses from either List A
       or List B in disciplines other than the selected sequence.
       Recommended: ENG 104, 105, 106 Intro. to Lit.,
       SP 111 and SP 140 Intro. to Intercultural Comm.)
Social Science                                                 6
       (Courses to include two classes from either List A or List B in disciplines other than
       Sociology.



                                                                                                13
       Possibilities are:
       EC 200, 201, 202 Principles of Economics
       HST 101, 102, 103 Western Civilization
       HST 201, 202, 203 History of the U.S.
       PS 201, 202 Political Science
       PSY 201, 202, 203 General Psychology
       PSY 215 Human Development
Electives                                                    12
TOTAL CREDITS FOR DEVELOPMENT 05-06                          51


To develop the AAOT for distance delivery starting fall 06, four distance learning classes will be
developed summer term 2005, fall 05, winter 06 and spring 06, for a total of 16 new online
classes. Please see An Overview of the New Course Development Process in the appendix for
further details.



Prerequisites to the AAOT

The development of online components and hybrid classes in the classes that are prerequisites to
the AAOT are essential in giving students adequate experience with WebCT technology. The
following is a class-by-class outline of some of the planned development in this area:

CG 111A Study Skills for College Learning
Instructor Brook Maurer plans to make this class a hybrid starting in the fall of 2005 by creating
a week of class that students participate only through WebCT. This creates the opportunity for
students to assess their suitability to online learning.

Math 20 Basic Math (Arithmetic)
Instructor Annette Byers plans to add WebCT components by winter 2005.

RD 90 Reading
Instructor Brook Maurer plans to add online components to this class, including homework and
extra credit assignments.

RD 116 College Vocabulary Development
Instructor Annette Byers plans to add WebCT components by spring 2005.

WR 90 Writing
Instructor Annette Byers plans to add WebCT components by spring 2005.




                                                                                                14
Non-credit Workforce Development Classes


Education To Go

Beginning in the summer of 2005, CGCC proposes to contract with Education To Go Inc.
(ed2go) to provide non-credit online classes. These courses will be offered monthly and have
specific start dates. Two lessons will be released per week over a six-week period and each
lesson takes the student about two hours to complete. There is no minimum enrollment in
classes and students will register with CGCC. Contracting with ed2go will generate income for
the college and expand the training possibilities for local employers.

Ed2go will pay the college approximately 30% of the price of the course. There is no
membership fee. Some classes will be listed in the college schedules, but the majority will be
targeted for employee training for people who are not seeking college credit. Both Chemeketa
Community College and Portland Community College contract with ed2go. Major departments
of courses at www.ed2go.com are listed below.

Department listings from www.ed2go.com

The Internet
Master the ins and outs of the Internet, search engines, email, doing business online, and more.
Web Page Design
Create and post your very own site on the Web. Learn HTML, XML, CSS, Acrobat,
Dreamweaver, and FrontPage.
Web Graphics & Multimedia
Bring your Web pages to life with images, sound, and audio. Learn Paint Shop Pro, Fireworks,
and Flash.
Web Programming
Create truly interactive Web sites with ColdFusion, Javascript, CGI, JSP, and Java.
Basic Computer Literacy
Learn computer basics, keyboarding, Windows, the Macintosh OS, or Linux.
Computer Applications
Become proficient with Word, Excel, Access, PowerPoint, Publisher, Quicken, QuickBooks, and
more.
Desktop Publishing & Imaging
Produce eye-catching photographs, ads, brochures, newsletters, and magazines with Photoshop,
QuarkXPress, and other powerful publishing tools.
Computer Troubleshooting & Networking
Save time and money and gain marketable new skills by learning to repair and network personal
computers.
Computer Programming & Database Management
Master the art of database development with Oracle, Sybase, and Access. Gain valuable new
skills in Perl, Linux, SQL, C++, and Visual Basic.
Certification Prep
Prepare to take--and pass--major computer industry certification exams, including the A+, Net+,
MCSE, and PMP.


                                                                                                   15
Palm Pilot & Pocket PC
Organize your life, manage your contacts, and make more efficient use of your time by learning
how to use personal digital assistant to its fullest capabilities.
Digital Photography & Digital Video
Get the most out of your digital camera. Learn how to take, edit, and print professional-quality
images, movies, and videos.
Languages
Prepare for your next vacation or open up new career opportunities by learning conversational
Spanish, French, Braille, or English.
Writing & Publishing
Learn the secret to getting published with our growing collection of writing courses taught by
experienced professionals.
Entertainment Industry Careers
Improve your chances of succeeding as an actor, screenwriter, comedian, songwriter, theme park
engineer, or game programmer.
Grant Writing & Nonprofit Management
Write grant proposals that get funded or prepare for a management career in the fast-growing
nonprofit sector. Expert instructors prepare you for the special needs of the nonprofit industry
and help you develop relationships with corporate, foundation, and government funding sources.
Business Planning & Entrepreneurial Courses
Discover new small or home-based business opportunities or learn how to plan, finance, and
grow your existing business.
Sales & Marketing
Today, there are no shortages of opportunities for skilled sales and marketing professionals.
Make sure you have what it takes to help any business meet its financial goals.
Accounting
Demand for accounting professionals currently exceeds supply. Increase your financial
awareness and accountability while also gaining marketable new skills.
Business Administration & Management
Improve your job skills by mastering the fundamentals of supervision and management, human
resources, employment law, project management, business analysis, customer service, and more.
Test Prep
Don't take the GRE, SAT, ACT, LSAT, GMAT, or GED exam until you've had an opportunity to
work with our instructors.
Personal & Career Development
Improve your career prospects by becoming more assertive, increasing your leadership potential,
communicating better, defeating stress, getting organized, writing a better resume, developing
better job interview skills, and more.
Personal Finance & Wealth Building
Learn to save money on major purchases, eliminate all of your credit card debt, increase your
wealth, protect your assets, make wise investment decisions, and more.
Health Care, Nutrition, & Fitness
Prepare for a career in the veterinary or medical industry, improve your health, survive a
catastrophe, eat better, and promote wellness and balance in your daily life.
Family & Personal Enrichment
Learn film literacy, master the secrets of wine appreciation, use hypnotic suggestion on yourself
and others, research your family history, write your life story, move beyond divorce, assist your
aging parents, and more.



                                                                                                   16
Child Care & Parenting
Care for the children in your life with confidence and ease. Keep your children safe, happy,
healthy, confident, and learning. Instill discipline and improve communication.
Art, History, Psychology, & Literature
Learn to draw. Explore British and American history. Gain a new appreciation for the masters of
art and literature. Explore human nature, symbolism, and artistic expression.
Math, Philosophy, & Science
Develop your critical thinking skills, learn basic engineering principles in an exciting way, and
more.
Law & Legal Careers
Gain expertise in criminal law, evidence law, or employment law, or prepare for an exciting
career in the legal field.
Continuing Education for Health Care Professionals
Enjoy our fast-growing selection of unique accredited continuing education courses and
certificate programs for nurses and other health care professionals.
Courses for Teaching Professionals
Discover how to use your computer to ignite a desire for learning in your students. Master the art
of classroom discipline. Gain a better understanding of childhood development and behavior.
Courses in Spanish
Revise nuestro catálogo de cursos en español disponibles para usted.
Design and New Media Certificate Programs
Obtain certification to begin a rewarding career in graphic design, digital design, multimedia,
and new media marketing.


Small Business Development

In 2005-2006, the Small Business Development Center plans to pilot a seminar “How to Start a
Business” and broadcast it via videoconferencing to Maupin, Condon, Arlington, Fossil, and
Moro in the evening, on a Tuesday or Thursday night from 5:30 to 8:30 pm. There will be two
way audio, one-way video, and an online component to this session.




                                                                                                    17
Appendix: Distance Learning Policies, Procedures, and
                 other information




                                                        18
DISTANCE EDUCATION CALENDAR                          2004-2005


FALL TERM 2004

Distance learning coordinator meets with directors to review   October 18
new DE classes for winter term
Winter term online faculty training begins                     October 25
                                      ends                     November 5
Distance Learning Plan 2005-2006 draft to Dean                 November 3
Winter term WebCT technical training begins                    November 8
Check-in process begins                                        December 6
Peer review meeting                                            December 17
Distance Learning Plan 2005-2006 adopted                       December 20

WINTER TERM 2005

Distance learning coordinator meets with directors to review   January 18
new DE classes for spring term
Spring term online faculty training begins                     January 24
                                      ends                     February 4
Distance Learning classes for 05-06 school year selected       February 4
Spring term WebCT technical training begins                    February 7
Check-in process begins                                        March 7
Peer review meeting                                            March 18


SPRING TERM 2005

Distance learning coordinator meets with directors to review   April 11
new DE classes for summer term
Distance education calendar developed for 05-06                April 18
Summer term online faculty training begins                     April 18
                                       ends                    April 29
Summer term WebCT technical training begins                    May 2
Check-in process begins                                        May 31
Instructors identified for 05-06 distance class development    June 3
Peer review meeting                                            June 10




                                                                             19
An Overview of the New Course Development Process


  1.       Directors in the Office of Instructional Services decide courses that will be developed
           for distance education and refer faculty to the distance learning coordinator. Courses
           must be approved for distance delivery by Portland Community College Subject Area
           Curriculum Committees.
  2.       The distance learning coordinator will contact the faculty to review the training
           process.
  3.       Faculty will complete training for distance education, which consists of four parts:
           online, technical, course review and peer review.
          Online training is a two week training, taught by a distance learning faculty trainer,
           which gives the instructor the opportunity to experience being an online student and
           learn about online instructional methodology.
          Technical training is one-on-one with a WebCT trainer.
          Instructors will review the course review checklist with one of the technical trainers.
          A final peer review will be held at the end of the training period.
  4.       The distance learning coordinator will send a login to the course and the course
           review form to the directors for course approval and payment.




                                                                                                20
Instructional Standards for Distance Education Courses

LEARNING OUTCOMES AND CONTENT PRESENTATION

   1. Course meets standards of approved course content and outcomes guide.
   2. Learning outcomes are clearly and explicitly stated and available publicly.
   3. Learning outcomes address both mastery of content as well as improved
      learning skills
   4. Learning outcomes reflect high and clear expectations for learners.
   5. Content is related to the stated outcomes.
   6. Course materials are current.
   7. Course employs effective instructional techniques.

LEARNER ACTIVITIES

   1. Specific learning activities are structured and sequenced to assist learners in
      achieving stated goals.
   2. Activities permit learners to have control over time, place, and pace of learning.
   3. Activities are planned to actively engage the learners in the learning process.
   4. Activities respect diverse talents and ways of learning.
   5. Activities include frequent, meaningful interactions among learners, between
      learners and content and between learners and faculty.
   6. Requisite technology skills are clearly identified.
   7. Course activities include interaction with academic support and advising staff
      when appropriate.
   8. Course includes support for students to develop confidence and competence
      with the processes and technology of distance education.
   9. Activities include opportunities for reciprocity and cooperation among students

EVALUATION


                                                                                        21
    1. Evaluation of student performance is based on measures of the achievement
       of the stated learning outcomes.
    2. Instruments and activities are congruent with learning outcomes and consistent
       with the skills required of learners.
    3. Assessment activities are integral to the process of learning and allow for self-
       assessment, identification of areas where review is needed and the
       establishment of interim learning goals.
    4. Assessment accommodates the needs and situation of the learner.
    5. Assessment of learner activities includes frequency of interactions and
       participation.
    6. Assessment is based on multiple opportunities to perform and receive
       feedback.
    7. Feedback from assessments is prompt

 INSTRUCTIONAL DESIGN

    1. Instructional design creates dynamic and positive relationships among
       methods, content, and technologies.
    2. Selection of tools and media is based on ability to support the learning goals
       and objectives.
    3. Instructors and students are prepared to use selected tools and media.
    4. Choices reflect accessibility and are appropriate to the target audience.
    5. Design includes appropriate use of library resources.
    6. Design reflects the diversity of potential learners.
    7. Design incorporates supported technologies.


Adapted from Portland Community College




                                                                                           22
                 Columbia Gorge
               Community College
                  Online Classes



           Course Review Checklist
           Instructor Name:
           Course Number:
           Course Title:
           Review Date:
           Reviewer:

  *=
Required                                                            No   Yes
 Element                                                                       Comments




                                                     Homepage
                                                  Course Banner
       *                                    Links Work/Updated
       *                   Clear Instructions on Where to Begin
       *       Link to Helpdesk, DL site and student orientation
                                                      (Help Icon)
       *                   Link to Library (Library Icon present)

       *                                               Syllabus
       *                                             Course title
       *                   Course description with prerequisites
       *                    Course number and section number
       *                                       List required text
       *                                            Office Hours




                                                                                          23
*                 Clear and concise learning objectives
                          Online communication guides
*                                        Grading Policy
*                      Academic Dishonesty statement
*                         From the Instructor Statement
*   General Orientation about how course is organized
*                         Weekly Expectations Outlined
*                Communication Method Clearly Stated
*             Statement about how students will submit
                                           assignments
*              Additional Software Required Statement
*    Links to additional software required (plugins etc.)
*                                       ADA Statement
*                            What to do next Instruction

                                       Course Content
*                                     Lectures Present
*                                Assignments Indicated

                                Communication Tools
*                                     Discussion Tool
                                   Topics Managed?
                Introductory Message From Instructor?
*                                    Private Mail Tool

                                           Assessment
                                        Quiz Tool Used
                                  Alternate assessment
                             Publisher Resources Used

                                Additional Tools Used




                                            Multimedia
        Consulted DL Programs about Implementation
                                  Uses Multimedia
                                       What Types




                                                            24
                            Provide Links To Plugins
                     Provide Explanation to Students
                Provide ADA/ Low Bandwidth Version
                         Testing of Media Performed

                                       Build Community
                                 Instructor photograph
                       Course video or audio welcome
                                         Autobiography
                     Student interaction: groups/teams



                                  Additional Comments




adapted from Portland Community College Online Programs Course
                                               Review Checklist




                                                                  25
       Columbia Gorge Community College

       Course Development Contract
       Distance Education
       This is an agreement by and between ______________________________ and Columbia Gorge
       Community College for the development of a distance learning course as outlined below. This agreement
       complies with the faculty collective bargaining agreement as well distance education policies at CGCC
       (see Overview of New Course Development policy attached and Course Review Checklist). Payment for
       the design and development of this course is dependent upon satisfactory completion of course
       development by the contract ending date and approval by the appropriate instructional director.

       Course Number and Title: __________________________________________________
       Number of Credit Hours: __________ Payment Per Credit Hour: _________________
       Total Payment Due: ___________            or Release Time for _________ credits
       Contract Period: Begins: _____________ Ends: _____________
       Special Conditions:

       I hereby grant to Columbia Gorge Community College the right of ownership for this course and its
       contents:

       ________________________________________________________________________
       Signature of Faculty Member                         Date

       ________________________________________________________________________
       Signature of Distance Education Coordinator         Date

       ________________________________________________________________________
       Signature of the Instructional Director             Date

       ________________________________________________________________________
       Signature of the Dean of Instruction                Date


Course completion approval:                        Forward to Business Office with Payroll Authorization

____________________________________________
Signature of Distance Education Coordinator Date

____________________________________________ ____________________________ ___________
Signature of Instructional Director    Date  Account #                    Amount




                                                                                                           26
Distance Learning Student Survey
Columbia Gorge Community College
March 2004
102 Respondents

1. About you

 1. Have you taken a traditional (not on-line) class at Columbia Gorge Community College?
  Response Percent Response           Total
  Yes         95.1%                   97
  No          4.9%                     5

Total Respondents 102
(skipped this question) 0

 2. How many online classes have you taken at CGCC?
 Response      Percent Response    Total
   1           38.8%               38
   2           26.5%               26
   3           18.4%               18
   4           7.1%                 7
 more than 4 9.2%                   9
Total Respondents 98
(skipped this question) 2

3. Have you taken an online class from another college or university?
 Response      Percent Response       Total
   Yes         19%                   19
   No          81%                   81
Total Respondents 100
(skipped this question) 1


 4. Why are you taking an online class?
  Response Percent Response             Total
  More convenient than classroom attendance
               54.5%                    54
  Only format offered for this class
               27.3%                    27
  Prefer online classes to "live" instruction
               8.1%                      8
  Other (please specify)
               25.3%                    25
Total Respondents 99
(skipped this question) 3


                                                                                            27
 2. About the course

 5. How would you rate the quality of your online class?

  Response Percent Response           Total
   Excellent 49%                      48
   Good        43.9%                  43
   Fair        5.1%                    5
   Poor        2%                      2
Total Respondents 98
(skipped this question) 4


6. What are your recommendations to improve the quality of online classes at CGCC?

 1. Send a flier in the mail that tells you how to run the program, with never having an online
class before it was very difficult to pick up.
2. None
3. Not in reference to on line classes, but WebCT in connection to our chemistry class is
wonderful. The input from student and instructor is wonderful and helpful. I love it that we can
download and print our homework, labs and notes for class. I think this would take some of the
heat off the instructor because they don't have to worry about making copies. It becomes the
student's responsibility and we can get it a day or so ahead and even out our stress. Some times
there is a more lax time that can be used to get a handle instead of waiting until other things all
pile up at once. Also if you can't be in class you can keeping making progress by just
downloading class info. It is great to be able to tap into instructor and student-peer support.
4. none this class is very well organized.
5. I dont really care for this class as far as the
6. This use of an on-line aspect to a traditional class was great. I can't think of anything that
would improve it.
7. Have more classes available.
8. I have no recommendations. I only wish there were more online classes available that would
get me to my diploma...
9. Make sure resources on-line are available, or other sources of help are availabe (ie. tutors at
the college, videos, DVDs, visual aids, etc.
10. None. Great class and instructor!!!!!!!!


  Total Respondents
 46
(skipped this question) 56




                                                                                                  28
Snapshots from the Online Training Site




                                          29
30
31
Distance Learning Technical Assistance Schedule –
The Dalles Campus
                1.265 - LIBRARY COMPUTER LAB (24 Computers) - FALL 2004
 TIME       M              T        W           R           F           S
 8:00      LAB          LAB         LAB         LAB        LAB         LAB
         CLOSED       CLOSED      CLOSED      CLOSED     CLOSED      CLOSED
 8:30

 9:00    Lab open     Lab open    Lab open   Lab open    Lab Open   Lab open
          no aide      no aide     no aide    no aide     WebCT      no aide
 9:30    Lab Open     Lab Open    Lab Open   Lab Open    Lab Open   Lab open
          WebCT        WebCT       WebCT      WebCT       WebCT      no aide
 10:00   Lab Open     Lab Open    Lab Open   Lab Open    Lab Open   Lab open
          WebCT        WebCT       WebCT      WebCT       WebCT      no aide
 10:30   Lab Open     Lab Open    Lab Open   Lab Open    Lab Open   Lab open
          WebCT        WebCT       WebCT      WebCT       WebCT      no aide
 11:00   Open Lab     Open Lab    Open Lab   Open Lab    Lab Open   Lab open
           Ron          Ron         Ron        Ron        WebCT      no aide
 11:30   Open Lab     Open Lab    Open Lab   Open Lab    Open Lab   Lab open
           Ron          Ron         Ron        Ron         Ron       no aide
 12:00   Open Lab     Open Lab    Open Lab   Open Lab    Open Lab   Lab open
           Ron          Ron         Ron        Ron         Ron       no aide
 12:30   Lab open     Lab open    Lab open   Lab open    Lab open   Lab open
          no aide      no aide     no aide    no aide     no aide    no aide
 1:00    Lab open     Lab open    Lab open   Lab open    Lab open   Lab open
          no aide      no aide     no aide    no aide     no aide    no aide
 1:30    Open Lab     Open Lab    Open Lab   Open Lab    Open Lab   Lab open
           Ron          Ron         Ron        Ron         Ron       no aide
 2:00    Open Lab     Open Lab    Open Lab   Open Lab    Open Lab   Lab open
           Ron          Ron         Ron        Ron         Ron       no aide
 2:30    Open Lab     Open Lab    Open Lab   Open Lab    Lab Open   Lab open
           Ron          Ron         Ron        Ron        WebCT      no aide
 3:00    Open Lab     Open Lab    Open Lab   Open Lab    Lab Open      LAB
           Ron          Ron         Ron        Ron        WebCT      CLOSED
 3:30    Open Lab     Open Lab    Open Lab   Open Lab    Lab Open
           Ron          Ron         Ron        Ron        WebCT
 4:00    Open Lab     Open Lab    Open Lab   Open Lab      LAB
           Ron          Ron         Ron        Ron       CLOSED
 4:30    Open Lab     Open Lab    Open Lab   Open Lab
           Ron          Ron         Ron        Ron
 5:00    Open Lab     Open Lab    Open Lab   Open Lab
           Ron          Ron         Ron        Ron
 5:30    Open Lab     Open Lab    Open Lab   Open Lab
           Ron          Ron         Ron        Ron
 6:00    Open Lab     Open Lab    Lab open   Lab open
           Ron          Ron        no aide    no aide
 6:30    Open Lab     Open Lab    Lab open   Lab open
           Ron          Ron        no aide    no aide
 7:00    Open Lab     Open Lab    Lab open   Lab open
           Ron          Ron        no aide    no aide
 7:30    Open Lab     Open Lab    Lab open   Lab open
           Ron          Ron        no aide    no aide
 8:00      LAB          LAB         LAB         LAB
         CLOSED       CLOSED      CLOSED      CLOSED




                                                                               32
References

i
 “United States of America Usage Statistics.” Internet World Stats.com. July 4, 2004. Usage and Pop Statistics.
<http://www.internetworldstats.com/america.htm#us>
ii
  Much of the information in the introduction is from: Flynn, William J., Managing Director, National Council for
Continuing Education And Training, “Navigating the Quicksand of Instructional Technology by Thinking Outside
the Sandbox.” E-learning 2004 Conference. Instructional Technology Council. Marriott Del Mar, San Diego.
February 22, 2004.
iii
 The Western Cooperative for Educational Telecommunications. “Best Practices for Electronically Offered
Degrees and Certificate Programs.” <http://www.wcet.info/Accrediting%20-%20Best%20Practices.pdf>.
iv
 “Digital Divide Basics.” The Digital Divide Network. 2004.
<http://www.digitaldividenetwork.org/content/sections/index.cfm?key=2>
v
 “Falling through the Net: Towards Digital Inclusion.” United States Department of Commerce. National
Telecommunications and Information Administration. http://www.ntia.doc.gov/ntiahome/fttn00/contents00.html




                                                                                                                  33

								
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