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COTE Report – September 2015

Written by CEN-PICKETAL on . Posted in research/reports.

This report provides an update on Open SUNY COTE activities through September 2015.

GENERAL Initiatives

  • Migration is an ongoing commitment and effort – 2012-2017 provided at no cost to SLN campuses migrating from ANGEL.
  • Legacy materials – review, revision, adaptation of SLN legacy materials is an ongoing effort.
  • Open SUNY Metrics work groups have been convened to determine what and how to collect data to measure usage, impact and effectiveness of our supports, resources, services and initiatives across Open SUNY. The COTE Metrics work group met a number of times. The write up of the report is in progress.
  • Working Badging Design Group – we continue to make progress in the design of a comprehensive Badging System that provides a framework for our Online Competency Development program to recognize participation, achievement, engagement, and online competency development.
    • Using the Credly: https://credly.com/u/opensunycote
    • We have published 16 badges in the professional development and community engagement categories.
    • 9 new badges are about to be distributed. 16 badges total.
    • 4 more badges are in the design process.
    • 657 badges have been issued – 10% have been shared in Facebook, 90% shared in LinkedIn.
  • Exploring partnership with UCF on effective practices (TOPR) and Blendkit.

Open SUNY COTE Pillars:

Online Competency Development

https://online.suny.edu/onlineteaching/online-competency-development/
Spring 2015 COTE Professional Development: https://online.suny.edu/onlineteaching/online-competency-development/core/

Community of Practice

Course Supports

  • Working with 22 campuses (18 + campuses 4 other).
  • We have supported the installation of 26 OSCQR campus dashboards.
  • 147 self-serve rubrics have been downloaded.
  • Working to align the Rubric with Middle States guidelines and the Open SUNY IR process to support program review/self-studies.
  • Analytics for the accessibility rubric are being set up.
  • In discussions with Librarian Community to engage them in support of online course review and refresh.
  • http://online.suny.edu/onlineteaching/course-supports/oscqr-rubric/
  • OSCQR training and documentation has been piloted and we are making improvements.
  • COTE is now mapping Course Supports and Competency Development processes to Middle State Guidelines for the Evaluation of Distance Education Programs to help campuses report these related activities to Middle States or other accrediting bodies.
  • Next Priorities – Next phase of OSCQR
    • Course Delivery Rubric
    • Specialized Rubric Modules for large format courses, short format courses, lab courses, language courses, skills-based courses, blended learning, MOOC, non-credit.
    • Literature Review in progress.
    • Annotations for accessibility standards.

Presentations:

CIT – various
CDETG – OSCQR and IR

Upcoming Presentations:

OLC http://olc.onlinelearningconsortium.org/conference/2015/ALN/welcome

  1. From Quality Scorecard to Quality Matters: Leveraging Institutional Readiness to Assess Practice and Lead Change
  2. Innovación Institucional y Escala: Comunidad, Insignias Digitales, y Rúbrica De Calidad
  3. The Open SUNY COTE Quality Review (OSCQR) Process and Rubric
  4. From Quality Scorecard to Quality Matters: Leveraging Institutional Readiness to Assess Practice and Lead Change – panel

NUTN http://nutn.org/network2015/ – day 2 of the conf. schedule

  1. Online Faculty Development At Scale: The Open SUNY Center for Online Teaching Excellence

Women’s Leadership in Online Learning – Panel

COTE Research

To view your individual campus campus report, or the aggregated results across the system login: http://www.sunyresearch.net/
For information on how to access or participate in Open SUNY COTE online faculty and student studies, contactcote@suny.edu

Spring 2015 student survey

  • 2469 student respondents from 42 SUNY campuses.
  • Employment status
    • 71% were employed full or part time.
  • Online Experience
    • 32% were taking an online course for the first time.
    • 30% had taken 4 or more online courses.
    • 67% would take additional online courses.
  • Satisfaction
    • 76% were satisfied or very satisfied with their online course.
    • 76% indicated that they learned a great deal in their online course.

Spring 2015 faculty survey

  • 402 respondents to the Spring 2015 Faculty Survey. (Included both those with little to no online experience and those with online experienced.)
    • Online courses can achieve student learning outcomes that are at least equivalent to those of in-person courses at ANY institution.

      • Jaschik and Lederman, 2014*, reported that 9% of faculty nationwide strongly agreed with this statement. In contrast 33% of SUNY faculty respondents strongly agreed that online learning outcomes are at least equivalent to classroom outcomes, with a majority of 57% expressing some level of agreement (agree/strongly agree).
    • Online courses can achieve student learning outcomes that are at least equivalent to those of in-person courses at MY institution.

      • Jaschik and Lederman, 2014*, reported that 13% of faculty nationwide agreed with this statement. In contrast 37% of SUNY faculty strongly agreed with this statement with 66% indicating some level of agreement.
    • Online courses can achieve student learning outcomes that are at least equivalent to those of in-person courses in my discipline or department.
      • Jaschik and Lederman, 2014*, reported that 12% of faculty nationwide strongly agreed with this statement. Overall 44% of SUNY faculty expressed strong agreement with this statement with another 22% expressing some form of agreement.
    • Online courses can achieve student learning outcomes that are at least equivalent to those of in-person courses in the classes I teach.
      • Jaschik & Lederman* reported that 14% of faculty nationwide strongly agreed with this statement. Over 52% of SUNY faculty expressed strong agreement with another 19% expressing some form of agreement.
*Jaschik, S. & Lederman, D. (2014). Faculty attitudes on technology. Inside Higher Education. Downloaded from https://www.insidehighered.com/news/survey/online-ed-skepticism-and-self-sufficiency-survey-faculty-views-technology , May 11, 2015.

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