This resource is intended to provide assistance to faculty who need to move their classes online quickly.It is designed to support the use of technology that allows faculty to hold classes when circumstances prevent them from physically meeting with students.
We have tried to strike the right balance between providing the bare essentials to avoid overwhelming those who are new to online teaching and providing enough detail to help them ramp up to online teaching quickly and efficiently.
We will try to be responsive to additional requests from the university community. The current document and updated versions can be found below in native Word format for easy use and remix as well as PDF. To view this document on the web, select the “Preview” button for the PDF version.Please feel free to distribute this document widely.
If you or your institution would like to see something added to this resource, or if you would like to contribute information to it, please contact me.
For the past several weeks, teams from across the UNC System have quickly mobilized and come together to contribute to “Moving to Alternative Instructional Formats.” Without them, this resource could not have been created. The end of this document offers special recognition and thanks to the people who went above and beyond to make this happen, including, the Faculty Assembly, the Faculty and Academic Development Center Directors, Distance Education Directors, and the Digital Learning Community.
I hope that each of you and your loved ones are all doing well!
Now that the fall semester is in full swing for our campuses, one of our System schools has a special request. As part of Fayetteville State University’s commitment to returning to high-quality online and hybrid instruction, their provost has secured funding and requested that the range of courses being offered online this fall undergo an unofficial/”internal” QM review. As such, FSU’s QM Coordinator, Dr. Bonnie Grohe, has requested the support of the UNC System QM Certified MasterReviewers and Peer Reviewersto internally review approximately 150 courses. FSU’s expectations for these reviews are as follows:
Initiative duration: Mid September 2020 – Mid January 2021
Course Review “Team”: 1 QM CertifiedMaster Reviewer or PeerReviewer per course
Online courses must incorporate all essential Specific Review Standards and earn a minimum score of 85/100 points to meet internal review expectations
QMReviewerswill provide 2 hours of direct consultation with faculty per course to support course enhancements/modifications
If you are interested in participating in this initiative, please complete the Call for Quality Matters (QM) Reviewers form listed above by Friday, September 4, 2020 at 5:00pm. Note that every reviewer helps, and there is no minimum to the number of courses you can review to assist FSU with this cause. An in-depth onboarding session will be provided within the next two weeks on a date to be determined for all individuals who respond to the interest form.
Thank you in advance for your consideration of this time-sensitive request. We truly appreciate all that you do for your campuses and all of our colleagues and students throughout the UNC System!
Beginning July 1, UNC System faculty have access to open educational resources, texts, videos, slides, course plans, curriculum maps, teaching guides, assignments, assessments, and more to enrich the quality of their online offerings across ten high-demand courses: Introductory Financial Accounting, Anatomy & Physiology 1, General Biology, Calculus 1, Chemistry 1, Chemistry 2, Macroeconomics, Microeconomics, Organic Chemistry 1, and Introductory Statistics.
Over the past five weeks more than 70 UNC System faculty members, librarians, and instructional designers have worked to locate, curate, and organize extensive sets of rigorous digital instructional resources. Working as part of ten distinct cross-institutional course teams, the groups have developed course collections that are designed to complement and enhance existing introductory course plans. The aim of this initiative is to provide faculty members across the UNC System with expanded resources to support hybrid and online instruction. Each collection of curated resources may be adopted in whole or in part to supplement an instructor’s existing course plans and materials. The resources are not intended as a stand-alone course, but rather to supplement existing course plans.
In response to Higher education’s increased need to access learning technology, open educational resources (OER), and access services (e.g. wireless, internet) due to the COVID-19 outbreak, many corporations and service providers are offering free or significantly discounted pricing for educators and students as they transition to remote education. EDUCAUSE, working with higher education institutions across the United States and abroad, maintains an exhaustive list of these offerings.
We encourage you to review the three tabs included in this list, Technology, OER, and Access Service Offerings. The DLI staff access and contribute to this growing list to enhance its usability and accuracy. If you would like to add an organization, please email firstname.lastname@example.org with a link to the relevant web page for higher education institutions to contact the organization.
We hope that bringing awareness to this resource helps you to more efficiently identify potential technologies, OER, and access services in support of your transition to remotely learning due to the COVID-19 outbreak.
GUIDING FACULTY INTO REMOTE TEACHING AND OPERATING IN THE “NEWISH” NORM
Director, Curriculum and Innovation
Kenan-Flagler Business School
UNC Chapel Hill
In this session, Jennifer Cutts will share Kenan-Flagler Business School’s experiences in transitioning to virtual teaching in response to the COVID-19 pandemic. Jennifer will highlight a workshop strategy that was implemented to expedite faculty orientation to teaching in Zoom as well as faculty feedback on what worked well, challenges, and what could still be improved. Additionally, she will share the many lessons learned that will be applied to the Summer and Fall terms to enhance faculty and student experiences in the “newish” norm. Finally, Jennifer will share the business school’s efforts to create digital content in a virtual working environment and how they are partnering with faculty to prepare for a variety of possible teaching scenarios in the fall.
Jennifer Cutts is the director of Curriculum and Innovation for UNC Kenan-Flagler Business School. Jennifer specializes in faculty community, curriculum development, and the creation of an innovative, centralized center for excellence that serves multiple degree programs and focuses on digital presence in learning environments and promoting communities of learning for faculty. Jennifer has over 20 years of online learning and higher education experience. She has been a leader with two top distance education consulting companies, Bisk Education and Embanet-Compass Knowledge Group (now Pearson-Embanet). Jennifer is a doctoral student in the Leadership and Learning in Organizations Ed.D. program at Vanderbilt University and holds an MBA from Regis University and a Bachelor’s in Communications from the University of South Florida.
11:30 AM – 11:50 AM
Connecting the Dots: Leveraging Connectivism to Support Competency Based Learning
This session will explore how connectivism, connective teaching methods, and data-driven decision-making support learners in achieving proficiency in industry related competencies through personalized adaptive learning. Speakers will offer tangible tools and innovative strategies for educators to bridge the divide between connectivism theory and competency-focused skills development. The UNCW team will discuss how this educational model enables learners to chart a personalized course toward competency attainment by leveraging divergent, diverse, and distinctive experiences while acquiring professional skills, knowledge, networks, and certifications.
Sheri Conklin, Ed.D.
Dr. Sheri Conklin has extensive experience in online course design and best practices for online delivery. As a former instructional designer, she focused on professional development for faculty and staff teaching online. She has also engaged in multiple research projects to contribute to the growing body of knowledge surrounding online course design and delivery. Sheri has been teaching online for more than 12 years and focuses on problem-based learning, applied learning, and integrating community-based service learning in the online course environment. Her research interests include online course design, instructor social presence, service learning, and cooperative learning.
Eric L. Richardson, Ph.D., MPH, MBA, PHR, SHRM-CP, CHHR, ACHE
Program Coordinator, Master of Healthcare Administration (MHA)
Assistant Professor, School of Health and Applied Human Sciences
Dr. Eric L. Richardson brings to UNCW extraordinary experience with market analyses, program/course design, and implementation of new academic programs and specializations. He has documented proficiency delivering results related to applied learning, accreditation initiatives, and regulatory analyses. He is a 2018 Commission on Accreditation of Healthcare Management Education (CAHME) Fellow and a higher education leader with more than 14 years’ experience teaching and developing curriculum for traditional and online learning environments focused on applied learning. His research interests focus on healthcare, job satisfaction, turnover, retention, and commitment.
Nikki Strawn, M.S.
Nikki Strawn is a public educator with more than 12 years’ experience in teaching and designing instruction for traditional and online learning. Her focus areas in online teaching include faculty professional development, Universal Design for Learning, gamification, interactive video, authentic assessments, and online student engagement strategies. Nikki is a certified Quality Matters Peer Reviewer and a member of the Online Learning Consortium. Using her knowledge and skills of technology tools combined with her learner-centered and systematic approach to instructional design, Nikki brings engaging course design and quality online teaching methods to enhance student learning outcomes and learner satisfaction.
Questions Comments and Suggestions?
Questions related to the monthly webinar? Want to suggest or present on a topic during a future webinar? If so, please email the UNC digital learning team at DLI@northcarolina.edu.
COVID-19 has accelerated the growing interest across the UNC System in examining the options for moving physical course labs to a virtual environment. This special edition of the Digital Learning Initiative webinar is designed to provide an overview of the major options available.
Faculty across the UNC System, and industry partners, will share their in-depth perspectives on specific types of virtual labs. In addition to demonstrations, there will be an emphasis on answering the following questions:
The problem addressed (e.g., give students a lab experience online when they could not physically go to a lab).
The alternatives considered – Were check-lists or rubrics used when considering solutions, commercial products or creating your own?
Any changes you had to make in the face-to-face learning objectives in order to move from a physical class to online?
Overall, how difficult was it to adopt or create these virtual labs and was the effort worth it?
We would like to share the current plans for the relaunch of the UNC Online Proctoring website and scheduling system. We have a high degree of confidence that everything will be in place to execute this plan successfully, with very few external dependencies. As always, if for some reason this plan does have to change, we will immediately reach out to all affected parties.
The UNC Online Website will reopen on May 11th.
Due to the pandemic, the following additional conditions will be in place:
Instructors will be able to schedule exam windows for the course(s)/section(s) that they are teaching for all Summer sessions, with the exception of courses offered during a “Maymester” term.
In order to ensure the availability of adequate proctoring services staffing from our vendor (Examity), all exam windows will be required to start after May 31st.
Due to the continued closure of all on-site (face to face) proctoring options, students who are required by their instructors to utilize UNC Online Proctoring will each have to personally pay for their exam proctoring appointments, at the rate of $11 for the first exam hour, and $6 per hour for each additional hour. This cost should be conveyed to students in course syllabi and during the course registration process. (As always, accommodations for extra time as determined by SDS/DSS learning disability assessments will not incur an extra cost to students for their additional exam time.)
The online proctoring vendor, as has always been the case, is not capable of proctoring paper-based (or online + paper) exams, so those exam types will not be allowed until there are in-person proctors once again available to all of our students.
Aside from these four additional conditions, all other UNC Online Proctoring business rules and procedures will be in place, and will be conducted in accordance with the existing UNC Online MoU. All proctoring using the Examity service will be ‘human’ proctoring, with live proctors connecting to each student’s computer to administer and observe the exam.
Additionally, we are continuing to work on multiple contingency plans and possible proctoring options for the Fall term. As those plans are crafted, we will reach out with more detail; we have nothing significant to share at this time.
Thank you for your accommodation and support. As always, we are happy to make the UNC Online team available to you to help your teams meet their proctoring needs, and to answer any questions you may have.
This Friday, at 11:00 a.m. – Noon, I am changing our normal monthly Digital Learning Webinar agenda, usually focused on innovation, to a focus on the impact of our online response to the Coronavirus. Here is the Zoom url,https://mcnc.zoom.us/j/943706306 and phone number, (646) 558-8656, ID943 706 306.
I have invited a few members of the critical communities across the university (Faculty Development Centers, Faculty Assembly, Distance Learning Directors, Faculty Fellows) to be on the webinar and provide their perspective on:
Adjusting\coping to moving online so quickly
Identification of any major issues that have been observed (impediments)
What might we do to make the rest of this semester a little better for faculty and students
What do we need to start thinking about to prepare for Summer and Fall semesters
If you have other questions you would like the panel to address, please email them to me (email@example.com) prior to this Friday’s webinar or, enter them into the chat during the webinar.
Our panelists include:
Eli Collins-Brown, Ed.D.
Director, Coulter Faculty Commons
Western Carolina University
Timothy J. Ives, Pharm.D., M.P.H., FCCP, CPP
Professor, UNC Eshelman School of Pharmacy
Vice Chair, Faculty Assembly
Heather McCullough, Ph.D.
Associate Director, Center for Teaching and Learning
Anne Ogg, Ed.S.
Center for Teaching and Learning, UNC Asheville
Ellen Pearson, Ph.D.
Professor of History, UNC Asheville
System Office Faculty Fellow
Katherine Saul, Ph.D.
Associate Professor, Mechanical and Aerospace Engineering, NCSU
System Office Faculty Fellow
Bethany V. Smith, M.S.
Associate Director, Instructional Technology Training
Distance Education and Learning Technology Applications (DELTA), NCSU
Benjamin Powell, Ph.D.
Associate Professor of Entrepreneurship, Appalachian State University
System Office Faculty Fellow
Tom Van Gilder, M.S.
Director of Learning Technology Services, Center for Academic Excellence
Appalachian State University
Wanda White, Ed.D.
Director, Center for Innovative and Transformative Instruction
Winston- Salem State University
Jeremy Dickerson, Ed.D.
Associate Vice Chancellor for Distance Education and E-Learning
Associate Professor of Educational Technology
I look forward to this important discussion on Friday at 11:00 a.m. and I hope you will be a part of it.
The UNC System Quality Matters Council Summit met Friday, January 31, 2020, on the UNC Charlotte Center City Campus. With representatives from most of the UNC System institutions, themes ranged from campus implementation to course design strategies.
The day opened with a warm welcome delivered by UNC Charlotte’s Dr. Garvey Pyke, Director of the Center for Teaching and Learning. He used the city of Charlotte’s recent tremendous growth as a metaphor for the Summit.
Birds of a Feather kicked off the sessions, allowing members to gather and discuss, in an unconference format, issues at their respective institutions. This was followed by two breakout sessions of five sets of presentations each, demonstrating the wealth of knowledge and interest in a variety of topics related to Quality Matters. During lunch, participants were treated to a keynote by Mr. Steve Kaufman, Quality Matters Ohio Consortium, detailing the success of Ohio’s programs. Highlights included the inter-institutional bartering system and incentives created to foster state-wide collaboration.
Following up on my presentation to the CAOs, and a note to this group back in December, we are moving forward with the potential of one or more of our universities participating in the Project Lagro “Private Preview (AKA mature beta) with Microsoft and LinkedIn.
I have arranged for them to visit on Thursday, January 30 here at the System Office.The purpose of this meeting will be to provide an in depth overview of the application they are developing and to understand its value to our universities and to understand our responsibilities in the project if we choose to participate.
In addition, here is a video that that contains screen shots that illustrate the design and use of the program.
While several of our universities have already expressed significant interest in being involved in this project, I wanted to make sure all of our universities were informed of this opportunity.
Please contact me (firstname.lastname@example.org) if you would like to attend this meeting with Microsoft and LinkedIn to discuss Project Lagro on Thursday, January 30 from 11:00 a.m. – 1:00 p.m. as it is my invitation only.
Despite their pervasiveness in higher education, learning technologies continue to be fraught with apprehension within the academy as educators are skeptical of the true impact that they bring to effective teaching and learning. Dr. Ellen Wagner’s keynote will make sense of the panoply of emerging learning technologies, strategies and desired outcomes that are shaking up the very foundations upon which so many of today’s education professionals have built their instructional practices. Ellen will discuss a strategy to help guide faculty identification of and engagement with learning technologies that considers their needs for research-based selection and pedagogical alignment, as well as faculty-specific digital learning experience. Further, Ellen will share how the rate of technological innovation leads to an ever-changing educational landscape and how innovations that center on learning will lead to transformative educational shifts.
Ellen is an award-winning learning designer and technologist. She is currently the Managing Partner of North Coast EduVisory Services, LLC and Research Scientist with the Mixed Emerging Technologies Integration Lab, Institute for Simulation and Training, and School of Modeling Simulation and Training at the University of Central Florida. She serves as an Affiliate Member of the Faculty for the College of Education at George Mason University and is a member of the IEEE Industry Connections Industry Consortium on Learning Engineering Steering Committee and Learning Engineering Among the Professions Special Interest Group. Ellen serves on the editorial boards of the Journal of Computing in Higher Education, eLearn Magazine, and the Journal of Applied Instructional Design and serves on the Board of Directors for two private start-up companies. She received her BA in History and MS in Information Science from University of Wisconsin-Madison and a Ph.D. in Learning Psychology from University of Colorado Boulder.
A successful collaboration between Academic Affairs and IT, driven by Dr. Rollinda Thomas, CTO Eric Ellis and Faculty Fellow Dr. Ben Powell, resulted in a System-Wide agreement with EMSI. EMSI is a labor market analysis tool used by many of our universities to forecast demand for new degree programs. The team was able to create a licensing agreement that allows all of our universities to purchase this service at $4,500 rather than the almost $15,000. Across the ten initial instances of its use, this saves the System $100,000 annually.
Here is the specific information from Dr. Rollinda Thomas that you need to take advantage of this program:
Our team members at the UNC System Office negotiated a system-wide contract with Economic Modeling Specialists International (EMSI) to provide access to their Analyst software. The product provides labor market data related to academic programs. This is helpful if an institution wants to determine labor market demand for their programs. The data supports evidence-based program planning and development. If institutions are proposing a new academic program to the Board of Governors, EMSI’s data provides a consistent source for evidence of societal demand. Information about Analyst is attached.
In the past, access to Analyst software for a single user at an institution would cost $15,000 per year. Given the new system-wide contract, the price would be $4,500 per user, per year for three years, if we have 10 or more total users across the system. If we have 1-9 total users across the system, the price will be $5,000 per user, per year for three years.
Please contact me if you are interested in participating in the three-year agreement. I’ve attached documents for your signature as Provost, including the system-wide agreement, an order form for access to EMSI’s Analyst software, and a Letter of Commitment (LOC) form. Please note that the Letter of Commitment can be signed by a Provost instead of an Information Technology (IT) representative. This is often the case if the site license will be used by your Academic Affairs Office instead of IT. We understand additional time may be needed for you to review the documents beyond the due date on the LOC.
We hope this will provide a much-needed service and considerable cost savings to our institutions.