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COTE Report – April 2017

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

Open SUNY COTE Report to the FACTT2 Council – 4.20.17

GENERAL Initiatives – http://bit.ly/allthingscote

  • Website Refresh: Updating Open SUNY COTE webpages.
  • Badging System Design:
    • Using the Medium Effectively badging constellation.
    • Developing a video on our badging initiative.
    • We have developed 35 badges.
      • A total of 2,018 badges have been issued.
      • 671 badges have been accepted/claimed.
        • 89% shared on LinkedIn profiles.

4 Open SUNY COTE Pillars:

  1. Online Competency Development

Staff Update:

  • Steve Mann, COTE Instructional Designer, is on medical leave and will be retiring in May/June.
  • Anne Reed (UB) started in February 2017 as the COTE Program Manager out of the CPD. She will be assisting us with competency development needs analysis, and program coordination.
    • A campus needs analysis and outreach plan has been developed and will begin to be implemented in April.
      • Objective #1. Establish connections
      • Objective #2. Determine competency development needs
      • Objective #3. Inform
      • Objective #4: Increase engagement/participation
      • Objective #6: Find out what the campuses have to share/showcase

Partnership with OLC:

  • Open SUNY COTE’s online instructional designer certificate program through the OLC Institute launched in January 2017. To date 3 modules of the program have been delivered to 60 participants (9 from SUNY) in 3 sections lead by SUNY staff. The 4th module will begin in mid May.
  • The next offering of the program will begin in July.
  • Collaborations on additional certificate programs are being discussed.

Open SUNY COTE Competency Development 2017: Catalog of Spring offerings.

  • N2OL facilitated online
  • N2OL blended
  • Review your online course with the OSCQR rubric
  • Become an OSCQR Online Course Reviewer
  • Online Instructional Designer Certificate in partnership with OLC launched in January:
    • 60 participants (including 9 SUNY) active in COTE/OLC Online Instructional Designer Course #3
  • BlendKit 2017 – was delivered in February 2017.
    • 4 local campus cohorts (UB (6), Cornell (3), Purchase (7), ESC (4)) and the COTE-wide cohort (31) – 51
  • Universal Design for Learning and Web Accessibility – meeting the needs of all students
  • Using the Medium Effectively:
    • Monitoring student success with Bb Reports
    • Blackboard Tests: Going Beyond Multiple Choice
    • Rubrics as a tool to monitor student interaction

Spring Competency Development 2017 Report

  • 23 participants currently participating in N2OL blended. (Rockland, FIT)
  • 9 participants completed Blackboard Tests: Going Beyond Multiple Choice

Spring 2017 (development activities planned/in progress)

  • Development of course on advanced uses of interactive tools.
  • Development of a “crash course” for those new to online teaching and inheriting an already developed course.
  • Preview of the Interested in Online Teaching? course.
  • Community of Inquiry certificate program.

  1. Community of Practice

  • We are continuing to identify Fellows’ campus roles.The 2017
  • Open SUNY Fellows
    • 1,881 Open SUNY Fellows have joined COTE a 2% increase since February 2017 – a 2% increase for the year to date:
      • 838 – Interested in online-enabled education
      • 650 – Experienced online practitioner
      • 54 – Expert instructional designer
      • 50 – Exemplar, coach, and mentor
      • 29 – Innovator and/or researcher
      • 260 – Friends of SUNY
  • The monthly COTE Community Call features updates from pillars of COTE and pedagogically-focused research presentations and campus showcases.
    • Average about 39 participants each month (January – April).
    • Please join the Community Group!
    • The group currently has 77 members.
  • Online Teaching Gazette
    • 25 issues have been curated and published to date.
    • Subscribers and Views:
      • September 2015– 157 subscribers, 2071 paper views.
      • October 2015– 160 subscribers, 2107 paper views.
      • November 2015– 183 subscribers, 2306 paper views.
      • December 2015– 206 subscribers, 2662 paper views.
      • January 2016– 209 subscribers, 2662 paper views.
      • February 2016 – 226 subscribers, 2853 paper views.
      • March 2016 – not recorded.
      • April 2016 280 subscribers, 3332 paper views.
      • May 2016 – 297 subscribers, 3553 paper views.
      • June 2016 – 308 subscribers, 3737 paper views.
      • July 2016 – 317 subscribers, 3945 paper views.
      • August 2016 – 326 subscribers, 4077 paper views.
      • September 2016 – 338 subscribers, 4228 paper views.
      • October 2016 – 343 subscribers, 4369 paper views.
      • November 2016 – 352 subscribers, 4492 paper views.
      • December 2016 – 359 subscribers, 4608 paper views.
      • January 2017 – 372 subscribers, 4730 paper views.
      • February 2017 – 376 subscribers, 4816 paper views.
      • March 2017 – 379 subscribers, 4927 paper views.
    • 141% increase in subscribers since inception. 2% increase since January 2017.
    • 138% increase in views since inception. 4% increase since January 2017.

NOTE: Paper views include opening the paper as well as clicking on topics by unique visitor within 24-hour period. Also views are cumulative since paper was first launched.

  • COTEhub – Open SUNY COTE website/blog

    • 4 blog posts since February.
    • Google analytics since January: 1,790 site views, 1,160 users, 8% new visitors, 39.2% returning visitors (site visits and users are not unique).

 

  1. Course Supports – OSCQR http://open.suny.edu/oscqr

  • 56 SUNY campuses currently use OSCQR, plus dozens of additional institutions around the country.

  1. COTE Research

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

  • Longitudinal project: Fall 2016 student survey report was disseminated in February.
    • Spring 2017 student data collection is underway.
    • A new manuscript is being prepared for publication on online learner self-regulation (learning presence).
    • In the fall we should have a revised/updated student survey in place.
    • We are working on the student comments from the last 10 years of data collection, doing open coding and categorization.  Looking at why students are taking online courses and why they would not take a course in the future.
    • COTE staff have contributed to the IITG proposal review process.

Current Focused Research projects underway:

  1. On faculty attitudes on online teaching.
  2. Analysis of student comments from the last 10 years of data collection – we are doing open coding and categorization focused on why students said they are taking online courses and why they would not take a course in the future.
  • Overall, in the period from 2010-2016, 30,000 students filled out the surveys (23,000 complete entries).
  • Overall, on average 26,000 students expressed that they were satisfied with their online experience (average of 2.06 on a 5-point scale) and stated that they agreed that they learned a lot from the online course (average of 2.02 on a 5-point scale). Among them, 40% were strongly satisfied, 30% satisfied with the online experience, and 42% strongly believed they learned a lot, and 28% believed they learned a lot.
  • In terms of satisfaction about online classes and students’ perception regarding their learning, only 7% and 6% said they were not satisfied, and did not learn a lot. 10% and 12% were neutral, and overall 70% were completely satisfied with the online classes. 13% chose not to answer the question. If you eliminate those that chose not to answer the question, 46%, 33% strongly agree and agree about satisfaction, and 47% and 34% strongly agree and agree about believing that they learned a lot.
  • Preliminary results of coding of open-ended responses to the question “What is your main reason for choosing to take courses in an online format” yielded 3,000 responses, with the following top reasons in order of frequency:
    1. It was a mandatory/required course (they had to take it).
    2. Flexibility and that it fits their schedule.
    3. They had a disability of health issue.
    4. Liking and enjoying the online format.
  • Preliminary results of coding of open-ended responses to the question “If you indicated that you will not consider taking an online course in future, what is your reason?” yielded 1,200 responses, with the following top reasons in order of frequency:
    1. Preferring face-to-face medium.
    2. Heavy workload.
    3. Lack of interaction with the teacher.
    4. Difficulty and confusion with instructions and structure.

Upcoming Presentations:

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