E-education Council Meeting on October 5th 2011

Uploaded by psutlt on 07.11.2011

[ idle chatter ]
We're getting Pat back.
Oh, there's Pat. Hey Pat!
Can you hear us. I can hear you. Can you hear me? I certainly can, yes.
So we're gonna get started, ok, great. All right well welcome everybody to
this years new eEducation Council meetings. I apologize sincerely for
not being able to join you last time. But I appreciate so much everybody saying,
hey, forget about it. Just stay home and help your parents.
It's been a wild month for all of that. But I can't thank you
enough for just saying don't come. And thanks for being able to come back and
do this today. I just want to do a couple orders of business and we'll dive right in
because I really think this is a new opportunity for us to re-engage around the kinds of
issues that are really the things that this kind of a group of people should be talking about
on a regular basis. I already have probably twenty-five different suggestions
from folks on future meetings, from Styles of Online Learners
based around resident online. All the way out to the recently
signed NFB settlement. That was either signed yesterday or will be signed today.
And the press release will go out today on that. So we could have a whole ninety minute session on
what that means to us as learning designers. We can invite people from around campus.
The one thing I wanted to make sure I did, is I wanted to tell
you two things. First of all this is being captured with our new lecture capture system that we're piloting
this semester. So right now Eco360 is recording
all of this. It's wired up to all these microphones in here.
What you're gonna see, it's funny, what you're gonna end up seeing the slides or whatevers on the screen
in the lecture capture and then Pat. Because it would capture
this feed. So Pat you are gonna be present on the entire lecture capture of
the ninety minutes that we're gonna spend together. So don't do anything you don't seen.
The second thing I want to mention
is that we put together a new web presence for the capsule.
And it's here. I think everybody has the url. We tried to do something different
with this. And we're trying to do, since we're going to be using
this time to actually spend hopefully around single topics having conversations.
I'm gonna ask people to contribute content to this site in
the typical kind of updates we used to do. So remember we used to do like
five seven minute things. Round robin kind of things. So those kinds of stories
what would be excellent is if people could just contribute them to the site and then tag them
with the current month for that meeting. And then it will show up. It's really easy
You use this login button at the top and you use your Penn State credentials.
If I can remember what my,
and once you login
you just have this little box right here and you can just type and hit publish. So you don't really
have to do anything more than that to share content. I'd be really thrilled
to see people during the meeting if you want to use this almost like Twitter to capture
interesting thoughts and Deb and I can work to compile that along with the notes and put it together.
so we capture the streaming conversation.
So with that it might be good just quickly to go around the room and just say
who you are and where you're from and then we'll get started.
Andrea Gregg and I'm with World Campus Learning Design. Amy Garbrick, College of IST.
Wendy [ inaudible ] Wayne Anderson the Behrend College.
[ inaudible ] College of Ag Cathy Holsing Liberal Arts.
Gary Chinn, College of Engineering April Millet, Smeal.
Mark DeLuca, Smeal, Keith Bailey, Arts and Architecture Bill Rose, Arts and Architecture.

Jack [ inaudible ], Berks
Cindy [ inaudible ], Shreyer Institute
Deb Dixon, TLT
Roxanne [ inaudible ], College of Engineering
Eleanor Lehman, World Campus Learning Design.
Lynn Johnson, World Campus Learning Design Brad Kozlek, TLT
[ inaudible ] Taylor, Earth and Mineral Sciences Terry O'Heron, TLT
Allan Gyorke, Education Technology Services Chris Lucas, TLT
Stevie Rocco, Earth and Mineral Sciences
Elyssa Cahoy, University Libraries and our late person. Our tardy
person John Dolan, College of Liberal Arts.
And perfect, one more, this is Suzanne
most of you know me. So anyway so I thought we'd
go ahead and get started. So today what we're gonna do is we're gonna talk about something that
I hear non stop. And that is what are we doing in various units around learning design.
I thought we'd kick that off with a conversation just to have a better sense of what we're all doing.
Cause I get the feeling as we go around we all sort of
hear these whispers about, oh, we use Elms, we use Clone, we use a home grown
we do this, we do this, but probably nice to get the level set so we
could start a longer term conversation. I know it's something Keith has been talking about for quite some time about
what is the longer term vision of where we go as an institution.
So with that I just like to invite our first group up to get started.
So that is our World Campus friends.
Do you guys need me to log out of this?
I'm not sure. Lynn are we using the jump drive? Perfect!
[ silence ]

We do it at a distance. We don't do this face to face stuff. We don't know where to plug in.
Right at the top. Right up on the top of the podium.
[ inaudible ]
We're on a Mac?
You should quit the browser.
[ silence ]

This is suppose to work so perfectly.

Speak amongst ourselves.
Sorry guys. No, no we're gonna make everyone else after
us look really smart.

Can we do it in Keynote?

We are well organized
machine which you can see. So we just put together a
few very quick slides to try and hit on
what seemed to be the most important drivers in terms of how we
do our work. I thought it would help or we thought it would help to kind of contextualize
what we've been charged by the president provost of Penn State.
And the charge of World Campus is generate and retain
net new adult distance students. So while resident students
do enroll in courses predominantly in the summer, the charge of purpose
from Penn State's perspective is net new
distance adult students. Succeed in a highly competitive marketplace.
So were fairly constantly hearing
thinking, comparing with other online, comparable online universities.
Whether it's UWC, the University of Phoenix, Capella
other parallel institutions to Penn State that are not for profit.
Design from an adult learner perspective.
So that's another area that we are
constantly working on is kind of trying to think from
our standard student who is an adult,
probably working often with family, learner
in terms of synchronous, asynchronous, all of the kind of things that come in
where that is where are perspective is. And this is something increasing
that we've known for awhile is really important. But are finally actually
able to do more effectively is make decisions based on data.
So rather than debate internally, incessantly I like this look and feel.
I like this look and feel and getting into that near religious debate about which is better
let's ask our actual students. So we started doing that
to get more objective data in that regard.
Guiding principles, we touched upon these. But distance adult-learner focused design.
Consistent across programs, so within individual programs
we're trying to do consistent look and feel.
Consistent branding for that program or that college. In the past
two years I would say we have majorly increased
the focus on rich media inclusion. So whether it's working with WPSU
to do more full level video production
or just working with our in house multi media people that has come much more of a focus
and much more of a push. And seamless technology integration.
So one of the principles that we have with our students is
they shouldn't be thinking about the technology. They should be thinking about the content.
So if we're adding a new technology, etc.
Integrating it with the help desk to make sure it can properly supported.
A lot of attention put on directions, etc.
And Eleanor.
So now we're gonna get in and show you kind of the systems that we use. I don't know if
you've heard, but I know we talked a little bit about tech. Some people are using Drupal, Elms,
the system that we use is known as Evolution in
house grown system. But basically there's no where you're gonna go that says
Evolution on it. One of the things that we discovered and
Stevie actually played a large roll in this one, was when we talked to our design teams about
all the different systems that they had to touch to be able to create a course and maintain a course,
it was kind of mind boggling. So our goal for the last couple of
years has been to really collapse things down into one system.
So we use basically a system that tries to get all the administrative stuff out of the way for our
design teams.
So the system that we're using is called Quickbase.
Now Quickbase is a system that's brought to you by the people
that created Turbo Tax, tax software.
Those types of things. We purchased it originally for project management and we discovered
that it wasn't so hot at that for us. Everybody has their own systems they like to use in terms
of project management. But it was really good at retaining information about courses.
It was really good about pulling information from other places. And it was really
good at being able to kind of let people work on a course
and not straw the information about that course in their [ inaudible ], in their email, that type of thing.
So basically what Quickbase will do, is the design team will go to Quickbase it will
list all of the courses that a particular design team works on. Now our design team
is comprised of a designer, and instructional production
specialist, who assists the designer, multi media specialist is on the team as well.
So all of these people have access to the same screens in Quickbase. And it's basically
customized based on who they are and what courses have been assigned to them.
So here's an example of somebody on the team. That has the Ed Tech program. Has some courses
on Liberal Arts, etc.
You'll see the name of the course when you click on it. You'll see what JRS level it is.
Revenue sharing. You'll see the ANGEL ID. Schedule number.
And all these things are pretty much dynamically generated from other systems that are in house.
That already have this information in them.
So here's an example of the design team. You'll also notice that the
instructor is listed here. That is also pulled from a faculty
database that our program managers when they get
when a department assigns faculty member, that person is automatically brought in.
The system is great. Because the system will actually send out an email notification to everybody on
the design team. That for example in this case, the department has now identified that
faculty member. The process we used to have, was we walked across the hall to [ inaudible ]
and say, excuse me, have you figured out who's gonna be? We'd call the department head we'd ask them.
We'd start to bug them. So this way we're getting automatic notifications.
Because every department wants to be able to do kind of it differently in terms of timeline.
So this really helped take out a lot of the pain and suffering.
We also used it for help desk tickets.
During the course delivery if a student has an issue with a course they contact our help desk.
Our help desk then generates an automatic ticket that goes in here, same thing,
email notifications go out to all the parties involved.
And once the ticket has been resolved the notes go into Quickbase
about what the resolution was and then it's captured. So it's historical data
that then I can go back as a designer next time I set up the course
I can go back through the old tickets to make sure I'm not reproducing an error that I'd caused
in the first place. It's also nice because that's the kind of information that you'd go a year later
to one of your IT's and go I think something happened around this course
I think it was and we have all the information right here and we'll have access to it.
We can also see if there are common trends. Quickbase does a great job of doing
reports for us. So at the end of a semester or beginning of a semester
we can see what kind of issues we're commonly facing and I'd take steps to prevent that.
Ok, so here's the stuff you probably wanted to see.
This is Evolution. Like I said, you're not gonna see anything
that says Evolution. It's in Quickbase. But basically this course
uses something called the large banner template. And Lynn, I think,
will share some examples of that with you. But I as a designer can go in
and choose the template I want to assign to the course and it automatically
creates that version of the course for me.
Our multi media folks basically create templates with us
and we'll put them in Evolution via Quickbase so we have whole catalog
of templates we can choose from via the center face.
So here's an example if I wanted to go through and select
certain templates, a certain template for a certain program or certain course. This is where I do it.
So you can see all the different selections I have.
And basically these are all vented through our accessibility expert. He goes through the design process
with the new templates just to make sure everything is kosher in that respect.
Like I said, we also capture all the other information
around courses in Quickbase. So if there are copyright permissions we've had
to secure with the course, they're actually documented here by our copyright expert.
She can also set a deadline for let's say the copyright
holder says, this permission expires December of 2012.
The system will generate an email about three months prior to that to say to her that it's
about to expire. She goes to the designer and they figure out what will they do? They'll either secure the permission
again or if they can't do that, then they have at least some time to
figure out a replacement in the course. It also gives you a good run down of the cost associated
with copyrights in this particular course. (Question) So you don't use eReserves?
We do when we can.
But if there are certain situations, like images or if there are things that eReserves can't
get permission to, we might have to get permission separately that they
charge us for it. So that's all captured in there. And this also shows
you an example of part of our praxis around quality assurance.
Every course goes through quality assurance before it opens.
We have, basically we have two levels of QA that our QA team goes through for any course
that goes through a level one. And a level one is basically making sure everything
in the course is there like it says it should be. They'll do some link checking.
Internal links are working. They see if external links are working
and that point in time. Level two is a
little bit more, it's a little bit more in detail.
All new courses and major revision courses go through a QA check level two.
And that really is going from the user perspective. So they're really clicking on everything. Making sure everything works
the way it should. Making sure directions are accurate. Reflecting what you should
be clicking on at the time. We also go through an accessibility test at that point.
So this is an example of all of the things
that the QA team has found. And basically it exists as an open ticket
until the design team has resolved all the issues that are outstanding.
So again this is of historical. This is all the information that goes with the course. But you can then go back in
and kind of do a spot check to see ok, where are some common things that we might
be training on. We might need system help around. Those types of things.
I think this is over to you.
talked more about kind of the process around how we build the course. I'm just gonna go in and actually show
you one of the courses, but before I do that. She did mention we have really spent
a lot of time working on accessibility and usability.
We've been fortunate enough to be able to hire somebody who is kind of dedicated to doing this.
And they have done some, we actually had two people that worked on
some users testing. I know, I see a lot of faces of people who used to work at the World Campus.
So you may remember years ago when we were looking at
a new template design. I know we had I think some people in this room that had worked on some
of that user testing. So it's kind of what's old is new again.
We've been back doing some of that and so we had
card sorts where you had to kind of look at what would you expect
the link title to be and what would you expect to be behind it.
So they've done some things like that. We've actually, I think, Eleanor
or Andrea mentioned, we've designed some of our templates around this research.
Really trying to make them be usable for all students.
We're doing testing with Jaws and Screenreader's
and all of those types of things. So we have also
kind of working closely with the accessibility person
is the multi media team who's developing our templates. So that's kind of, like I said,
a new initiative and we're really trying to push ahead with that.
Most things before we actually let a designer, if a designer has an idea for a new
template, they've got to run through this whole process. You know, you can have this great idea, if
it's not accessible, you're gonna have to change it. They're gonna have to modify it so
that it is. So that's kind of where we are with that right now.
This is one of our templates.
And what we've tried to do and it's come back through a lot
of the testing, is be very consistent in the
placement of links and information. Because something
that has come back to us in several surveys is that the adult students
don't want to be searching for information. They want it to be the same place
in the course. If I'm gonna find a file, I don't want to have to
you know, go two different places. You know maybe one file is going to be under
the activities and maybe another file is gonna be say, under communicate
or whatever. They don't want to do that. So that's something we've worked hard to do.
We've also, if you look at this, it probably doesn't look like ANGEL.
Like most of you, we did a little bit in ANGEL
and that was another thing we found that the students were not
pleased with the structure of ANGEL. They wanted something a little more seamless.
The other thing is we wanted to keep content on our server.
We had done that when we were Web CT going into ANGEL. We had done that we moved
all of the content on to the server. Thinking that's a smarter way to
kind of serve it to the students.
However, the more we used ANGEL the more we thought well why not put it in because that's you know
we had faculty who had teach resident courses coming to us and saying, but you know, it's
different in my resident course. We moved it in. We ran into all kinds of issues.
There were things we were trying to do. That didn't work, so we ended up moving it back out.
This is just a screenshot and I will go in and actually show you a course. You can kind of see how
it works with ANGEL. But I just want to kind of give you an
idea of what some these look like.
The question about copyright.
Pictures right here at the bottom of this. These are all from, this is a
says the art of a picture book. It's a children's literature course. So it's
picture books for children. And the instructor, you know, he
puts these pictures up in his class. Wanted to use them online. They are copyright protected.
So there we couldn't put these up with the library. We had to actually go and get copyright.
So what happens, when you click on one of these it
actually opens up larger so you can see the picture. It's pretty small here.
And then there will be the tag line that shows, you know, who the copyright holder is.
So that's what we've done with copyright.
This, let me just go back, I'm actually gonna show you this, but something that
we have done too is, when we went to kind of
this style and layout we realized we were loosing a lot of kind of the content real estate space.
You know we have a big banner at the top. We have the picture books, another big title.
We lost a lot of real estate space along the left
hand side with that side bar. So we have students, once again
older adults, who don't like that layout. You know, they want to see just content.
They may want a larger font. You know, we may have adults who
are having eyesight issues.
And so what we've done to help them is, I don't know if we're gonna be able,
no, you'll see this when I go in.
But if you look right above lesson two picture book there's a plus sign and then
there's a small A and a large A. If you click the plus sign, essentially
your screen will do this. And what happens is the content has kind of expanded
so the banner at the top is gone and the left hand menu.
So this kind of opens up the screen for those people.
You still have the little A and the small A and that actually will adjust the font size. So you don't have to go
to your browser. If you know, you aren't quite sure how to do that, we kind of
done that for you. Then this
actually shows faculty can go right into the web page
and edit the course. And so what we've done is I've kind of moved down
the page on here. We have what the instructors tools and the authoring tools.
The authoring tools, one of your options is to
edit the current page. It's the second one from the bottom. If you click that,
you get this editor up. Faculty can go in. They can make whatever
changes that they want. We deal with lots of different departments.
Some departments, faculty can do whatever they want
in this page. And that's fine. And we had some others that don't want them doing too much.
They said, this is the core content. We want it to stay the same.
So it really depends on the department that we're
working with as to how much faculty can go in and change that. But like I said, if the department
says, they can do whatever they want, they can do whatever they want here.
There's also some options for, you can
get to another menu that kind of allows you to drag and drop, change pages,
orders and things like that that they have access to as well.
But what I'm going to do, is go into a course
if I can find the browser, the browser was still up?
Just go over to left there. This way sorry.
The dock will pop out. Just in the middle of the page.
All the way to the left. Yeah, push your mouse over.
Just push your mouse to the edge
of the screen. I'll show you.
I'm used to it at the bottom. If it's not there, I'm lost.

There is it.
What did we have open? Either one.
I'm just gonna go into ANGEL. This is how
a student would actually access one of our courses. Actually we better use Firefox cause I'm logged in there.

This is the typical adult learner.
[ idle chatter ]
There's Firefox.
Terry don't start with me.
[ silence ]

This is another thing. We try to keep our courses seamless because we don't want our adults to have
to go into different browsers and applications
and things like this. This isn't real seamless.

Do you have the time check on us? How much time is left? Yeah, whenever!
Ok, so this is what a student would do. They go into ANGEL. You click on
the course. Here's your ANGEL. You see this link that says
extended syllabus link. This is actually gonna roll over into
the course. I see that. A student does not. A students
gonna see something. If it takes any time at all, it's gonna say please wait, page loading.
That's because if I wanted to get to any of the tabs across the top
it gives me a couple of seconds if I needed to get into the syllabus tab.
Because essentially what we've done in ANGEL is on the syllabus we set the start tab
to be the syllabus tab. Then we've uploaded a file
to the syllabus tab that basically
rolls this over. Then this is very old. Some of you may remember we done this for years and years.
That's actually worked very well and we continue to do that. So this we're actually
in the course. So what happens is, here we have
the homepage. In this particular course, we have a video for
the instructor.
[ showing video ] [inaudible]

Stop him!
Then we have announcements. This announcement tool is actually something that sits on
our server. So this is our own tool. Faculty can come in.
The nice thing about this as students you see or subscribe to the announcements [ inaudible ].
They can subscribe to that and get it on a mobile device if they're using
Google read or something like that. So these announcements will actually get pushed outside
of the course. So that's why we have used
announcements that are actually on our server. Syllabus, also sits
on our server.
Ok, and we also have, because once again we have all these banners.
We give the students the option. If you wanted to just print just the syllabus
part, there's a printer friendly link. It's just gonna bring up a new window with the
syllabus that they can print. Makes it a little easier.
The lessons sit on our server
once again. (Question) So even though you're using the
vocabulary of ANGEL, you're not uploading
that content into true lessons tab? But you're maintaining the vocabulary?
Yes, we did because we actually, we started with this.
So we've just stayed with it.
So like I say we just
page through the lessons.
Once again, another video
in here. If I go back
to the lessons, the other option that I have, if I'm a student
and I don't really feel like paging through this. Once again there's a print lesson button. This will
print all. It will bring up a window. I now have,
minus the banners and everything, this is just strictly content
in the course of that lesson.
You can do that on a lesson by lesson basis. I know we have some students
who prefer to move through the course this way than one page at a time.
And you can also print it. To go into
ANGEL, you just click
one of the links and it's actually gonna take you into a tab. What we've done is we've renamed.
This is the lessons tab in ANGEL. We've renamed it activities because that was just kind of
where we started. When we did some user testing we found they still
wanted the content to be called lessons. So this your activities links
so a student would click there. When you go into ANGEL it's gonna open in
a new window. So that you should know you're in ANGEL.
Communicate tab.
Just gonna replace it. So you're not gonna get twenty different windows open.
This one eReserve readings.
It's gonna take me to the researches tab.
(Question) So you're using the go to links or whatever. So they have to be logged into ANGEL first?
Yes, you must log into ANGEL first.
(Question) So ANGEL is the gateway to those? Yes, you log into ANGEL and then
you can go anywhere in the course.
The course blog
takes you out to Penn State blogs. (Question) And since they're already logged in they can
write, comment, do whatever they want to? Yes, yes, they're all on there. And if they're taking more than one course
easily switch courses since they are already authenticated.
So this just to show you when I click the plus sign, this goes away.
If I click the minus sign, it comes back. If I want to make a larger font,
smaller font.
So just tries to give students a little more control than what they had. Then to switch
log out, switch courses, and if I wanted to go back to ANGEL.
There's buttons up here they're gonna take me back to ANGEL.
(Question) Is there any of that Aquilla based? Yeah!
(Question) Is there any other engine aside from Evolution? Cause it seems like there's something else. Like whenever the instructor
goes down to the bottom and wants to enter the page. Does that bring up a separate?
It's a simple editor tool. The CK Editor is what we're using. I can show you
that real quick.
So here
these are once again your course management, your management tab in ANGEL, announcements are on
our server. If you want to see student view. But to edit the current page,
I just come in here.
This is CK editor. (Question) And that content lives in Quickbase?
No, it lives on our server. You're using Quickbase basically to create that wrapper.
So this is a template that you could choose in Quickbase. And if I wanted to change it I'd go back into
Quickbase, select a new template, and it's gonna publish out new styles for.
Designers essentially, you have two options, you can either,
(Question) Is it just static text? Are those just html files or is it like a
php based system right there? Evolution is php based.
(Question) Ok, so you're actually editing content live? And you're displaying this dynamic content. So it's being
regenerated each time. Yeah, cause I said, designers they could go in they could use that
to do the course. Or you can go into Dreamweaver. You can use whatever [ inaudible ] you want.
Basically if you want to do a direct level server outside of course you can. (Question) Oh, so you can.
And you won't see any of wrapper at point? You'll just see the direct content. No, no!
[ inaudible ]
Most of them when I have the [ inaudible ] version of it. (Question) So if I get this right, it
Evolution is php based? It changes
the content and then it publishes it out to a static html file that sits in
a directory somewhere? Yes, yes!
You can go on our server.
You can see the html files. Like I said, so you can pull those down work from there.
But like I said, all we're really
working with is just the plain white page. There's nothing on
it other than the content. (Question) So Stevie had a question.
I thought it was really good one about,
Quickbase courses not being designed by World Campus, do you, do the help desk
still maintain, do they still put the tickets into Quickbase if the
course hasn't been developed my World Campus? Because I think it would interesting data to get.
Yeah, I don't think they do. I think they directly contact whoever is considered the
(Question) They wouldn't log into the database? No!
That's really smart. As a way to do trend analysis
on where your issues are. Oh, we had so many times over one course
one designer and another. And it's like let's hope that designer knows everything about the course. And all the emails associated with it.
I'm screen thirty-three. Well we were creating you really long documents.
What we call this course maintenance. Documents that just went on forever.
It's a more dynamic way to scroll. The ANGEL contact support form actually is
routed to World Campus because we actually can recognize
if it's a World Campus course.
So I have one last question for you guys. Do you have any, is anybody other than
World Campus using your system? Like have you, are any of the learning institutes
or anybody using it? Currently Health and Human Development is
using it for a couple of courses. In a transition.
Actually I'm not the one working on this. But it is an in house system.
So we are running into issues, as Andrea knows, with
getting our instructional designer access.
So those have been issues. But I think because it's so in house.
Yeah, I mean, you guys are the first ones doing that. So we're working out some bugs with external.
But the goal is that anyone could use it. (Question) And then you could say,
you know, this is the way we want to do our course design stuff. Yes, absolutely and I know,
I don't see Shannon here, but she from Comm contacted us about
possibly doing it. So she's talking to Heather Dawson who's the designer on College Comm.
Yeah, helping us do it. (Question) You have something, that maybe after
you get through this a little bit, to come back and talk to us a little bit about
We also have Harrisburg and we're doing with Harrisburg the same thing. Some of the campuses are interested.
[ inaudible ]
Thank you very much. If there are other questions for
folks from the World Campus, I've started a thread on the site there.
You can just drop them there and then I'll make sure that our folks get them.
Thank you very much!
So Amy's gonna run this.
From the Mac.

(Question) I'm just wondering what people really say? Do they really like it?
Or did you guys just put them in?
What do you mean? (Question) Well I don't know if there's any grumbling in the group. Have people complained about
the system or is it really like, it seems pretty streamlined from the external. Grumbling by?
Faculty, students or designers? All the above.
(Question) I mean like the inline editor looks great. Like that
seems like a very smart way of doing it. Yeah, I mean there are no perfect inline editors.
If someone has found the perfect one, let us know.
I mean, there aren't. Because of the nature of what
It's CK now and we
[ inaudible ]

It's tremendously improved.
And I think shifting our focus
to the student and then what can we manage internally to
do, put our thinking where it should be. Which is like a learner experience. (Question) Well it seems like you've also in addition to the student
experience, you've also thought about your own experience using this system.
Right, right, the less time we're spending on administrivia, the more
we can spend on design. (Question) I think Eleanor or Andrea one of them said, Stevie, when she was there, put
together all the systems we touch. And it was mind boggling.
It was actually very good for us. Because I think that was kind of the impotistic.
Let's get this into, you know, why are we, because we were populating the same information
into a duplicate system. Well and their chart for learning design was different
than the chart for PP and M, which was different than the chart for marketing, which was different
I mean it was ridiculous. Did we win for the most?
There were no winners.
But if everybody wins, then no one wins, right?
All right, Amy! I'm Amy Garbrick
from the College of IST and we do something
similar to what World Campus talked about and some things different.
In the past about three years we've been using Drupal.
And here's kind of some of our courses that we do.
We do under grad courses, associate degree certificates, eLearning co-op and we do some graduate courses.
And for the past three years, like I said, we've been using Drupal.
We do host our content outside of ANGEL for the most part.
Within Drupal faculty can open up a Wizzy Wig editor similar to what
World Campus showed you and edit content themselves.
And I just have a few screenshots to show you.
Here's our courses. Here's our Drupal install.
The past three years, like I said, we've been using Drupal. We're moving towards using
more of Elms. There's been some discussions about hosting.
And we've been hosting internally within the college. We looked at hosting
with the [ inaudible ] with ITS and
right now what we've started with was the raw Drupal and then we've included
modules and we talked to the expert Brian Ollendyke
quite a bit as far as him helping us get started with what modules
we're using and what kind of themes we're using templates we're using.
Here are some of our courses and
so this is kind of our homepage that we can, as designers,
we can click within each course. Here's IST 110 S
and the designers would see, when they login, see all the
edit features and the added features. We have
a team of right now, three instructional designers
plus myself and we've had up to eight undergrad students. And up to two
grad students helping us. And so our undergrad students especially, usually our
IST students have helped us quite a bit with
testing modules before we install them. Looking different features that we might want to look at.
A mobile version for example, or a way to do
quizzes with Drupal. A way to do surveys. Different features that we want
to look at. They'll help us test them on their [ inaudible ] space. Then we'll install them
for a course and try them out that way.
We typically have navigation on left. That's kind of pretty standard with our courses.
And different various topics.
Here's some screenshots. These are our MPS courses. So for our
MPS program we have different banners at the top. Same template
or theme that we used to route. Navigation is similar on the left.
Usually we have a getting started at the top and then our topics down the side on the left.
We typically embed videos. Whether we put them on YouTube
or whether we host, put them on Drupal.
Our Drupal site, as far as our Drupal server, the content is outside of ANGEL.
And we'll embed those videos and include links to it.
Various content or powerpoint slides or extra files that they may need.
Here's a, we've started a program with Enterprise Architecture.
So we have a number of courses in that program. Typically the syllabus is very long and detailed
with intricle and includes you know, the course information.
The grading information. A course schedule that's very specific by class.
We also have some
other elements for MPS courses. Mediasite is something we use.
We record live lectures and the students login and watch those.
And these are kind of pieces that I wish that we had a better way
to integrate all these pieces like you were talking about, but
they go to a specific site. They login. That information is in ANGEL.
So ANGEL's kind of the home base. They go in ANGEL first.
Then they get to Mediasite for the lectures. And they can watch it recorded or live.
For the live
courses, we use Live Question Tool from Harvard. And we have a instance of it
locally that we use and the students can ask questions and the TA
monitors and asks questions of the instructor live.
Within ANGEL, we use ANGEL for quizzes, dropboxes,
the gradebook and kind of the home base. So the students click on the syllabus
tab, it opens up Drupal within the frame of ANGEL.
So it's outside of ANGEL. But the students don't know that. The content
opens up the Drupal site within ANGEL. Again they're in the same frame.
It doesn't open up a new window like World Campus folks do.
But you're still in the frame of ANGEL. We do the quizzes like I said
and dropboxes. Discussion forums,
sometimes we do in ANGEL. We've played with discussion forums in Drupal and then the gradebook.
All those things are typically in ANGEL. We have labs.
We have lots of courses that use virtual labs. We use VMware.
And so on our own office site we have
kind of a list of those labs and how to get into them.
If the course has labs, also within ANGEL would be that information and the link of how
to get into the VM where which is kind of a separate piece.
And they login to that and then what to do as far as their step by step.
(Question) So some of those labs are actually they go into a virtual machine actually?
Yes, they're actually doing the hacking. And it's blocked up from the
internet at large. And actually there is a server.
And there's a computer. And when I hack this one or login to this one and they're actually doing that.
So they could do, they have admin rights on those machines, so they can do whatever they want to.
(Question) Just out of curiosity, do you know what you're using for that? For the virtual
So we also using Adobe Connect and again the links from
within ANGEL to Adobe Connect a home base for the course
where there's office hours. Or the TA goes in and chats with
the students. And then we give each team their own space. Give them host rights.
They go in themselves. The instructor doesn't need to be there. And they
work on their team project. That's mostly for the MPS program. As far as the distance students.
Some students choose to use their own online
meeting software maybe they have with their employer or whatever. But we provide them a space and give them host rights
so they can use it if they want to. And they can record meetings. And often they'll do their
presentations within there. So they'll do their team presentations, record
it, post the link and then the instructor and the other students can go back and watch
the presentation. Two of our classrooms have
Mediasite technology within it. One of them has a smart board so the faculty
member can actually write and record on that smart board.
That records out to their powerpoint.
The other classroom doesn't have a smart board, but has a sympodium so that they can also write
and that's recorded. (Question) And that's then pushed out through Mediasite? Yes!
Mediasite they could also download and
we're working on we've had requests for podcasts solution.
They just want the audio so we're working on that.
They can download it at this point and make it a WV file. Trying to make that
a little easier for them to get on mobile devices. But at this point they can download
it and take with them.
So that's what I have. I can open up and show you, I mean actually
some of our
actually go into a course and show you, but I think it's gonna be very similar to what
World Campus showed you. The Wizzy Wig, that's what we have. I know Arts and Architecture
is probably gonna show you more about Drupal, which is what we're doing.
So EMS is also using Drupal.
So are there questions or anything that you want me to show you specifically?
(Question) I have a quick question. How do you move back and forth between ANGEL and what's on the server?
We think of kind of ANGEL as the place that they go in to start.
We just log into ANGEL and put our copier template from
course development group. (Question) Can you show an example of what a student
would see? Ok!
[ silence ]
Better use Firefox. I'm logged in.
We know that ANGEL
I could advise them what to do. But I'm not allowed to.
You want to see ANGEL Lynn? Yeah, I'd like to see kind of what the student experience was.
Talk to me afterwards. Off the record.
[ silence ]

So all of you with a password shorter than twelve characters are gonna get a note from the security office later.
Ok, so
here for example is IST 554.
So we go in we'll have course development groups
for each one of these courses. And when a new course is opened in ANGEL
we'll copy the materials from that course development group into the course
for spring or fall or whatever semester. So all this stuff we copy.
And so typically have a welcome message from the instructor and we put it here just in case
the students were added after the instructor sent out the welcome email.
This opens to the syllabus, which is the same thing when you click on the syllabus tab.
It's suppose to open
to the syllabus in Drupal. So the students don't realize that they're
actually in Drupal now.

Course content the same thing. We have a question cafe, which is kind of general questions.
The Mediasite and line question tool information is here that they can open up
We have Adobe Connect and with this all the team spaces.
So they can open up and see their particular team space. And we create those.
Which I wish the Adobe Connect would take the API expert
from ANGEL and take those team lists and create those spaces for us.
Because we do that one at a time now, which is a pain. We create
each Adobe Connect team space for each course.
I wish that would be, I've already requested that, but
that would be nice for us to be able to just create those spaces
based on the ANGEL API. If the course has labs, then we have
dropboxes and instructions for each one of those. This is one that does include the VM.
And then typically the instructor will
include the powerpoints here or we could put them on the Drupal site and get to them from the Drupal space.
Discussion forums, other assignments,
quizzes and basically altogether dropboxes and then the gradebook
is something that we also integrate and use
quite a bit within ANGEL.
(Question) What's the percentage of content that you're hosting at YouTube versus in house
would you say?
Off the top of my head maybe 50/50. (Question) Really?
Is it trending in one direction or the other? It depends on what the
instructor feels. If they don't want their stuff out there,
then we're looking at hosting it. And we're working on a
streaming server solution. That will integrate better with our Drupal solution.
So that they'll have that lock down and we won't have to worry about.
And we've done the YouTube where, you know, you need the exact url to get there
kind of thing, but it's still not, you know, doesn't make everybody happy.
We encourage you to
when they're willing to do that. But if they're not interested. (Question) Do you get any pushback
on sort of the notion of the double navigation?
So you have to learn ANGEL
structure and then you jump out to course content and you have a totally,
Do you have issues? No, if we get pushback, then we take care of it for them. They send us the content in Word.
And we put it up in Drupal. (Question) No, I just meant from a students perspective? From a students perspective, no, they
seem to be comfortable with that. They're in ANGEL. Some of them never realize
that they are actually outside of ANGEL. Just their eco-system.
They get used to it. (Question) Now in the MPS these are
adult learners
as professional? Right, usually working with full time corporate folks.
Yeah, and because it's IST
we tend to have more folks who are comfortable with technology so we don't have as many
help desk, you know, I don't know where the browser is kind of questions.
That would be the general population I have. Yeah, our population is so varied
because we do have some that like in the [ inaudible ] program they are
professionals, but then we have some,
I don't want to name them, but other programs where we
see students come in and they do seem to need a lot of help. It really runs the
gamut for us. (Question) Did you say that your
content is housed on Penn State [ inaudible ] or your own college server? No, our own college server right now.
(Question) So your own IT department takes care of it 24/7?
So it doesn't go down?
Right! I mean we haven't
24/7ish, yeah!
(Question) Amy are you looking at Eco360 as
possible media site? I'm interested in looking that, yes.
I mean they've invested, our college has invested in Mediasite and those classrooms with four
cameras in the room, but I'm interested in what Penn State as a whole
is looking at for 360 and finding out more about that.
(Question) Have you been part of Chris' committee on that? Millet's? I don't think so, no.
I'd be interested in that. We can hook you up if you're interested.
Thanks Amy!
[ silence ]
Try a whole another way of presenting. I'm gonna try to use Google presenter.
here so we'll see.
I know those liberal arts are radical. It's almost like it's 2011 here.
Ok, somebody's gonna have to help me with this.
[ idle chatter ]

This ones much better though.

This is kind of a group project.
I can't wait for the whole
world to see you filled out.

Ok, well I think it's
gonna be really interesting to see how Liberal Arts
kind of a combination again of what we've seen so far.
I think everybody's gonna be kind of building on what somebody else has already done.
But I think there's some unique things about
Liberal Arts that are basically
because of the way our college is.
As you know just even in the residential
program, you know, we have programs in the College of Liberal Arts, but we also provide
so many general education programs for the rest of the university. So our online
portfolio is very similar. Right now we have about
a little over sixty courses that have been developed in house by our unit. There's a lot more
of them that the World Campus has developed and they're kind of historical courses
that have been around for a long time. (Question) Cathy, how many did you say?
A little over sixty.
And they're in a bunch of different formats.
Some of them of are World Campus programs that are
delivered through the World Campus to the same kind of students that Lynn and Amy
talked about, but they're developed in a number of different ways. Some of them are
courses that are part programs that we are developing in house.
For example, right now we're working on a proposal for a bachelor's
in arts and science and economics. So those courses will
all be developed by the College of Liberal Arts. So they'll be kind of in our format.
We also have courses
that are part of inter-college World Campus degree programs.
Like the Homeland Security program, which I think the list
of campuses and colleges that are not involved in that program would be shorter than the list
of colleges that are. But so every student that's
in any one of the Homeland Security programs has to take a couple of courses that were designed
by the College of the Liberal Arts. But you know, many of the other courses in
that program are developed by a number of different places. So I'm sure those students are a getting a wide
range of looks and feels and you know how that
their courses look all very different from each other I'm sure. And then we have a lot
of courses that are part
programs that were developed by the World Campus. So we have a couple of
courses in the program. This is a good example, LER 100 is part of
the bachelor's in LER. That most of the courses are being developed by World Campus.
But there's a couple of them that are in our format.
So those students are seeing kind of a different look and feel for some of the courses
that they have. As I said before,
one of the other issues, that with Liberal Arts is not only our courses part of programs,
but they're general education courses that are being offered
not only to students at the World Campus,
for example, here's Econ 102, it'll be
part of the economics program that we're developing. It's a requirement
for many of the other World Campus programs that could be developed by any of the colleges.
It's a requirement for many of the residential programs.
So we often offer this course in the summer, online,
to students who are here at Penn State at University Park.
Who need to take this course. And it's just a general Gen Ed
that you know anybody can take just to
meet some of those Gen Ed requirements.
So one course for us needs to meet a variety
of different requirements. And I think while all of the
colleges units that are doing this, probably have that same situation, I think for Liberal Arts
and that's more of an issue.
So as I said, we often have multiple sections of the same
course running at the same time. So we have multiple
instructors of the same course at the same time. We also have frequent
instructor changes. Many of our course, again, since they're Gen Ed's
a lot of times we have graduate students teaching them. They kind of come and go.
So often we'll have one faculty member who develops a course. They might maybe will
teach it once or twice. But then somebody else is teaching it every semester. Every time it runs
it's a new instructor. And as I said before, we have multiple student audiences.
We've got the World Campus adult learner population.
We've got resident students at University Park
that are taking an online course. We also offer our courses through the eLearning cooperative.
So we have students at other campuses at Penn State.
We work very hard to try and design our courses in
a way that will be friendly and good pedagogy for both
an adult student and a traditional nineteen year old
University Park resident student.
So for example out of those sixty plus courses that we have
kind of in our portfolio, this fall, we're running thirty-nine of them. So they don't all run every semester.
But we have sixty-nine sections of courses running just this
fall with the thirty-nine that are there. So we have a fairly large portfolio
of stuff that's going on.
Our design philosophy is somewhat similar to what Amy talked about.
We're using ANGEL as the gateway.
As the interface for the courses. So most of our courses when students login will look
like this. We're keeping
in ANGEL the things that are unique to that instructor
and that section. So like the syllabus.
The instructor information. The calendar
for the course. Those things will all be kept in
ANGEL each semester. We're also using ANGEL for grading.
For quizzing. For student discussion. I'll show you a couple other ways that we do
that as well. You know, communication on the email in stuff
that still goes through ANGEL. But basically it's the interface and then the
section specific information is what's in there.
Then students will link out of ANGEL and I'll show you in a minute how they do that.
Again, similar to what Amy was talking about.
We're using Plone instead of Drupal.
It's a very kind of similar look and feel. It's a similar interface, but they'll link into a lesson.
Here's the different pages of content that are in that lesson.
And they do have the ability in Plone as well to, you know, edit.
This would be the instructors have the ability to edit content on those pages.
Similar to the other systems that you've seen.
And then for activities, learning activities in the course, we use a variety of things.
We do some activities in ANGEL. Discussion boards and so forth
in some courses. We have some of our activities directly in Plone and I'll show you an example of that.
And then we use other things. Blogs, VoiceThreads,
link them out to other websites to do gaming or something like that.
We've used Google Docs in courses. A lot of our language courses
have a lot of publishers content that's actually out there from the textbooks that they're linking
directly to that. And then we've developed some specialized programs
normally in PHP where we have students doing
activities that are things that we've designed specifically for a certain course. Like we have a map
of Africa where they're filling in information about different countries in Africa.
So it's kind of grab bag of stuff.
So I can show you just a quick example of one course.
[ silence ]

Ok, so this is a Applied Linguistics 804.
This is actually a course that's a graduate level course in the
Applied Linguistics program. It's offered through the World Campus. But it is also
for students that are coming here as master students in the
Applied Linguistics program. They can take the first four courses of their
masters program as online as part of these World Campus programs.
So this is a student that is online at first and then may actually be coming
to University Park to finish
their course work. So you can see the interface looks very similar to that
screenshot that I showed you earlier. We do have a calendar program
that we use for all of our courses that we kind of build this for
each course initially. And then each semester we can just
you know, change the first date of the course and then it will repopulate all the dates and stuff over here.
Which is a real time saver for things like that.
But in this getting started folder, that's where we'll have the syllabus and the meet the instructor information
and all that kind of stuff. We really try to design by weeks and
include the dates of when they're doing things here.
I think that helps keep the students on track and know where they are
each week during the semester. But for example when you
go into a weeks lesson, there's really
no ANGEL content here. It's just a list of stuff to do.
So we're not really using in this
lesson particularly, we're not really using ANGEL for anything except just the
gateway into the rest of the course. When they click here,
they'll now be taken over to the actual
website in Plone for this course.
Again, this is Applied Linguistic 804. You can see we're in lesson
two and now it's just, you know, going through the lesson.
Here's an example of how we've
built an activity right into Plone where we're asking the students to
you know, make a comment about a quote that the instructors
included and they're actually, you know, having their discussion is actually
taking place right here rather than using the ANGEL discussion forums.
(Question) Have you asked students if they prefer that kind of a model?
Not specifically. We do do many course evaluations and we've asked them about
the navigability of our courses and whether they, you know, are able
to find things they need. And they've you know, we've consistently gotten
high scores in students knowing where they're going and where they needed to be and so forth.
But we haven't specifically asked about the discussions.
(Question) Can the students go directly to
Plone and access the website and copy the url? They could, yes.
(Question) Are they prompted to login? They would be, yes. I mean
we have that behind web access. And we also have just
gotten permission to use the ANGEL API so we can pull that information in if we
need to lock it down. So we are able,
in some cases, we have students there actually creating pages in Plone
for, you know, projects that they're working on in groups or so forth so we
can actually lock certain pages down so that only certain students can see
a certain page or edit a certain page and so forth.
You know so we can like the other systems, we can embed video.
Here's another activity where they're actually now being
sent out to VoiceThread and then we just, sometimes we embed the VoiceThreads right in Plone.
This case we didn't because they're actually gonna be editing something.
So rather than try to do that in Plone, we're just gonna send them out. So there just gonna link out to the VoiceThread
site at this point. And then here's another
example, of were telling someone, early in the course, they've created their own blog site.
So we're telling them, ok, now go to your blog and post
you know about this topic or something here. So we're using a lot of different systems.
I think, you know, like Amy mentioned, it would be great to have
a way to kind of pull all of this together. You know, and allow us to
kind of put out to places more seamlessly?
(Question) So access is managed in one place. A dashboard shared across.
I mean the fact that they don't have to login and log out again is huge.
You know, so one single sign on helps a lot.
But still you know I'm sure there's probably something. (Question) Having teaming and identity and
course stuff managed above the applications and they all speak to that?
But it would be really hard for us
to have a system like the World Campus has where it's not
ANGEL's not the interface, because we do use the same courses
for so many residential kind of situations. So I think,
you know, it's kind of trade off. You know, those students are gonna be kind of, whoa, what's this? This looks different
than anything else I've seen as opposed to the World Campus students.
So it's a difficult kind of balancing act that it'll turn into there.
Any questions?
(Question) How much have you been able to influence
how Plone works for your courses?
I'm not a good person to ask that.
What do you mean influence? (Question) I mean do you guys as learning designers
have requests to have it work a certain ways
to fit your needs functionality? Sure we have a programmer in our
unit who is skilled in Plone. So and we're also
a partner of WebLion. So you know, if we say to him, oh, you know,
we'd like to be able to, well here's a good example, we're trying to see if we
could embed Adobe presenter files and we needed to try and figure out how
to best to do that. If he needed help, you know, he can try to figure out if he needs help then he'll
go down and talk to the WebLion folks.
We haven't built, I mean this is the template, they all pretty much look the same. The only thing that changes
from course to course is that banner at that top. So we don't have quite as many
options for templating, but we could, I mean we just decided
that they would kind of look the same. (Question) What's your team structure look like within your organization
like what are your people? We have three learning designers.
A programmer/multi media person
who you know, does a lot of our, you know, gets
our movies uploaded and all that kind of stuff. But also does in Plone programming.
And then we have two instructional design assistants
who do a lot of the maintenance and the course, you know, behind the scenes courses
from semester to semester. Handle some of the technical questions from
students and faculty. One of the things that we do do, which I don't know
whether this is unique to us or not, we have technical support
discussion forum in every course.
Where students and/or the faculty can go for help.
Sometimes they go there. Sometimes they go to the help desk.
Sometimes they go to the help desk and then they come back to us anyway.
So we're trying to kind of cut that, short circuit that for the students.
That does take a lot of time on our staff though.
(Question) So that's per course? So they don't go to like a big clearing house to ask questions?
(Question) Is that in a discussion forum in ANGEL?
Yes, it's in ANGEL.
Yeah, it's part of that first interface that you see.
(Question) How is the help desk handled here at University Park. Is there a
help desk for different colleges or is there a central help desk
in Penn State here for students to use whether online or residential?
Well there's a ITS help desk.
And there is walk-in as well as phone support and email support.
There's also the ANGEL contact support form that actually goes to ANGEL support staff directly.
And also World Campus has their own help desk.
I don't know about learning institutes.
Well I think that seems to be, I don't know, a fairly large problem.
for us. It's like per course, where do you send students? And what's the issue?
Does the instructor deal with it? Is it an ITS issue?
Is it a World Campus issue? I mean who's issue actually is it?
And without putting like sixteen different links in. Go here for this and here for this and here for this,
which just confuses the students. Is there one central place
for them to ask the question? Right, and I didn't know if that was different here or if you had the same combination.
Yeah, like I said, the help link, the ANGEL
contact support link in ANGEL for World Campus courses are actually routed
to the World Campus help desk. And then it's not even just students, it's faculty too.
And they're like, well, who's problem was that? And then as we desegregate
systems, it's like, well, who's problem actually is it?
And often what we're finding in the technical support board that we have in ANGEL for each course
is our staff is kind of almost a clearing house.
Well, ok, we're gonna contact blogs at Penn State for that question because that has to do that.
Oh, we're gonna contact the VoiceThread people because that has something to do with that. (Question) But you manage all that?
But we manage all that. (Question) So you're like Grand Central Station? A little bit.
But the ITS help desk can answer, or get you in the right direction in regard to all these
prior services that are being used. Where it's challenging
is if it's a World Campus student, and that's why at least the courses that come
out of World Campus Learning Design, the one place we send them is
the help desk. And then they get into touch with the designer. And the designer looks into it. (Question) World Campus actually filters the problems.
Determine if it's an ANGEL problem then they'll contact ANGEL support.
The World Campus also has phone support where I'm sure a lot of other systems don't
ITS help desk has one.
Right, but they're not, certain hours,
extended hours weekends.
Thank you Cathy! Ok, I'm getting a nod. (Question) Just one last question, Cathy did you
say the contents in ANGEL or on your own server? Contents in Plone on our server.
[ inaudible ]
Ok, so we didn't
do powerpoint.
This will be low tech.
9:45 this morning.
10:11, So I'll run through
the institute quickly. I'm currently interim director.
Stevie's the assistant director and
leading our learning design group. So we'll kind of tag team this a little bit.
The Dutton Institute is
responsible just for the College of Earth and Mineral Sciences helping our college put
targeted degree and certificate programs online.
We did initially also do, I have a goal of putting some
Gen Ed courses online, but really we focus on
degree and certificate programs. Now we have those Gen Ed's, but we focus on our programs.
We have a bachelor's program. A degree completion online.
Two masters programs and four certificate programs.
We have over sixty-five
courses online at this point.
We are, funny enough, we may seem big to a lot people
we do have forty-six people appointed directly to the institute.
But most of that is faculty. They're instructors for various courses.
We're actually about the same size as Cathy's group.
But we're a lot littler college. So that's not really a fair comparison.
We have three people who are supposed to be full-time learning designers.
Although, Stevie's one of them, and wears an administrative hat as well.
So we have one person,
Glenn Johnson, who is half-time with us and half-time with the College of Science.
But he's appointed to our institute. We have one
assistant instructional designer. We have one web systems administrator.
So our IT person.
We had a multi media specialist who
actually now works mostly with the center for sustainability so
thank god we have Stevie. And we also have
who also can wear that hat. And we have this summer,
I approved Rand D initiative within our group.
So Khusro Kidwai, who's one of our
instructional designers. He leads that group now and his
just in a few short months really pulled in a bunch of mostly
graduate students who were really looking for neat opportunities and it's
really expanded our multi media arm.
So we get creative in that respect.
In terms of the environment we use, again just trying
to be quick and building on everybody else. It looks a lot like what you've seen. And I will
take you in. But we use Drupal. We were one of the first adopters of Elms.
We're behind. We're always behind. Where Arts and Architecture
said they'll be able to show you the latest and greatest.
But how about I just show you one of our courses as an example.
This is a geography course. We use ANGEL as the
front door so to speak. We actually try to use it as little as possible.
Only to limit the amount we do
have to go back and forth between Drupal and ANGEL. Although we have,
I only have one anecdotal story of a student finding it difficult.
And I can pretty much guarantee you that student would have found
using a mouse difficult. So I think you have to be careful whether
the complaint is about going back and forth. Our argument has always been
people who are used to online life,
are used to going from website to another website. We have not found it to be an issue.
We just try to make our instructions very clear and our interfaces very clear.
Plus because we have a lot of courses that are open educational resources we can't
really do the direct linking into ANGEL tabs the
way you might do at the World Campus. For example, just because you have a lot folks
in Brazil interestingly using the content from the courses
in our open educational resource initiative and so for them
it makes no sense. So kind of keeping it a little bit more separate.
So that's a good part to bring up, the OER. We have a very strong philosophy
in our college of making our courses openly available.
Probably ninety percent, ninety-five percent are the faculty.
The department heads love it. It let's them show off their work
easily to the rest of their peer community.
And it serves as a great way for students to kind of get a little teaser.
Get to see what a course is like. They can see everything but the interaction with
the instructor and anything else we might have needed to have locked down. But also
I was gonna add just for accessibility purposes one of the things that we ran into
this year was we found out we were gonna have a student who was visually impaired in one of our courses,
because it was OER the office of disability resources was able to send
the student directly to the course and they were able to review it before registering to make sure
that they could participate in all the activities. So that really was an advantage.
So OER was our main reason for not using ANGEL originally.
We just couldn't lock down our content.
But ANGEL is still the main tie in with the university system.
So it's great for rostering.
For any of the tools. The email we've yet to
find another email tool that works as well and already has
the students in there and teams and so forth.
So let me just show you quickly what one of these looks like. So when a student logs in
they're told initially to go to ANGEL click on their course.
They typically, we use pretty much the same
template so to speak and I mean that in terms of content for every course.
And then faculty and designers can modify from there as desired.
So pretty often they have the resources
tab as the landing spot. And we have an announcement there
for the first day of class hopefully every week at minimum. If it's a traditional
semester long class. But then from
there they click on the resources tab, I mean, excuse me, the lessons tab.
And we try to keep this very simple.
This faculty member actually has a couple extra items that normally you wouldn't see.
The standard is to have the course
content, the quizzes and surveys, if there are quizzes and surveys,
dropboxes, if there are need for dropboxes and discussion forums.
Other than that everything is kept in Drupal.
So they're told in multiple places, including
that announcement to start by going to the course content. Once they do that,
and it told them a new tab or a window, however they have their browser set up,
opens and now they are in Drupal. And just like everyone else
for the most part who's gone, the look and feel stays the same.
but the banners change. Try to make them, we're lucky
to have a learning designer who also is a great graphic designer.
So he puts these together for us with
input from the faculty and whoever's around in the peanut gallery and wants to chime in.
The menus are almost always identical
down the left side. Again, we have one person who's
responsibility it is. It's now, it used to be me, It's now our
assistant instructional designer to make these shells for every course.
So every course starts out with the same components.
And then again the faculty member and the learning designer can work from there to modify it.
We have a very strong philosophy and have the
whole the time I've been there, I've been there nine years now, and the institute's about twelve years
old that we are doing our job if we can
make ourselves obsolete. These courses really
are the faculty members first and foremost. We should not be in their way.
We should support them however we can. You know that works out.
Hit or miss. We have some faculty who
to this day, ten, eleven, twelve years later still
want a learning designer right by their side every step of the way. But we have
a lot of faculty who we can practically not get them
to you know, meet with us after first couple meetings. Cause they're like, oh yeah, I get how this works. Let me go.
Let me go. And we have a really good relationship I think across the board.
Faculty very much respect our
faculty and staff and they also
feel good about the fact that we're not trying to
you know suspicious, that we're not trying to keep them from their content.
But having that kind of shell. That standard shell helps us
at least make sure that things are consistent to begin with.
The overall shell follows the quality design
standards that many of us were part of formalizing
for Penn State. So the navigation is very sound
and the all the different elements that were in that twelve
or thirteen step program. There's always
an orientation. And again it's pretty boiler plate unless
the faculty member changes it. We're actually gonna be going to trying to
right now we make a copy of this for each course, and
we're trying to look at how could we make a centralized
at least have the majority of that
centralized so if it's teach them how to use ANGEL or teach them how to use
the libraries or what have you. We don't have to copy and paste it. Mostly because
we link to a lot of resources across the university. We link to a lot
of things for example in the ANGEL knowledge base. And every time
the url's change, which they do, we have to go back through manually
go through all our courses and update them. So it would be really helpful.
Because what we've found is most faculty love the orientation we've drafted for them and they're really not
changing of much. Other than the meet the instructor part. So we're looking at that.
Once they start the course, oh well,
there's a resources box, we use one link to ANGEL.
We don't use the go to links. Maybe our experience
is different, but we've had more students confused because
they weren't. We encourage them to bookmark the course. So if they hadn't logged into
ANGEL or if they're taking multiple courses, the go to links would either not
work or they'd go to the wrong course. So we just do one
link to ANGEL. And the first time we have
them do something, like use a dropbox or take a quiz in ANGEL,
we give them kind of the step by step, you know, click on
the ANGEL link then click, you know, after that, they just
go and to our knowledge and the bit
of evaluation data we have. Except for that one student I heard about
we haven't had a problem. And then the content
itself, again, all of this is in Drupal.
You know they walk through the content. You've seen this in other peoples courses.
There's Jing. There's YouTube. We use primarily
YouTube, although, we've used a lot different things. You know that Cole and Allan
that we've had some trouble with the Penn State streaming server not always
working for our distance students. We had wanted to use that,
but we now put things on YouTube.
It almost always something that's OER anyways.
The you know, security by obscurity works, in most
cases, we can always if something ever needs to really be
lock, lock down, even though Drupal can, we can lock components
of the Drupal content down. If we want to really lock it down,
and not even have it be part of the Drupal site, we just stick it in ANGEL.
So you just page through our courses
and if it's time to go post to the course blog,
you're sent to the Penn State blog space. If you need to do something
with VoiceThread, it's either, as Cathy said, it's either embedded or you go there.
I mean we use all the same tools. Adobe Connect, Mediasite Live,
all of these things that others are using.
It's been really fun to see all of your models, because there's always
better and different ways to do things. So you know we're always learning. And one of the
things I put just to call attention on the little
discussion thread that you've got going, is I would love to have this group
do a session that's just on these tools. And then have
like a your calendar or we have a group sign up tool
and you know other things. Our R and D initiative one of the big things we're working on right now with
help from ETS and from Arts and Architecture
is the rubricator and try to make that a university tool finally.
So I'd love to have a show off those different things that
people are willing to share. Like the map of Africa.
Things like, whoa, I bet that could be adopted and used in other world cases.
And then have some kind of a referatory.
So that we, cause when we forget six months from now we can go back,
and look for those. So Stevie you had a couple things.
I was going to say a couple of other things that we've been working on just within
Drupal using different Drupal modules.
Is one of the things that we've been working on is
using CCK and views a little bit more robustly.
CCK allows you to do content construction of particular types and then
views allow you to have a view into a particular content. So for EGE 120,
one of the things that they wanted to do and I probably shouldn't
be showing this, but
they wanted to do one minute essays, so if you, and I don't even know where he put them.
I'm not logged in.
They have an interactive timeline in this course.
So this
is a view that was created, you could look for
particular userids. Basically the contents typed, is a faculty view.
This is the faculty view, so if you wanted to create a one-minute essay
they have various topics each week and then the student would
just come in and put the lesson number. The title of
their one-minute essay. And then they would type their essay there and it would submit it, but it doesn't actually
publish that as a node. What it does is it feeds it into that faculty view
so the faculty member can go in and say, I want to look at all the one-minute essays for lesson two.
They're all in one big list. They can go in. There's a feedback field
that the student doesn't see when they submit the essay, but the faculty member does.
So they could feedback in there and then the student can go in and they have their own view
where they can review only their one-minute essays. They can see the teasers from
everyones, but they can only see the feedback for their own. So it was sort of as way for us
to kind of go back and forth with the faculty member for something that they wanted to do that was a little more special.
Also for a large class where they didn't want to read all
of the one-minute essays. They wanted to choose them randomly. So we made a random number generator
that said, you know, you want to check ten essays out of X number of students.
And it would randomly generate the students that you should check.
And then they could go give those students feedback and then everybody else just kind of gets credit.
One of the other things that we're looking into, we're very early days in this, is
using organic groups to support group activity.
One of the things that we noticed is because people are going everywhere, they're going to Google docs,
they're using this for collaboration. They're using that for collaboration. There maybe instances
where you want the faculty member to be able to see that in one place without having to get
them added with their Google account. Having all of that stuff kind of out there.
So we're taking a look at using organic groups to support group work. To allow them to
edit and create pages. Possibly create documents, blog posts.
And that will also be a big importance in our ESP program.
Because the students, that's our degree completion program, so the
energy and sustainability policy program, the students are interested
in creating a club. And so to be able to have that kind of organic group space
for them to manage that is one of the other things that we're looking at. I think those are the two big ones.
The other just to mention cause I know we're out of time is a couple
people have mentioned the importance of merging RI and World Campus students.
Just as Cathy said, we design our
courses so they work with both audiences. We're learning designers.
We know how to do that and it's been really successful and our faculty
and our students have really found that enriching. It also allows us
a lot of times to offer courses to World Campus students and
our RI students that we otherwise couldn't offer cause we couldn't get the numbers.
But if we combine so those two audiences, yeah, you have three World Campus students and
twenty-five you know, RI students, then you could at least offer the course.
Or two and three, you know, these small groups.
So it has been really important to us to have that, you know, be using
ANGEL as a front door. Because it's that consistency the faculty are used to it.
The resident students are used to it. If they take one of these
World Campus, if they're merged into a World Campus course.
And it's worked pretty well. It's worked pretty well. That's it.
That's excellent. Are there any questions?
It's getting similar now. Yeah, we're starting to see a lot
of overlap.
[ inaudible ]
Do you want to continue next time? Yeah, I'm happy to continue this next time. The other thing, I'll throw this out to the group
There's been like probably a hundred notes taken just
live and there's some really interesting questions in there. What I'll try to do is I'll try to pull
out some of the more interesting comments and the overlaps. I'll send out
a note to the whole group with pointers back to where the questions here,
and I mean, Wayne had a good question about selecting where activities happen and which.
How do you make those decisions? If you could take fifteen minutes in the next week or so
to try to answer and moderate some of those, that would be really helpful. And then maybe at our next
meeting Keith and Bill we could start off with sort of a discussion
about what we saw today and what's going on in
Arts and Architecture and where we think as a community we should start
to push this conversation. Is that a fair set
of next steps on this one? Yeah! Wow, don't everybody
[ inaudible ]
It's sunny out. Ok, well I really sincerely want to thank everybody
for their participation today and look forward to seeing you in November.
It's November 16th.
November 16th, so I'll see you back here. If you're going to Educause maybe I'll see
you down there. Yeah, how many of us are going to Educause? I've had a lot.
All right I'll send out a note about a meet up.
Yeah, that would be great. You always have to travel to other places to meet with your colleagues.
Thanks everybody! Hey and they're looking for conveners.
I'm signed up to be the convener for Carol McQuiggans session. Do you like that?
Did you really?