1. Organization and Program Information 1.1 Submission Title Page

Transcription

1.
Organization and Program Information
1.1
Submission Title Page
Full Legal Name of Organization: Humber College Institute of Technology and
Advanced Learning
Operating Name of Organization: Humber Institute of Technology and
Advanced Learning
Common Acronym of Organization (if applicable):
URL for Organization Homepage (if applicable): www.humber.ca
Purpose of the Submission:
Review of Humber’s Online Learning Practices and Policies against the PEQAB
2009 Internet Delivery Criteria
Location (specific address) of programs where courses are/will be offered:
Online courses will be offered to students registered for degree level study at
Humber College Institute of Technology and Advanced Learning
Contact Information:
Person Responsible for This Submission:
Name/Title:
Rick Embree
Associate Vice President, Planning and Development
Full Mailing Address: Humber Institute of Technology and Advanced Learning
205 Humber College Boulevard
Toronto, Ontario M9W 5L7
Telephone:
416-675-6622, ext. 4553
E-Mail:
rick.embree@humber.ca
Site Visit Coordinator (if different from above):
Name/Title:
Ann Dean, Associate Dean, Program Development
Full Mailing Address: Humber Institute of Technology and Advanced Learning
Toronto, Ontario M9W 5L7
Telephone:
416-675-6622, ext. 5142
E-Mail:
ann.dean@humber.ca
Chair, Board of Governors
Name/Title:
Mr. Dale Richmond
Page i
Chair, Board of Governors
Full Mailing Address: Board Office, Room D167
Humber Institute of Technology and Advanced Learning
Toronto, ON M9W 5L7
Telephone:
416-675-2284
Fax:
416-675-3154
Anticipated Start Date:
September 2010
Anticipated Enrolment for the first 4 years of the program:
per class
Maximum 40
Page ii
Table of Contents
Submission Background and Overview
Humber Services, Facilities and Committees Relevant to Online Learning
Attachment A – List of Humber Online Courses and Programs
Attachment B -- Humber Institute of Technology and Advanced
Learning Information Technology Strategic Plan – Executive
Summary, Nov 17, 2008
Section 1: Academic Honesty and Integrity
Section 1: Attachments
Attachment 1.1 Copyright Information for Faculty
Attachment 1.2 Copyright Information for Students
Attachment 1.3 Intellectual Property Policy
Section 2: Student Protection
Section 2: Student Protection Attachments
Attachment 2.1 Humber Definitions for Online Delivery
Section 3: Program Delivery
Section 3: Program Delivery Attachments
Attachment 3.1.1 Humber Program Review Policy
Attachment 3.2.1 Online Course Development Checklist
Attachment 3.3.2 Student Feedback Questionnaire for Fully
Online Courses
Attachment 3.2.3 Humber Submission for the CNIE Award
Attachment 3.3.1 2009-2010 Online Development Request Form
Attachment 3.6.1 Program Delivery Standard
Attachment 3.6.2 Clinic for Online Learning Course Outline
Attachment 3.6.3 Teaching with Blackboard – Online Resource
Site (Table of Contents)
Attachment 3.6.4 Supplementary Online Teaching Guidelines and
Support Materials
•
Online Development Guidelines (page 73 - 84)
•
Instructional Support Studio Guide (page 85 – 115)
•
Online Development: Roles and Responsibilities (page 116 127)
•
End of Term Checklist (page 128)
•
Step Up Workshops (page 129)
Attachment 3.7.1 Memorandum of Understanding – Off Campus
Online Course Testing
Attachment 3.7.2 Online Course Testing Procedure
Page
v
vi
Attachment
A, Page 1
Attachment
B, Page 1
Section 1,
Page1
Attachments
Page1
Page 6
Page 9
Section 2,
Page 1
Attachments
Page 1
Section 3,
Page 1
Attachments
Page 1
Page 3
Page 7
Page 9
Page 51
Page 56
Page 64
Page 67
Page 72
132
134
Page iii
Section 4: Capacity to Deliver
Section 4
Page 1
Section 5: Curriculum Vitae for On-line Learning Professional and
Technical Staff
Section 5
•
•
•
•
•
•
•
•
•
•
•
Aqell, Naveed, Student Support Technician (page 2)
Briggs, Scott, Chief Information Officer (page 3)
Debly, Wayne, Instructional Designer (page 11)
DeCourcy, Eileen, Director, Professional Development (page 13)
Epner, Nancy, Consultant, Professional Development (page16)
Ethier, Derek, Manager, Technology Integration, Information
Technology Services (page 19)
Hausman, Lynda, Multimedia Technologist (page 20)
Hickey, Ruth, Director, eLearning (page 24)
Schulte, Susan, Consultant, Professional Development (page 26)
Warren, Dawn Marie, Multimedia Technologist (page 28)
Webb, Katherine, Graphic Designer, Professional Development
(page 32)
Page iv
Submission Background and Overview:
This proposal is an amendment to Humber’s original 2007/2008 submission for the
review of its online learning policies and activities as they were presented at that time.
In November 2008, Humber received consent to offer the following courses for online
delivery at the degree level:
POLS 200 Introduction to Politics
PSYCH 200 Psychology
SCIE 200 Astronomy
SOCI 201 Principles of Sociology
At the time of that submission, Humber included the policies, procedures and details
relating to its online learning practices which addressed its e-learning goals, delivery
requirements, ITS technical support capacity, the HCnet Acceptable Use Policy, an
overview of its information technology security practices as well as IT related polices and
protocols.
In its previous degree submissions for Ministerial Consent, Humber has noted that some
on-line activity is frequently used as additional support for its degree-level courses.
Given PEQAB’s revised online learning standards and benchmarks (September 2009),
Humber wishes to have its capacity for the delivery of online courses pertaining to all of
its degrees. Much of the relevant information can be found on a variety of Humber web
pages and those are referenced in this submission. It is recommended that the reviewer
for this submission explore the following web sites to get a better understanding of the
online environment at Humber:
Online Learning Web Site
www.onlinelearning.humber.ca
This site includes information regarding:
Course information
Frequently Asked Questions
Tutorials
Login information
Contact information
Student Services
Library Services
•
•
•
•
•
•
•
Distance Learning Portal
http://www.humber.ca/continuingeducation/distance.htm
This portal includes information regarding:
•
Description of distance learning
•
Computer requirements for online learning
•
Types of assistance available to users and how to access that assistance
•
Exam information
•
Information about student systems at Humber
•
OntarioLearn information
Page v
Information Technology Services and Support Web Site
http://its.humber.ca
This web site includes information regarding:
Classroom support (e.g., computer labs, eClassrooms, open access labs, printing,
screening rooms)
•
Wireless Network – set-up and access
•
Support Centre – e.g., Equipment loans, customer care inquiries, news bulletins,
reference guides
•
Other – policies, IT plans etc.
•
This is also the site which provides password protected remote access to student
records systems, shared drives, the enterprise Wiki, media services and a variety of
other tools and services.
With respect to the capacity to deliver online learning, Humber currently has an inventory
of 366 fully online courses with 5 more in the central development process at the time of
writing (see Attachment A). In addition, Humber presently offers 44 fully online
programs through the Continuing Education Departments found in each academic
school. Not all courses are offered each term and more than one section per course
may be available.
Degree students who currently take, and who will take, online courses will have full
access to the learning and information resources made available to students who take
classroom-based courses.
Information Technology Services
Humber’s Information Technology Services is responsible for the management and
delivery of all technology and information services at Humber. The Humber IT Strategic
Plan which outlines the strategic priorities of the department is attached (Attachment B).
Academic Computing Committee
This committee is comprised of representatives from each academic school as well the
Open Learning Centre, the Planning and Development Office, Registration Office,
Centre for Learner Support and Information and Technology Services. The mandate of
this committee is to:
•
•
•
Ensure that services necessary to curriculum delivery are appropriately
addressed.
Assess effectiveness of existing systems in addressing academic computing
needs.
Anticipate new software requirements for curriculum support.
Page vi
•
•
•
•
Anticipate new hardware requirements for curriculum support.
Anticipate new computer technology trends and assess their eventual curricular
impact.
Determine on a school/college basis future computer development needs –
hardware, software, network support, systems support, wireless etc.
Provide a forum for discussion of academic computing needs and a single
centralized focus for advising Information and Technology Services of needed
changes and development to support the academic community.
Humber’s eLearning Committee is a subgroup of Academic Computing. Some of its
primary responsibilities are to monitor the e-learning development across the institution,
manage the development of specific e-learning initiatives, and monitor and recommend
updates to e-learning technologies and other requirements. The eLearning Committee
brings recommendations forward to Academic Computing for approval. The eLearning
Committee also works with, and has representation on, Humber’s Continuing Education
committee.
Institutional Units/Supports for Instructional Development and Online Learning
Instructional Support Studio
The Instructional Support Studio, "The Studio", is a facility to support Humber employees
who are working to support the learning of our students. The Studio endeavors to
support instructional development work by offering a range of learning activities, a place
to network, meet with others, acquire resources and use various learning technologies
such as Clickers (classroom response systems), digital video cameras, interactive
whiteboards, digitizers, scanners etc. The Studio is equipped with a computer lab
training facility as well as computers for faculty to use on a drop-in basis. As a part of
the eLearning team, the Studio focuses on the faculty use of learning technologies and
how those technologies are integrated into the classroom (for both traditional face-toface delivery as well as online learning environments).
Faculty members are provided with flexible professional development opportunities
through webinars, access to web-resources and face-to-face training sessions. The
Studio supports the traditional professional development programs as well as learning
related to on-line learning, distance education and information technology. Faculty
members who are developing online courses work with instructional designers and
graphics specialists who assigned by the Studio.
The Studio has 2 facilities: One at the North campus location and the other at the
Lakeshore campus.
Technical support
Technical support is also specifically available for Blackboard applications. This is given
to faculty or instructional designers who need development sites and assistance with
technical issues relating to development and implementation. This support is offered
Page vii
through the Studio and serves also in a liaison role with Information Technology
Services and specifically the Humber Blackboard System Administrator.
Open Learning Centre
Humber’s Open Learning Centre (OLC) provides non-academic support to students
registered in online courses and to faculty members offering those courses, throughout
the year. The support services include:
•
Troubleshooting student login/access issues;
•
The provision of tutorial help for students using/navigating course web sites.
•
Uploading of students into online course sites.
•
Follow-up with inactive students upon faculty request.
•
Updating faculty members with changes to class lists.
•
Arranging final exams (i.e., room booking, test centre requests and off-campus
proctor requests)
In addition:
• The OLC offers a drop in service for students wanting to know more about online
learning.
• Students may complete their online courses(s) off campus or they can use the
services of the OLC Computer Lab.
• The OLC Work study Lab Assistants provide tutorial assistance in the use of
Blackboard and monitor the OLC Computer Lab. The Lab is open during the
evening and on weekends.
Page viii
Attachment A
Humber Online Course and Program List
(Non-Degree Level)
Attachment A -Page 1 of 13
Course Name/Title
Abnormal Psychology
Accounting 1: Introduction
Accounting 2
Active Records Management
Administrative Tribunals
Administrative Tribunals
Adult Learning
Adults with Learning Disabilities
Advanced Breastfeeding Strategies
Advanced Fiction Workshop
Advertising
Air Fare — Canadian Domestic
Annuals for Garden and Container
Archives
Assessment and Evaluation
Astronomy
Auditing
Automated Air Reservation
Automated Airfares and Tickets
Automated Car Rental and Hotel
Accommodations
Course Code/Number
PSYC 004 - 99
ACCT 111 - 33, 34
ACCT 211 - 33, 34
RIMC 101 - 99
BCTA 201 - 99
BICC 201 - 33, 34
OLC. 100 - 99
OLC. 101 - 99
OBST 206 - 90
CRWR 224 - 90
MKTG 300 - 33, 34
TRAV 611 - 99
GRND 311 - 99
RIMC 103 - 99
OLC. 102 - 99
SCIE 200 - 90, 99
ACCT 551 - 33
TRAV 614 - 99
TRAV 612 - 99
TRAV 615 - 99
Bar and Restaurant Operations
Basic Anatomy and Physiology
Basic Botany
Border Crossing
Brave New Worlds
Breastfeeding Basics
Building Science for Home Inspection
Business Communications
Business Communications
Business Computer Applications
Business Finance
Business Finance
Business Law
Business Planning
Business Systems
Business Writing
Business Writing Skills
BPGM 507 - 99
MDEC 002 - 99
GRND 310 - 99
TRCK 001 - 97, 98, 99
GASA H90 - G1
OBST 106 - 90
HMIN 108 - 94, 95, 96, 97, 98, 99
BMGT 210 - 33, 34
HOTL 558 - 99
BISM 324 - 33
BACC 420 - 33, 34
BFIN 420 - 33
BLAW 100 - 33, 34
BCTA 402 - 33, 34
BISM 327 - 33, 34, 35
COM. 016 - 99
COMM 300 - 94, 95, 96, 97, 98, 99
Canada's Health Care System - Part 1
Canada's Health Care System - Part 2
Canadian Criminal Justice
Career Management 1
Career Management 2
Cargo Securement
Caring for the Whole Person
Case Management in Community Corrections
Change Management
Client Services
Coaching and Developing People
Collection Maintenance and Inventory Control
College Writing Skills
College Writing Skills: Police Foundations
Communication
Communications 1
Communication Skills in Hospice Palliative
Care
Community & Social Services
Community Based Policing
Community Policing 2
Computerized Accounting - Advanced
Computerized Accounting: Intro.
Conflict Management
Contemporary Social Problems
Continuous Improvement Processes
Coronary Care Nursing 1
Coronary Care Nursing 2
Corporate: Law Clerks
Cost Accounting 1
Cost Accounting 2
Court Preparation and Testimony
Creative Book Publishing
Creating a Positive Learning Environment
Criminal and Civil Law
Criminal Code
Criminal Code and Federal Statutes
Criminology
Critical Thinking
Critical and Creative Thinking
Critical Thinking and IT Concepts
Curriculum Development
CWPG Studio
MDEC 001 - 98
MDEC 005 - 99
PFP. 101 - 99
ATEC 100 - 99
ATEC 200 - 99
TRCK 002 - 97, 98, 99
PALL 204 - 90
FSW. 206 - 99
BMGT 400 - 99
LIBR 201 - 97, 98, 99
MLCP 102 - 97
LIBR 300 - 97, 98, 99
COMM 200 - 96, 97, 98, 99
COMM 207 - 99
OMDP 102 - 98
DMAS 004
PALL 205 - 90
PFP. 206 - 99
PFP. 306 - 99
PFP. 406 - 99
ACCT 421 - 33,
ACCT 221 - 33,
PFP. 405 - 99
PFP. 203 - 99
MLCP 104 - 97
CORN 101 - 90
CORN 201 - 90
LAWC 201 - 99
ACCT 341 - 33,
ACCT 441 - 33,
FSW. 108 - 99
TUTR 105 - 80
DEV. 007 - 99
PFP. 301 - 99
PFP. 302 - 99
PFP. 402 - 99
PFP. 201 - 99
DMAS 006
OMDP 131 - 98
CPAN 110 - 90
OLC. 103 - 99
TUTR A02 - 01
34
34
34
34
Dealing with Difficult People
Defensive Driving
Delivering Instruction
Designing, Managing / Implementing a GIS
database
Developing a Business Plan
Destination Geography
Developing Effective Teams
Developing Leadership Capacity
Developing Leadership Capacity
Developing Specialty Vacation Packages
Developmental Psychology
Deviant Behaviour
Disability Management
Dispute Resolution
Document Management Technology
Dying, Grief and Bereavement
OMDP 132 - 98
TRCK 003 - 97, 98, 99
DEV. 004 - 98, 99, C1, C2
CIVL 806 - 99
eCommerce
Educational Strategies
Electrical for Home Inspection
Electronic Fetal Monitoring Basics
Electronic Publishing
Emergency Nursing 1
Emergency Nursing 5
Employment Law
English 1
English 2
Environmental Citizenship
Environmental Ethics
Environmental Policy and Economics
Ergonomics
Essentials of Prenatal & Postnatal Care
Estates: Law Clerks
Ethical and Legal Issues in Forensic Social
Work
Ethics for Home Inspection
Ethics in Hospice Palliative Care
Evaluation Techniques
BISM 450 - 33
DSW. 106 – 99/DSWA 106
HMIN 102
OBST 104 - 90
LIBR 301 - 97, 98, 99
EMGY 101 - 90
EMGY 501 - 90
LAWS 405 - 99
DMAS 001
DMAS 011
SOCI 027 - 95
PHIL 030 - 90
POLS 025 - 90
OHLT 104 - 91
OBST 102 - 90
LAWC 101 - 99
FSW. 203 - 99
MKTG 417 - 33, 34
TRAV 607 - 99
MLCP 103 - 97
LEAD 100 - 99
DMAS 020
TRAV 608 - 99
PSYC 002 - 99
SECN 522 - 99
OHLT 203 - 91
DMAS 032
RIMC 102 - 99
PALL 206 - 90
HMIN 201 - 94, 95, 96, 97, 98, 99
PALL 202 - 90
DEV. 005 - 99, C1, C2
Fares and Tickets — International
Feature Screenwriting 1
Feature Screenwriting 2
Financial Accounting 1
Financial Accounting 2
Finance for Health Services
Fitness and Lifestyle Management 1
Fitness for Policing and Lifestyle Management
Flowering Bulbs for the Garden
Flowering Shrubs for the Landscape
Food and Beverage Cost Controls
Forensic Accounting
Forensic Investigations
Foundations of Gaming
Front Desk and Housekeeping Operations
Fundamentals of Golf
Fundamentals of Volunteer Management
TRAV 613 - 99
SCWR 200 - 90
SCWR 300 - 90
BACC 100 - 33, 34
BACC 200 - 33, 34
BACC 800 - NM
PFP. 210 - 99
PFP. 410 - 99
GRND 316 - 99
GRND 315 - 99
HOTL 560 - 99
ACCT 800 - 33
SECN 521 - 99
CPAN 312 - 90
HOTL 551 - 99
BPGM 502 - 99
VOLM 001 - 99
Geography and Codes
GIS Software — Arc View
Globalization
Global Positioning Systems (GPS)
Global Warming Concepts
Golf Operations
Golf Club Administration
Ground Transportation
TRAV 610 - 99
CIVL 802 - 99
POLS 019 - 99
CIVL 804 - 99
SCIE 022 - 95
BPGM 504 - 99
BPGM 508 - 99
TRAV 603 - 99
Hardy Perennials for Gardens
Health Care Procedures, Instrumentation and
Devices
HVAC for Home Inspection
Hours of Service
Hospitality
How to Start a Small Business
Hotel Operations Management
HRM Finance
Human Growth and Development 1
Human Relations
Human Resource Administration
Human Resources Administration [Nursing
Students Only]
Human Resource Planning
Human Resource Research and HRIS
GRND 313 - 99
MDEC 003 - 99
HMIN 203
TRCK 004 - 97, 98, 99
TRAV 604 - 99
OMDP 134 - 98
HOTL 559 - 99
BACC 201 - 99
DSW. 108 – 99/ DSWA 108 - 99
OMDP 103 - 98
BMGT 300 - 33, 34, 35
BMGT 800 - NM
BMGT 206 - 33, 34, 35
BMGT 328 - 99
Applications
Humanities
Immigration and Refugee Law
Immigration and Refugee Law Procedures
Income Tax 1: Intro
Information Systems Concepts
Instructional Techniques
Integrative Seminar
Intermediate Accounting I
Intermediate Accounting II
Internet Mapping
Interviewing & Deception
Interviewing and Investigations
Introduction to Business
Introduction to Clinical Research and Product
Development
Introduction to Critical Care Nursing
Introduction to a Flight Attendant Career:
Theory I
Introduction to a Flight Attendant Career:
Theory II
Introduction to Forensic Practice
Introduction to Freelance Writing
Introduction to Geographic Information
Systems
Introduction to Home Inspection
Introduction to Hospitality and Tourism
Introduction to Hotel Accounting
Introduction to Hotel Computer Applications
Introduction to Information Network
Introduction to Inspecting Existing Dwellings
Introduction to Libraries and the Information
Industry
Introduction to Logistics
Introduction to Logistics
Introduction to Microsoft Outlook
Introduction to Operations Management
Introduction to Operation Room Nursing
Introduction to Procurement
Introduction to Microcomputer Applications
Introduction to Politics
Introduction to Politics
Introduction to Project Management
Introduction to Psychology
HUMA 024 - 97, 98, 99
BCTA 302 - 33, 34
BCTA 404 - 33, 34
ACCT 461 - 33, 34
ACCT 108 - 33, 34
OLC. 104 - 99
DSW. 405 - 90
ACCT 331 - 33, 34
ACCT 531 - 33, 34
CIVL 805 - 99
SECN 523 - 99
PFP. 304 - 99
BMGT 100 - 33, 34
CLIN 500 - 50
RNCC 101 - 90
TRAV 802 - 99
TRAV 803 - 99
FSW. 101 - 99
JRNL 815 - 90
CIVL 801 - 99
HMIN 100
HOTL 550 - 99
HOTL 557 - 99
HOTL 556 - 99
LIBR 200 - 97, 98, 99
HMIN 506 - 99
LIBR 100 - 97, 98, 99
LOGI 101 - 99
SMC. 103 - 99
BISM 461 - 99
SMC. 102 - 99
OPER 501 - 90
SMC. 101 - 99
LIBR 102 - 97, 98, 99
POLS 104 - 80
POLS 200 - 99
DMAS 031
PSYC 200 - 99
Introduction to Sales and Marketing
Introduction to Public Relations
Introduction to Transportation
Investigation and Evidence
Investigative Techniques
Investigator's Powers
Issues in Crime
Issues in Diversity/First Nations Peoples
HOTL 555 - 99
PRDS 105 - 90, 91
SMC. 104 - 99
PFP. 404 - 99
SECN 525 - 99
SECN 524 - 99
SOCI 036 - 98, 99
PFP. 107 - 99
Java Application Development
Justice, Equality, and Rights
Justice and the Law
CPAN 222 - 90
POLS 024 - 99
GASA H91 - 99
Labour Economics
Labour Relations
Law and Society
Lawn and Turf Management
Leadership and Communication
Leadership and Communication
Leadership in the Hospitality Industry
Leadership in the Hospitality Industry
Leadership in a Team Environment
Leadership in a Team Environment
Learning Technology
Legal Research
Legal Research for Immigration
Litigation: Law Clerks
BECN 301 - 33
HRMS 205 - 99
HUMA 040 - 99
GRND 314 - 99
DMAS 021
LEAD 101 - 99
HOTL 571 - 99
HOTL 561 - 99
LEAD 102 - 99
DMAS 003
DEV. 006 - 99
BCTA 200 - 99
BICC 200 - 33, 34
LAWC 200 - 99
Macroeconomics
Management/Leadership Skills
Management Principles
Management for Results
Managerial Accounting
Managing Pain and Symptoms
Management of Beverage Operations
Management of Food Operations
Management of Human Resources
Management of Hospitality Service
Marketing
Marketing: International
Marketing Devices in Canada
BECN 200 - 33, 34
DMAS 022
DMAS 030
OMDP 112 - 98
BACC 300 - 33, 34
PALL 203 - 90
HOTL 551 - 99
HOTL 553 - 99
HOTL 575 - 99
HOTL 552 - 99
MKTG 111 - 33, 34
MKTG 470 - 33, 34
MDEC 006 - 99
Marketing for Golf Industry
Marketing Research
Mathematics of Finance
Maternity Nursing 2
Medical Emergencies
Microeconomics
MS Access — Core
MS Access — Expert
BPGM 503 - 99
MKTG 310 - 33, 34
BMAT 220 - 99
OBST 201 - 90
EMGY 201 - 90
BECN 100 - 33, 34
CIVL 807 - 99
CIVL 808 - 99
Narrative Styles 1
Nephrology Nursing 1
Nephrology Nursing 2
Neuroscience Nursing
Nutrition
CWPG 100
NEPH 101 - 90
NEPH 201 - 90
NEUR 123 - 90
FITM 202 - 99
Object-Oriented Programming Using Java
Occupational Health and Safety
Occupational Health and Safety Law
Occupational Health and Hygiene Surveillance
Occupational Health Nursing 1
Onsite Inspections and Mentoring
Operating Systems
Operations Management
Operations Planning Process
Organizational Behaviour
Organizational Behaviour
Organizational Studies
CPAN 140 - 90
BMGT 212 - 33, 34
OHLT 102 - 91
OHLT 103 - 91
OHLT 101 - 91
HMIN 505 - 50
CPAN 210 - 90
BMGT 305 - 33, 34, 35
DMAS 005
BMGT 310 - 33, 34, 35
BMGT 801 - NM
DMAS 044
Pain, Labour & Birth Management
Payroll Administration
PC Essentials
OBST 103 - 90
ACCT 351 - 99
BISM 120 - 33
Perioperative Component
Personal Computer Applications
Personal Computer Support
Personal Success
Philosophy and History of Hospice Palliative
Care
Philosophy of Love and Sex
Plant Materials 1
Plumbing for Home Inspection
OPER 504 - 90
ACCT 202 - 33, 34
LIBR 101 - 97, 98, 99
OMDP 129 - 98
PALL 201 - 90
PHIL 025 - 99
LAND 109 - 99
HMIN 101
Police Powers 1
Police Powers 2
Political Geography: Conflict & International
Affairs
Preparing for Instructions
Principles of Ethical Reasoning
Principles of Ethical Reasoning
Principles of Golf Management
Principles of Management
Principles Of Sociology
Professional Conduct, Authorized Practice and
Ethics
Pro. Conduct: Authorized Practice & Ethics for
Immigration
Professional Practice
Professional Practice for Pharmacy Technician
Bridging
Professional Selling
Project Economics
Project Management
Project Management Principles
Project Management Skills Development
Project Resources Planning and Scheduling
Provincial Offences
Psychology - An Introduction
Psychology: Social
Public Administration
Purchasing
PFP. 303 - 99
PFP. 403 - 99
GEOG 012 - 90
Quickbook Introduction
ACCT 901 - 99
Racism and Discrimination
Real Estate: Law Clerks
Regulations, Guidelines, and Standards
Researching and Reporting
Respiratory Nursing 1
Records and Information Management
Fundamentals
Recruitment & Selection
Relational DB Design and SQL
Remote Sensing
Resource Allocation
Risk Assessment/Management in Forensic
Mental Health
DMAS 042
LAWC 100 - 99
CLIN 502 - 50
RIMC 104 - 99
RESP 120 - 90
RIMC 100 - 99
DEV. 003 - 99
DMAS 040
PFP. 106 - 99
BPGM 500 - 99
BMGT 201 - 33, 34, NM
SOCI 201 - 99, 9U
BCTA 102 - 99
BICC 102 - 33, 34
DSW. 805 - 99
PHAR 310 - 99
MKTG 311 - 33, 34
CNST 703 - 99
BMGT 405 - 99
CNST 701 - 99
CNST 704 - 99
CNST 709 - 99
PFP. 401 - 99
PSYC 001 - 98, 99, AD
PSYC 003 - 99
PFP. 205 - 99
LOGI 200 - 99
BMGT 202 - 33, 34, 35
CPAN 260 - 90
CIVL 803 - 99
NUBM 500 - 90
FSW. 110 - 99
Risk Management in Health Care
Rudiments of Music
MDEC 004 - 99
MUSC 010 - 99
Salary Compensation
Sales and Marketing Management
Self Care and Burnout Prevention
Selling Vacation Packages and Tours
Services Marketing
Small Business Bookkeeping
Small Group Tour Leadership
Sociology: Introduction
Sociology of Learning: Portfolio Development
Special Event Planning 1: Theory and Practice
Special Event Planning 2: Conferences to
Galas
Special Event Planning 3: Entertainment and
Sports Events
Sponsorships and Promotions
Starting a New Business
Strategic Communications
Structures for Home Inspection
Supervision
Supervisory Skills
Surgical Emergencies
Surgical Specialties and Related Anatomy Part
1
Surgical Specialties and Related Anatomy Part
2
Surveying Society
BMGT 204 - 33, 34, 35
HOTL 562 - 99
FSW. 102 - 99
TRAV 606 - 99
MKTG 211 - 33, 34
OMDP 136 - 98
TRAV 609 - 99
SOCI 002 - 98, 99
SOCI 030 - 99
PRDS 118 - 90
PRDS 119 - 90
Tactical Communications
Taking off in Travel
Technical Communications 1
Technical Communications 2
Technical Editing
Technical Mathematics
Technical Writing: HTML Introduction
Technical Writing: Introduction
Technical Writing: Marketing Technical Writing
Technical Writing: Principles of Project
Management
Technical Writing: Print and Online Design
Technical Writing: Quality & Production
SECN 531 - 99
TRAV 601 - 99
COMM 213 - 99
COMM 313 - 98, 99
CCL. 215 - 99
DMAS 041
CCL. 209 - 99
CCL. 213 - 90, 98
CCL. 208 - 99
CCL. 207 - 99
PRDS 120 - 90
PRDS 121 - 90
MKTG 415 - 33, 34
SECN 526 - 99
HMIN 107
BMGT 424 - 33
MLCP 101 - 97
EMGY 301 - 90
OPER 502 - 90
OPER 503 - 90
BEH. 002 - 99
CCL. 214 - 99
CCL. 206 - 99
Theatre History 1
The Business of Tomorrow
The Cruise Market
The Environment
The Healthy Garden
The Newborn: Assessment & Initial
Management
The Political Game
Theories of Beauty
Traffic Management
Training & Development
Transportation
Transportation of Dangerous Goods
Travel Sales and Trends
Turf Management
THTR 310 - 99
MLCP 106 - 97
TRAV 605 - 99
SCIE 021 - 90
GRND 312 - 99
OBST 112 - 90
Understanding, Assessing and Managing
Violent Offenders
FSW. 204 - 99
VB .NET
Volunteer Management, Fundamentals of
CPAN 220 - 90
VOLM 001 - 99
War and Terrorism
Warehousing
Web Programming and Design
Wedding Planning
Working with Offenders with Special Needs
Working with Sex Offenders
Writing Fiction 1
Writing Grammatically
Windows XP
POLS 023 - 90
LOGI 102 - 99
CPAN 240 - 90
PRDS 123 - 90
FSW. 205 - 99
FSW. 106 - 99
CRWR 222 - 90
DMAS 002
BISM 462 - 99
XML
CPAN 330 - 90
Youth in Conflict with the Law
PFP. 305 - 99
POLS 107 - 99
PHIL 405 - 99
PFP. 307 - 99
HRMS 403 - 33, 34, 35
LOGI 103 - 99
TRCK 005 - 97, 98, 99
TRAV 602 - 99
BPGM 506 - 99
Program List

Accounting Certificate

Advanced Accounting Certificate

Advanced Bookkeeping Certificate

Business Studies Certificate

Computerized Accounting Clerk Certificate

Golf Operations Certificate

Human Resources Management Certificate

Entrepreneurial Studies Certificate

Immigration Consultant

Leadership

Library Skills Certificate

Management Studies Certificate

Professional Golf Management Certificate

Records and Information Management Certificate

The Small Business Certificate

Manufacturing Leadership Certificate (MLCP)

Leadership Skills Certificate (OMDP)

Institute of Law Clerks of Ontario - Law Clerks Certificate

Technical Writing Certificate

Canadian Medical Device Industry

Management of Volunteers

Small Business Management for the Trucking Industry

Breastfeeding Support Certificate

Nursing Management

Hospice Palliative Care

Maternity Nursing Certificate

Police Foundations

Teaching Effectiveness Certificate

Teacher/Trainer of Adults Certificate

Gardening Expert Certificate

Geographic Information Systems Certificate

Home Inspection Certificate

Home Inspection Certificate (Outside Ontario)

Project Management Certificate

Airline Products and Distribution

Hotel Operations Certificate

Restaurant Management

Introduction to a Flight Attendant Career

Tour Specialist

Travel Agency Operations

Travel Basics

Certificate in the Study of Human Behaviour

Environmental Studies: An Interdisciplinary Approach

Diploma Military Arts and Science
Attachment B
Humber Institute of Technology and Advanced Learning
Information Technology Strategic Plan
Attachment B - Page 1 of 25
Humber Institute of Technology & Advanced Learning Information Technology Strategic Plan Executive Summary November 17, 2008 1 Attachment B - Page 2 of 25
TABLE OF CONTENTS A. B. C. IT Strategic Plan Process for developing the IT Strategy The path to Enterprise Systems at Humber 2 Attachment B - Page 3 of 25
SECTION A: IT STRATEGIC PLAN VISION
Technology and information solutions that
empower teaching, learning, and discovery.
STRATEGIC
PRIORITIES & GOALS
CLIENT FOCUSED SERVICE PROVIDER
TEAM VISION
Serving as trusted partners, we use our talent, industry knowledge, and experience to
transform ideas into practical results for our clients. Focused on excellence, we are
responsive to the unique and changing needs of our clients. We enable success by
providing technology and information solutions that help others meet their objectives.
We are results-oriented and professional in all that we do.
STRATEGIC
FOUNDATION
TEAM MISSION
We enable student success by delivering technology and information solutions that
support Humber's mission of teaching, learning, and research.
TEAM VALUES
Integrity ● Collaboration ● Innovation ● Professionalism ● Passion
IT GOVERNANCE
TECHNOLOGY INFRASTRUCTURE
3 Attachment B - Page 4 of 25
VISION The vision describes the role technology plays at Humber in the future and in support of the Humber strategy. It describes the outcomes of effective and well‐executed governance, delivery, and use of technology and reminds the community of the goals and outcomes that are anticipated through the implementation of the IT Plan. Key to the vision is the notion of a solution: the blending of people, process and technology to achieve a desired business or academic outcome. Technology and information solutions that empower teaching, learning, and discovery. 4 Attachment B - Page 5 of 25
STRATEGIC PRIORITIES Four strategic priorities are identified, each with corresponding goals that will function as guideposts for operational activities over a five‐year timeline. These priorities provide a high‐level focus for technology planning and resource alignment. They are linked to the Humber Strategic Plan and define how information technology will be deployed in service of the Humber mission. Strategic Priority 1 Student engagement and success. Leverage technology to enable student engagement and success. Promoting student learning and personal development is the essence of student engagement, and student success. The student experience, both inside and outside of the classroom, is of primary importance. Recent research conducted by the Indiana University Center for Postsecondary Research has identified several factors. The best known and largest of these projects is the National Survey of Student Engagement (NSSE). Results from this work suggest five key things that contribute to student engagement and student success: ensuring appropriate levels of academic challenge, providing active and collaborative learning, fostering student interactions with faculty, providing enriching educational experiences, and supportive campus environments. Goals 1. Deliver technology services aligned with curriculum and the way students learn. 2. Provide the technology environment for students to pursue purposeful learning and personal development activities. 5 Attachment B - Page 6 of 25
Strategic Priority 2 Empower Scholarship. Provide the technology services to support students and faculty through the journey of discovery. Scholarship plays a vital role in faculty, program, and curriculum development, contributing to faculty professional development, teaching excellence and student success. To date, a broad definition of scholarly activity has been accepted by academic leaders at Humber. This definition encompasses teaching mastery, knowledge and awareness of current developments in one’s field of expertise, as well as research, creative endeavours, and distinguished professional and public service contributions. As Humber grows and evolves its vision as a polytechnic, technology can support scholarship by: facilitating the gathering of information, data analysis, learning management systems, and instructional design; enabling access to knowledge, and by fostering information sharing across the organization. Goals 1. Collaborate with the academic community to identify and implement innovative instructional technology to support teaching and learning. 2. In response to enrolment growth, implement instructional technology in new virtual and physical academic spaces. 3. Enable Humber's eLearning goals. 4. Design and implement technology to support Humber’s developing research agenda. 6 Attachment B - Page 7 of 25
Strategic Priority 3 Transform business processes. Improve processes, implement new Enterprise Systems, and enable improved decision making and measurement of outcomes. The effective use of technology is more than simply automating manual processes: it can fundamentally change the way business is done. This transformation can have a significant and positive impact on how students, faculty and staff interact with the institution: the delivery of services and the ability to offer services, the use of data for planning and decision making, and using information to evaluate and improve performance. Implementing technology solutions to change processes and enable more informed decision making and outcome measurement, however, is only part of the equation. Key to the success of these goals is the community aligning service delivery approaches with best practices enabled by technology to reduce bureaucracy and release staff to focus on value‐added activities and using information to forecast and plan for the future in ways not previously possible. These shifts involve changes in how people think and work, and will require support from leadership across Humber. Goals 1. Partner with academic and business leaders to improve academic and business processes. 2. Implement new Enterprise Systems (student, finance, and human resource information systems) that are current, sustainable, and reliable, and that are aligned with improved academic and business processes. 3. Provide access to integrated institutional information. 7 Attachment B - Page 8 of 25
Strategic Priority 4 Collaboration and Communications. Deliver integrated technology solutions to enhance collaboration and communication across the Humber community. An outcome of the adoption of information technology is increased information sharing and communication. This has enabled collaboration across time and space and permitted immediate access to knowledge resources. The proliferation of communication devices and platforms has also introduced problems of compatibility and requires end users to master an array of tools. Humber will continue to experience enrolment growth and geographical expansion. The need to enable communication and collaboration will continue to grow presenting an opportunity to improve access to communication tools in ways that increase efficiency and ease of use. Through a platform of reliable communication choices, the institution can increase dialogue and input within the community around important issues and broaden conversations beyond the community to ensure that critical stakeholders are included. Goals 1. Support integrated collaboration and communication across campuses and within the academic and business realms using tools such as email, calendaring, video, discussion groups, and personal electronic device synchronization. 2. Develop a web strategy to integrate, deliver, and manage content. 8 Attachment B - Page 9 of 25
Alignment to Humber Strategy The table that follows depicts the relationship between the Strategic Priorities in the IT Strategy with the Humber Strategic Plan. Enrolment Growth
Teaching & Learning Excellence
Student Success
✔
✔
Empower Scholarship
✔
✔
Transform business process
✔
✔
Collaboration & communication
✔
Human Resource Planning
High Quality
Services
✔
✔
✔
✔
STRATEGIC FOUNDATION The strategic priorities described above address the needs of clients and technology end users. The following strategic foundations provide direction to institutional leadership responsible for setting future directions for technology as well as for Information Technology Services (ITS) leadership and staff as they work to fulfill priorities by ensuring ongoing planning, agenda setting, and preparation for the future while meeting current needs. Strategic Foundation 1 Client Focused Service Provider. Transform the Information Technology Services department into a client‐focused service provider. Technology departments are evolving from functions that are driven by technology to service providers that are client driven and seek to add value to the organization. The potential for adding value increases as the relationship between clients and the technology service providers is characterized by increasing credibility and trust (see figure below). 10 Attachment B - Page 11 of 25
As a result, developing close relationships with clients will be fundamental to the future of Information Technology Services (ITS) becoming a client focused service provider. A proactive approach will result in a better understanding of client priorities – both short term needs and long term strategies and ambitions. The dialogue will also educate clients about technology as well as the capacity and abilities of ITS. As a part of the journey to becoming client‐focused and in the context of IT Strategy development, the ITS team articulated a team vision, mission and values as well as specific goals that will align services, resources and processes with the goal of becoming client focused. ITS TEAM VISION
Serving as trusted partners, we use our talent, industry knowledge, and practical experience to transform ideas into results for our clients. Focused on excellence, we are responsive to the unique and changing needs of our clients. We enable success by providing technology and information solutions that help others meet their objectives. We are results oriented and professional in all that we do. ITS TEAM MISSION
We enable student success by delivering technology and information solutions that support Humber’s mission. 11 Attachment B - Page 12 of 25
ITS TEAM VALUES “Values are principles, beliefs, or standards of excellence you believe in and choose to represent to others. Values are deeply rooted and connect individuals to things that give them energy and vitality. Values help to bring out our best and contribute to creating high performance and high fulfillment in our work and life. Values are important to recognize because they are key anchors and help individuals and teams make decisions. Values are important to leaders to help them better understand what motivates their team members personally.” 1 The ITS Team values will enable the organization to continue to strive for higher standards of Values provide a excellence, shape behaviour with clients, increase window into the culture credibility, and inspire staff in making a meaningful of a team. “They remain contribution to Humber as an organization. They stable even when will also help clients understand what the strategies, projects and organization stands for, guides day‐to‐day personnel change.” behaviour and decisions, and will inform strategic (McCredie) decisions. These values are important since they contribute to building and sustaining Humber's unique organizational culture, a culture of collaboration, and a culture of excellence. Integrity With honesty, caring, and respect for differences, we act with integrity and hold ourselves accountable. We are trustworthy: we keep our promises, we follow through. These high standards for ethical behaviour guide our actions. Collaboration We listen, communicate with clarity, ensure transparency, and solid relationships. Respectful of diverse perspectives, we work collaboratively with others to bring together our combined academic, business and technology expertise, overcome obstacles, and discover solutions that fit. Innovation In collaboration with our clients, we research, evaluate, and educate the community about leading practices, and deliver state‐of‐the‐art solutions. 1
Izzo, John B. and Withers, Pam. Values Shift: "Recruiting, Retaining and Engaging a Multigenerational Workforce.
Lions Bay: Fair Winds Press, 2007.
Professionalism We respond to client requirements in a timely and professional manner. Consistent, reliable and competent, we combine our analytical skills and a practical approach to deliver results. Committed to learning with our clients, colleagues and leading edge experts, we build knowledge and capability across the organization. Passion We care about our clients. We are passionate about technology. We are relentless in our quest for the best solutions. We believe that what we do makes a meaningful difference. Goals 1. Develop new channels and skills to improve the quality and impact of communications. 2. Review services and implement changes to ensure efficiency and client focus. 3. Create a framework to manage projects through the lifecycle of concept, approval, implementation, and evaluation. 4. Leverage industry best practices to foster a climate of continuous improvement. 5. Align investments in the development of people with the Information Technology Strategy. 13 Attachment B - Page 14 of 25
Strategic Foundation 2 IT Governance. Align technology planning and resources with Humber's mission and strategic priorities. Researchers at the MIT Sloan School of Management concluded that effective IT governance is the single most predictor of the value an organization generates from IT investments2. An IT governance framework clarifies decision rights and accountability related to the use of technology in an organization. IT governance is essential to ensure the alignment of technology resources with the institutional strategic goals and objectives and managing risk. Governance is a shared responsibility involving institutional and technology leaders in decision making. Technology leaders are responsible for presenting technology options, value, risks, and costs while institutional leaders evaluate the information and determine the course of action aligned with strategy. This approach applies not only to infrastructure and operational projects, but also to innovation efforts, which must be driven by client needs and supported in the context of overall institutional goals. An emphasis on IT governance will be a cornerstone to the execution of the IT Strategy. 2
Weill P, Ross J. (2004). IT Governance: How Top Performers Manage IT Decision Rights for Superior Results. Boston, MA:
Harvard Business School Publishing.
Goals 1. Design and implement a new IT governance model. 2. Develop quality, timely, and fiscally responsible planning and decision‐making processes around research and innovation, and the management of the project lifecycle. 3. Manage and mitigate risk, including information security, privacy, and business continuity planning. 4. Review, recommend, or approve (as appropriate) IT architecture, policy, services, and infrastructure. INFORMATION TECHNOLOGY GOVERNANCE STRUCTURE
Board of Governors
Executive Technology
Group
Technology Council
Information sharing and feedback
President’s Executive Committee
Academic Council
Deans’ Council
Academic Operations Committee
Academic Computing
Committee
Enterprise Systems
Selection Team
Administrative Computing
Committee
Operations Committees
– Student & Corporate Services
– Finance & Administration
Notes
Identify issues and provide input
* Executive Technology Group includes President, VPs, AVPs
and CIO
The Office of the CIO will support the work of the Technology
Council (e.g. strategic planning, decision making, portfolio &
project management office).
Strategic Foundation 3 Technology Infrastructure. Grow, sustain, and renew the technology infrastructure as the foundation for the IT Plan and delivery of reliable technology services. A reliable, well‐designed and documented technology infrastructure is the foundation of all technology services and a key enabler to the strategic priorities. The technology infrastructure must be cost effective, accommodate changing priorities, growth, and cyclical upgrades while minimizing risk to basic operations. Goals 1. Create an infrastructure renewal plan to accommodate growth, minimize risk, and sustain the technology infrastructure in part through the lifecycle replacement of obsolete technology. 2. Develop an identity management strategy that encompasses people, process, and technology. 16 Attachment B - Page 17 of 25
SUCCESS FACTORS Support and Ownership by the Humber community – As the use of technology becomes increasingly strategic, its impact is felt and reaches further within Humber. As a result, the Humber community needs to understand the goals of the IT Strategic Plan, the personal implication, and how it changes their interaction with peers and clients. Technology departments can provide leadership and tools, but the entire institution must embrace and leverage the solutions to implement change and realize value. IT Governance – The development of this IT Strategy demonstrates a new approach to shared decision making for key technology decisions at Humber. Continued application of a shared decision making model in the form of a functioning IT Governance model will be essential to guiding the evolution of the strategy, policy, risk management and the development of operational plans. Executive Management Support – This IT Strategic Plan signals change in how technology will be used at Humber. Change can be confusing, uncomfortable, and difficult for those affected. Humber’s executive management can play a key role in helping the institution understand the benefits of strategically using technology and supporting the changes and impact within their areas of responsibility. Executive management must communicate technology’s strategic benefits and support changes within units and across the organization. Communication – Clear, frequent, and ongoing communication will be crucial to the acceptance and implementation of the IT Strategic Plan. Communication must be two way, helping individuals understand what the plan means to them individually, and it affects their role and interactions with the institution. The message must not only get out ‐ it must be received and understood. Communication cannot be an afterthought – it is critical to the understanding, acceptance, and success of the plan. Change – Implementation of this IT Strategic Plan will affect teaching, learning, research and how Humber “does business”. Change will come in the form of new technology or processes that are enabled by technology. Change will also be evident in how ITS provides services to clients. Actively managing the change and transition process will be a fundamental requirement for the success of the initiatives within the strategy. Resources – Success will require resources generally in the form of funding, people, technology and space. In addition to the allocation of new resources, the alignment of existing resources with the IT Strategy will be essential to ensuring the goals are achieved. 17 Attachment B - Page 18 of 25
Professional Development and Training – As the institution and processes change, individuals and teams will need to change and grow. Professional development and training will be critical. Technology professionals will need to upgrade skills to implement strategic initiatives; staff will need to develop new skills as processes change; teams will need to learn new and different teamwork skills as service levels and models evolve; and faculty will need training to implement new eLearning strategies in their curriculum. Integrate and Continually Revise Plan – The value of this plan will be realized when it is integrated into the institution’s strategic and tactical planning as well as operations. Executive management should oversee the plan’s implementation on an ongoing basis to measure the success of initiatives. The plan must also be reviewed and updated on an ongoing basis to assure it is continually aligned with institutional goals. "To be built to last, you have to be built to change."
Jim Collins, Built to Last
SECTION B: PLANNING PROCESS The basis for the development of a new Information Technology Strategic Plan was the input provided by clients during the IT Review. In addition, trends in enrolment, faculty, and financial supports were explored by an environmental scan facilitated by external consultants. Survey data was reviewed to learn trends from a student perspective as well as the top ten technology issues facing higher education institutions. Finally, a dialogue with Gartner Group provided a perspective on trends facing internal IT service delivery organizations. The development of the strategy is the result of the contributions of staff from Information Technology Services during facilitated focus groups and retreats. In part, the development process is the beginning of a journey to become a client focused service provider – serving students, faculty, and staff. To ensure that stakeholders continue to be consulted in the development of the strategy, over 14 client interviews as well as presentations to many committees were held including: • Humber Students Federation Executive • Academic Operations Committee (AOC) • Academic Council • Technology Council • Academic Computing Committee • Administrative Computing Committee The new Information Technology Strategic Plan will guide decision making over the next five years to ensure technology resources are aligned with the strategic priorities at Humber as well as to shape the development and aspirations of the Information Technology Services team. 19 Attachment B - Page 20 of 25
The planning process is shown below: Input
Clients
‐Humber Strategy
‐IT Review
‐CIO
Client Feedback
Development
Approved Plan
Presentations to IT Governance Committees and others (PEC, AOC, AC)
ITS
‐Retreat
‐Focus Groups
Analysis
Environmental Scan
‐ Higher Education
‐ IT Service Delivery
Obtain endorsement from Executive
SECTION C: READY! SET! GO!
The path to new Enterprise Systems at Humber
New Enterprise Systems will provide Humber with modern, state of the
art, reliable and sustainable information systems for student
information, finance, and human resources. Students, faculty and
staff will have access to the latest technology providing access to
timely and accurate information across the institution.
The acquisition and implementation of new Enterprise Systems is an
institutional initiative that will touch all members of the Humber
community.
Developing a shared vision of the future and a
commitment to organizational change are critical for success for this
complex initiative. To ensure that Humber is well prepared, the path to
new Enterprise Systems begins with the project planning (getting
Ready!) and is followed by system selection (Set!) and implementation
(Go!).
READY!
– Project Planning
Project planning and readiness is the
critical first phase of this project.
Crafting a vision of Humber’s future
state business processes supported
by modern information technology
will be the foundation of all project
activities.
Using the vision as a guide, the
project charter will be developed that
describes the scope of the Enterprise
Systems project, resource requirements, key assumptions and the
project structure.
Through this work, the team will begin to
understand the gap between where the college is today and the vision
of the future and establish a scope to the project. The project charter
will describe approaches to change management, risk analysis, identify
key enablers, training and education strategies and high level
communications plans.
The new Information Technology Governance structure includes a
prominent role for the Enterprise Systems selection team. This team
will be responsible for evaluating and recommending which Enterprise
System will best match Humber’s vision. During the Ready! phase,
the Enterprise Systems selection team will be recruited and
identification of the implementation project teams will begin.
A project of this size and scope is
similar in scale to the major capital
building projects that Humber has
engaged in over the past number of
years.
Accordingly, managing the
resources of the project is very
important. A solid understanding of
start-up and ongoing costs as well as
the total cost of ownership will be
developed.
Financial costs for
software, hardware, network and
consulting expenses need to be identified. Additionally, the team will
need to begin to identify and manage staff and space requirements as
the project proceeds. The resulting roadmap will represent a high
level timeline for implementation.
To focus the resources and energy of Humber on the Enterprise
Systems Project, development of current systems must come to a
conclusion. A systematic plan for ramping down developing activities
will be created as part of the Ready! phase. The “Freeze Development
Plan” will examine the environment, risk, and current development
plans as well as anticipated requirements prior to the arrival of new
systems.
SET!
– Software Selection and Acquisition
The next phase in the path is software selection and acquisition where
the Enterprise Systems selection team will define the detailed
requirements and developing the Request for Proposal (RFP) for the
vendor community to respond. Selecting a new Enterprise System
represents the acquisition of hardware, software, and services. Above
all, the selection of a new Enterprise System represents a selection of
a new business processes. It is vital that our new systems bring best
practices to Humber and can facilitate the diverse nature of our
business.
In this procurement stage, the team will view product demonstrations,
conduct site visits to other educational institutions, engage in
extensive product evaluation and carry
out gap analysis between the vision
and the proposals.
With multiple
vendor proposals, establishing a best fit
with the Humber vision will be the goal
of the team. This is the opportunity to
contact and research reference sites
and to learn from the greater user and
education community prior to product
selection. In conjunction with this process, the
team will begin to develop the
architecture through an understanding
of
the
required
infrastructure,
integration requirements, data and
conversion.
Proceeding through this
stage, the team will need to review and refine the financial, space and
staffing resource requirements that were outlined in the first phase.
This will include establishing a skills matrix and support models. At
this point, the high level roadmap developed in the Ready! Phase will
be replaced with a detailed project plan.
The final steps in this phase will be to negotiate appropriate software,
hardware and consulting contracts, complete the selection and
recruitment of the implementation team and develop evaluation
criteria.
To ensure the business impact of the project can be
measured, baseline measures will be obtained prior to changing
business processes or systems.
GO!
– Begin Implementation
The final and most exciting phase of this initiative will be the Go!
Phase – the implementation of new Enterprise Systems in support of
the shared vision and to meet the current and future business
requirements.
The team will work closely with the
successful vendor and the Humber
community to install and build the new
systems.
The conversion of data from
existing systems and parallel systems
integration will be very challenging.
A
greater challenge will be to facilitate the
change at Humber to align business
processes and practices to the software
package that is selected.
All major
systems, Student Information including
EIS, SRS, and LIS; FRS and Purchasing;
and the Human Resources management
system including Payroll, will be affected.
This implementation and transformation in business process is
expected to take several years.
Ensuring a good communications strategy is in place will be required.
Change will come in many forms whether it is the need to understand
new features and functionality or the requirement for redesigning
business processes to meet the ERP system design and business
challenges. The training and education requirements for both the
technical and front line staff will be significant and will need to be
planned and staged accordingly.
Undertaking a large planning and implementation project across the
institution will require structured project and change management
practices. The establishment of checkpoints, integration of ongoing
learning and re-assessment will help ensure a successful
implementation.
Once all of these hurdles have been crossed the team will begin
parallel testing and the evaluation stage of the implementation. This
will continue until it is determined that the new systems are ready to
GO LIVE.
Section 1: ACADEMIC HONESTY AND INTEGRITY
PEQAB Benchmarks:
1. There are appropriate policies and procedures concerning compliance with
copyright law;
2. Where courses/programs are delivered using online delivery, the institution has
appropriate policies and procedures to address copyright and intellectual
property issues (eg., digital rights management and the use of object learning
repositories).
Humber’s copyright processes and procedures regarding course/program copyright
compliance for faculty and students are addressed by Humber’s library copyright
department. These are available on the Humber web site and are outlined in the
following attachments:
Attachment 1.1 Copyright Information for Faculty
Attachment 1.2 Copyright Information for Students
Attachment 1.3 Intellectual Property Policy
See section 3.6 for further details pertaining to IT security management and privacy.
Section 1 – Page 1
Attachment 1.1:
Humber’s Copyright Processes and Procedures Regarding Copyright
Compliance in the Classroom for Faculty
Available on the Humber College web site: library.humber.ca>just for faculty>copyright issues
Print to print copying
The Library's copyright department (copyright@humber.ca) will answer any questions about
using material in the classroom. We will also work with you on permission requests.
•
What is Access Copyright?
Access Copyright is a collective that licenses copying and collects royalties for many
publishers. The college has signed an agreement with Access Copyright that sets the
limits on the type and amount that can be copied on campus.
•
What can I copy under the Access Copyright agreement?
Our agreement covers copying from print materials to print/overheads only. Copying is
classified into two categories:
o Copying for class distribution
 You are allowed to make 1 copy for each student in the class and 2 copies
for each instructor.
 No copying shall exceed 10% of a published work or the following,
whichever is greater:
 An article from a journal issue (including a set of conference
proceedings)
 An entire short story, play, poem, or essay from a book
 One chapter, if it is not more than 20% of the book
 An entire newspaper article or page
 An entire entry from an encyclopedia, dictionary or similar
reference book
 A single item of print music from a book or journal containing
other kinds of works
 The following information should be included on the front page of the
copy:
 The international copyright symbol
 Credit to the author and publisher
 A notice which reads This material has been copied under licence
from Access Copyright. Resale or further copying of this material
is strictly prohibited.
o
Copying for sale
 Course packs and custom publications of materials collected for a course
belong in this category.
Attachments, Section 1 - Page 1 of 16

Contact the Humber Bookstore's Textbook dept. at ext. 4987 (North) or
ext. 3566 (Lakeshore) about copying limitations for course packs. Give 68 weeks notice.
•
What can't I copy under the Access Copyright agreement??
o Course packs or custom publications.
o Harvard or Ivey business case studies.
o Systematic or cumulative copying of the same published work, which would
exceed the limit.
o Letters to the editor and advertisements in newspapers and journals.
o Sheet music, workbooks, examination papers, instruction manuals, newsletters.
o Government publications. However, you can copy federal and Ontario laws and
judicial decisions without asking permission, provided the copy is accurate and is
not represented as an official version.
o Access Copyright does not represent all publishers. You can not copy any
material from the publishers on the exclusions list. Please contact us for
information.
•
Who do I contact for permission to copy outside the agreement?
Email copyright@humber.ca for assistance with
o Contacting publishers on the exclusions list for copyright clearance. Additional
payment of royalties may be required.
o Getting exception clearance for copying more than what is allowed.
o Obtaining written permission from Access Copyright to copy up to the whole of
an out of print book.
o Using work in Blackboard.
Please let us know if you choose to get the permissions yourself. We would like to keep a
record of copyright activity on campus.
Scanning work
• Is scanning covered by the agreement?
No. Permission is needed depending on the end use of the scanned work
As an overhead in the classroom. Cite the source.
In Powerpoint for a lesson. Cite the source.
In Blackboard without permission. We'll help with the request.
On a website without permission. We'll help with the request.
Image use
Don't assume you can use images you find. Always check a site's terms and conditions and credit
the source. There are educational alternatives such as:
•
•
•
•
•
Search the library databases found at our Images subject.
Check the Creative Commons Directory for image sources.
Wikimedia Commons has freely usable image files.
Museum photography can be found at Flickr Commons.
Images Canada covers Canadian content.
Blackboard issues
Humber's Access Copyright agreement does not cover the online environment so think about the
resources you plan to use in Blackboard.
Print sources
You need permission to use scanned articles and chapters because of the possibility of content
redistribution by others.
•
•
•
PDF articles from journal databases can not be uploaded because of licencing restrictions.
Add the citation and/or article link instead.
Use article links from the Library's full-text databases instead of asking for permission to
use the scanned print equivalents.
Email us at copyright@humber.ca and we'll show you how to create online reading lists
of newspaper and journal articles.
Internet sources
You need to check if the content can be used for educational purposes. Credit the source of any
used content.
•
Some web sites provide flexible use of their content. The most popular is the Creative
Commons (read about the CC).
o Check the Creative Commons Directory for licensed images, text, audio and
video.
o Wikimedia Commons has freely usable media files.
o Find public domain works at Project Gutenberg.
o Museum photography can be found at Flickr Commons.
YouTube and copyright
• YouTube and other video sharing sites may contain content not uploaded by the
copyright owner.
o If you find a CBC news show uploaded by newsjunky45 then any use of this
content endorses copyright infringement.
o
o
o
Many content creators like the CBC have channels on YouTube. The videos
found on these channels can be used.
Check who uploaded the video for its legitimacy.
Watch this 2 minute YouTube and Copyright video for details.
Videos in the classroom
In order to show a film to your class, the film must include public performance rights.
•
•
•
•
•
Library-owned DVDs and videos have public performance rights. You don’t need to
report these titles.
Public library videos are for home use only.
Humber has license agreements with AudioCine and Criterion that allow for classroom
screening of feature films (not documentaries) bought or rented from Blockbuster,
Rogers, etc.
AudioCine and Criterion require faculty to report the films used and the date of the
screening.
o North Media Resources at videonorth@humber.ca
o Lakeshore Library Services at videolake@humber.ca
You need permission to copy video segments for use in presentations. One alternative is
to borrow the video and cue it to the relevant section.
Taping TV and radio shows
• Faculty can show a television program or play a radio broadcast while it is being aired.
• News programs or news commentaries can be taped for one year without paying. After
the year a tariff is paid to the ERCC or the tape must be destroyed.
o News examples: the National (first 30 mins only), BBC World Report, Global
News, Le telejournal
o Commentary examples: the Editors, Larry King Live, As It Happens
• Documentaries: there are no exceptions so you must pay a tariff to the ERCC to use taped
documentaries.
o Examples: 20/20, 60 Minutes, 48 Hours, Dateline
o Examples: W5, 5th Estate, Rex Murphy, Life & Times, the Nature of Things,
Venture, Marketplace
• Series: there are no exceptions so you must pay a tariff to the ERCC to use taped shows.
o Examples: ER, Six Feet Under, Saturday Night Live
The Educational Rights Collective of Canada (ERCC) is a non-profit Canadian copyright
collective society that administers the Educational Rights Tariff.
o
o
The price structure is $2.00/min for television and $0.17/min for radio. Contact us
for the reporting form.
Please be aware that most TV programs can be purchased through the Library
instead of going through the ERCC.
Music in the classroom
• Section 29.5 of the Copyright Act allows an educational institution to play music and
other sound recordings in class for educational purposes.
• The Act does not cover converting musical formats (CDs to mp3s).
• Copying music for private use is allowed but section 80 of the Act limits distribution of
the copied work even if the distribution is not for trade.
• You need permission to copy/download recorded music. Try these sites for free music:
o CC Mixter
o Jamendo
o Mutopia Project
o Creative Commons Directory
Attachment 1.2:
Humber’s Copyright Processes and Procedures Regarding Copyright
Compliance in the Classroom for Students
Available on the Humber College web site: library.humber.ca>research help>copyright and
plagiarism
Print sources
• What can I copy under Humber's Access Copyright agreement?
o No copying shall exceed 10% of a published work or the following, whichever is
greater:
 An article from a journal issue (including a set of conference proceedings)
 An entire short story, play, poem, or essay from a book
 One chapter, if it is not more than 20% of the book
 An entire newspaper article or page
 An entire entry from an encyclopedia, dictionary or similar reference book
 A single item of print music from a book or journal containing other kinds
of works
o Remember to include the source information (title, author, year) on the copies.
o Whether the copying is for a research project or for a presentation - overheads
included - the amount of copying must be kept within the limits.
• What can't I copy?
o Access Copyright (a collective) does not represent all publishers. You can not
copy any material from the publishers on the exclusions list. The current list is in
effect as of April 2007. Please contact us for information.
o Systematic or cumulative copying of the same published work which exceeds the
required limit.
o Course packs or custom publications.
o Harvard or Ivey business case studies.
o Letters to the editor and advertisements in newspapers and journals.
o Sheet music, workbooks, examination papers, instruction manuals, newsletters.
o Government publications. However, you can copy federal and Ontario laws and
judicial decisions without asking permission, provided the copy is accurate and is
not represented as an official version.
o The agreement does not cover computer software but under the federal Copyright
Act you can make a backup copy from your personal original copy but you can't
share the copy with others.
Images and the Internet
• What about scanning and class presentations?
o Scanned images from journals and other published works can only be used on
overheads and in powerpoint for the intended project. These files cannot be stored
and/or used for other purposes (portfolio use, websites).
o The library has a copyright-free series of books with design stock images which
can be scanned.
•
Can I use text/images I find on the Internet in my presentations and assignments?
o It depends on the website. Since Internet content is not covered by the agreement
nor specifically by the Copyright Act you need to check if the content can be used
for educational purposes.
o You must credit the source of any used content.
o Search the library databases found at our Images subject for images that you can
use in presentations and Blackboard.
o The sites below provide images for educational use:
Wikimedia Commons
Creative Commons
Flickr Commons
Images Canada
School Clip Art
Videos and music
• Can I use rented DVDs or videos in class?
o Rented or purchased video recordings are for home use only, however the College
now has license agreements that allow for classroom screenings of feature films
bought or rented from suppliers such as Blockbusters, Rogers, etc.
o These agreements require students to report the titles of any feature films used in
the classroom and the date of the screenings. Email:
North Media Resources at videonorth@humber.ca
Lakeshore Library Services at videolake@humber.ca
o You need permission to copy video segments for use in presentations. One
alternative is to borrow the video and cue it to the relevant section.
•
YouTube videos are okay to use, right?
It depends on who owns the rights to the video.
o If the copyright owner uploaded the video on YouTube then go ahead and use it.
o If the entry is from Cherrycoupe and it is a Nike ad then any use of this content
supports copyright infringement.
o Watch this 2 minute YouTube and Copyright video for details.
•
What about music?
o The Act does not cover converting music from cds to mp3s for presentations.
o You need permission to copy/download recorded music. Try these sites for free
music:
Wikimedia Commons
Creative Commons
Free Play Music
Mutopia Project
Plagiarism
• Plagiarism is the act of submitting as your own, material which is in whole, or in
substantial part, someone else's work. Students are expected to acknowledge the sources
of ideas and expressions they use in essays, reports, assignments, etc. Failure to do so
constitutes plagiarism and is punishable by academic penalty.
o Academic Regulations
http://fulltimestudents.humber.ca/academicregulations.htm
o Charter of Student Responsibilities and Rights
http://www.humber.ca/charter
• Go to our Cite Sources page for help in avoiding plagiarism.
Section 2: STUDENT PROTECTION
PEQAB Benchmarks:
1. For courses and/or programs that incorporate web-facilitated, blended, hybrid,
or online delivery, the information provided to potential students is accurate and
sufficient for informed decisions about the costs and commitments associated
with participation in the course/program. This includes that students
(a) are fully informed about the technological requirements of participation and
the
technical competence required of them; and
(b) receive adequate information about:
i. the nature of learning and the personal discipline required in an
anytime/anywhere environment; and
ii. any additional costs, beyond tuition and ancillary fees, associated with
elearning
aspects of course/program delivery.
Definitions:
Humber has adopted the PEQAB’s definitions for course delivery. (See Attachment 2.1)
Humber has a distance learning portal
http://www.humber.ca/continuingeducation/distance.htm) where students can find the
answers to many of their questions pertaining to online learning including:
1. Technological Requirements
2. Information about the nature of online learning
3. Fees and additional costs
The Open Learning Centre website provides students with the information they need
prior to starting an online course. The course information pages are linked to the
Humber calendar which provides course availability and tuition costs.
Additional technological support is available to students through the Information
Technology web site (http://www.its.humber.ca/support/tips). These tip sheets provide
users with directions and information pertaining to a number of technical support issues
as listed below. Tip sheets relevant to the online learning environment specifically are
as follows (these are available online and printed copies are available upon request):
Tip Sheets
Archiving Files in PowerArchiver and Adding Encryption.pdf - 299.03 K
Automatically Moving Sent Mail to Another Firstclass Folder.pdf - 141.29 K
Backing-up Internet Explorer Favorites.pdf - 164.6 K
Benefits of Using the H-drive.pdf - 74.18 K
Blocking Pop-ups in Internet Explorer.pdf - 302.14 K
Booking Events Using the Punch-through Calendaring Feature in FirstClass.pdf 441.92 K
•
Bulk E-mailing with gravityMail.pdf - 303.71 K
•
Burning a Disc with Windows Explorer.pdf - 225.14 K
•
Calling Features of a 2000 and 3900 Series Telephone.pdf - 82.31 K
•
Calling Features of a 2500 Series Telephone.pdf - 43.67 K
•
Changing an Unexpired HCnet Password Over the Web.pdf - 206.54 K
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Changing the Default Browser in Windows.pdf - 146.44 K
Changing the Home Page in Internet Explorer and Firefox.pdf - 133.99 K
Checking Your Workstation for the Latest Version of Trend.pdf - 26.26 K
Configuring Desktops and Laptops to Conserve Evergy.pdf - 87.96 K
Connecting a Computer to RezNet.pdf - 1052.17 K
Connecting to Server MUNRO using PuTTY.pdf - 82.94 K
Connecting to the Wireless Data Network.pdf - 496.98 K
Creating an Auto-reply in Firstclass.pdf - 59.38 K
Creating an E-mail Signature in Firstclass.pdf - 57.34 K
Defragmenting Your Home Computer's Hard Drive.pdf - 102.08 K
Detecting and Removing Spyware from Your Home Computer.pdf - 533.48 K
Embedding Custom Fonts in Word Documents.pdf - 136.33 K
Enabling Online Access to H-drive, I-drive, or DropBox Files.pdf - 187.17 K
Entering Grades in LIS.pdf - 1319.96 K
File Management with Windows Explorer.pdf - 116.49 K
Filtering Spam Using SonicWALL.pdf - 459.94 K
Forwarding Mail from FirstClass to Another Address.pdf - 56.38 K
Forwarding Mail from HMail to Another Address.pdf - 148.91 K
Importing an Academic Calendar into HMail.pdf - 601.65 K
Installing a Networked Printer.pdf - 284.33 K
Installing Firefox on a Mac Workstation.pdf - 472.04 K
Installing Firefox on a WinTel Workstation.pdf - 490.45 K
Installing PC-cillin on Your Home Computer.pdf - 532.27 K
Installing the Firstclass Client.pdf - 559.54 K
Introduction to Meridian Mail.pdf - 72.04 K
Logging into an Academic Workstation.pdf - 98.93 K
Logging into Blackboard.pdf - 41.86 K
Logging into HMail.pdf - 259.42 K
Looking-up User Information in Active Directory.pdf - 115.29 K
Managing a Computer Lab with NetOp.pdf - 680.92 K
Managing Spam with IronPort.pdf - 503.96 K
Mapping to a Folder on the H-drive.pdf - 236.41 K
Mapping to a Folder on the I-drive.pdf - 231.45 K
Optimizing Your Home Computer with CCleaner.pdf - 361.38 K
Passwords are Like Underwear.pdf - 86.98 K
Placing Calls from an On-campus Phone.pdf - 25.7 K
Posting Information on Humber's Wiki.pdf - 742.85 K
Printing a Course Outline off Blackboard.pdf - 177.55 K
Printing a PDF as an Image to Overcome Driver Issues.pdf - 159.22 K
Printing PowerPoint Slides.pdf - 71.28 K
Printing the Screen.pdf - 331.92 K
Publishing PowerPoint Presentations in PDF for Easy Printing.pdf - 231.19 K
Re-securing Outlook to Work with Firstclass.pdf - 159.24 K
Recovering Deleted Files with Recuva.pdf - 269.54 K
Renaming a Group of Files in Sequential Order.pdf - 280.8 K
Resetting Your HCnet Password Over the Web.pdf - 255.56 K
Restoring Firstclass as the Default E-mail Client.pdf - 352.56 K
Restoring the English Keyboard Layout in Windows.pdf - 179.03 K
Retrieving Your Timetable Over the Internet.pdf - 245.35 K
Scanning an Item in an E-link Lab.pdf - 177.88 K
Searching for Internet Resources Using Google.pdf - 84.13 K
•
•
•
•
•
•
•
•
•
Sharing Your Firstclass Calendar with Other Users.pdf - 67.48 K
Starting a DVD with VLC Media Player.pdf - 61.17 K
Top 10 Computer Security Mistakes Made by Individuals.pdf - 29.02 K
Updating Firefox on a WinTel Workstation to the Latest Version.pdf - 407.02 K
Updating Your Home Computer's Operating System.pdf - 59.49 K
Uploading a Course Outline to a Blackboard Course.pdf - 376.82 K
Uploading and Downloading Munro Files with WinSCP.pdf - 60.35 K
Viewing Firstclass Mail as a Web Page.pdf - 151.13 K
Working with H-drive, I-drive, and DropBox Files Online.pdf - 970.95 K
eLearning Delivery Definitions On recommendation from the eLearning Committee, the Academic Computing Committee supports
college wide adoption of the following definitions of delivery modes in relation to the use of Blackboard in
teaching. These definitions were derived from the PEQAB standards identified in its Criterion for the
Review of Program Delivery Using the Internet.
Web-Facilitated Delivery: The use of web resources and technologies to facilitate and contribute to the
learning that essentially takes place in a face to face course through the use of tools available in a course
management system. For example, an instructor may use a course site to post a course outline;
supplemental course material; links to readings and other web resources; accept electronic assignments
and/or facilitate self assessments. Some or all of these activities happen without a decrease in time spent
in the classroom.
Hybrid Delivery: In addition to the elements noted in web-facilitated delivery, hybrid delivery blends
online/e-learning and face to face delivery in that substantial parts of the course content are delivered
online. The online element should equate to approximately 1/3 of the scheduled time that would typically
be spent in an in face to face course. Activities may include web-casts, chat sessions, discussions and/or
team projects and activities that contribute to the learning.
Fully-Online Delivery: An Instructor-led learning experience using a variety of learning technologies to
deliver the content and facilitate learning for an entire course. Online students are provided the
opportunity to actively interact with the course content, classmates and the instructor through the effective
design of learning material and supportive learning objects. Instructors build a learning community using
a variety of interactive media including, but not limited to, webcasting, chat, wikis and discussions.
Throughout the term students can expect to complete online assignments, assessments and participate
in content specific discussions. Students are not expected to attend classes on campus, but are required
to complete a proctored evaluation.
Attachment, Section 2 - Page 1 of 1
Section 3: PROGRAM DELIVERY
PEQAB Benchmarks:
3.1. The institution conducts sustained, evidence-based and participatory inquiry as to
whether courses and programs (whether delivered using traditional, web facilitated,
blended, hybrid, or online methods) are achieving the intended learning outcomes. The
results of such inquiry are used to guide curriculum design and delivery, pedagogy, and
educational processes.
3.2. Assessment of the quality and effectiveness of the delivery methods includes
consideration of:
a) standardized and regular feedback from students;
b) provisions for pre-registration and ongoing academic advising;
c) policies concerning interventions for poor student progress; and
d) availability and suitability of technical and other supports;
At Humber, all forms of classroom delivery are assessed as part of the normal program review
process (see Attachment 3.1.1 Program Review Policy).
Student Feedback and Online Courses
There is a student feedback mechanism in place for online learning. Each course presently has
a course evaluation survey built into the assessment feature. The same strategy will be
employed for future degree level courses. The online courses are reviewed based on the course
development checklist (see Attachment 3.2.1). The eLearning committee at Humber is working
on streamlining the process and the most recent version of the standard Student Feedback
Questionnaire (SFQ) is attached (Attachment 3.2.2) At the time of submission, the SFQ was
being piloted with the approved online Liberal Arts and Science courses. The questions on the
online SFQ were approved by the Academic Computing committee and are aligned, as much as
possible, with the in-class feedback questionnaire. Based on the feedback from the current
pilot, the questionnaire will also be administered over the summer of 2010. Any final edits of the
questionnaire will be completed after this period with the intention of using it for all online
courses (degree and non-degree) in the fall of 2010 pending approval of the Academic
Computing Committee.
Student Advising
Online students have access to the same resources as they would if completing a program inclass. These resources include: access to program coordinators and other school level support
who help with academic advising as well as access to the Open Learning Centre (OLC) staff
who assist students when they are making an informed decision about learning online. Students
can access assistance in a variety of ways including Web-based tutorials, online chat support,
drop-in service, phone and email support both before and while taking an online course.
Faculty monitor student progress through the courses as they would with face-to-face instruction
and all students have access to student support services.
The OLC recently received the 2009 Canadian Network for Innovation in Education Award for
Exemplary Student Services for the OLC’s services. Humber’s submission for the award is
included as Attachment 3.2.3. Further information about the Canadian Network for Innovation in
Education (national body “committed to innovation in education in Canada) can be found at its
website: http://www.cnie-rcie.ca/?q=node
As previously mentioned, students can gain access to technical assistance through the OLC
and ITS and the OLC Website www.onlinelearning.humber.ca provides details pertaining to:
•
Student self-assessment survey
•
Demo course so that students can experience the environment before deciding to learn
online
•
Tip-sheets/tutorials on specific tools within Blackboard
•
Links to other valuable student services (i.e library, career centre, etc.)
•
FAQ’s pertaining to course access, resources etc.
PEQAB Benchmark
3.3. Where an institution offers both classroom-based and online programs, there is a
clear and integral relationship between those responsible for electronically offered
programs and the classroom-based academic structure.
It is up to each academic school (of which there are 8 at Humber) to determine which of the
courses they wish to offer online. Typically, the school reviews the demand/need for the course
as well as the suitability of the course for online delivery. Funds for the development of online
learning are limited so the Schools are careful in their determination of which courses should be,
and will be, offered online. In the most recent past the eLearning Committee had the funds to
support the development of 15 online courses each term. The committee would solicit requests
from the schools accompanied by a current course outline (see Attachment 3.3.1). Across
Humber, the same course outlines are used for face-to-face delivery and online delivery.
To date, the postsecondary courses Humber offers online have all been developed by faculty
who teach (or have taught) a face-to-face version of the same course. The faculty member,
who is the content expert, is provided with development support from eLearning team through
its online course development team (instructional designers and graphics specialists), the Open
Learning Centre, and the Technical Support Services department.
The faculty academic qualifications needed to teach online learning as well as Humber’s faculty
policies are the same for faculty who teach online and those who teach in the regular program
classrooms.
PEQAB Benchmark
3.4. The delivery methods contribute to and enhance the creation of academic
community among students and between students and faculty. For online learning
elements, this includes that the (a) program/course design and the course syllabus make
appropriate provisions for instructor-student and student-student interaction;
(b) technologies used to achieve interactions among faculty and students (e.g., email,
telephone office hours, phone conferences, voicemail, fax, chat rooms, web-based
discussions, computer conferences and threaded discussions, etc.) are adequate;
BlackboardCE8 is a learning management system which has a variety of features that can help
a faculty member enrich all aspects of the academic experience for his/her students. The
system provides a variety of interactional tools such as:
•
discussions,
•
blogs,
•
assessments,
•
assignment drop-box,
•
mail,
•
announcements and facilities for sharing content; and
•
an online grade book for students to track their progress.
As per the Humber Online Course Development Checklist, each of these tools can/should be
utilized in a fully online learning environment. In addition, the BlackboardCE8 system provides
faculty members with access to a tracking tool that allows them to measure the students’ level
of interaction with the course site on a broad or more detailed level.
With regard to the enhancement of academic community, the following text was submitted in the
2007/2008 PEQAB submission:
Appendix 7.2.2 Building Academic Community in an On-line Environment
Description of how on-line learning methods etc., contribute to and enhance the creation
of academic community among students and between students and faculty
•
•
•
•
•
•
The synchronous and asynchronous discussion tools promote enhanced discussion
among learners and between the teachers and the learners. Before students respond to
an instructor’s discussion question or to classmates’ posted comments, they can refer to
their course materials and think through their answers. As a result, students have the
opportunity to post well-considered comments without the demands of the immediate
anxiety-producing face to face (F2F) discussion. Shy students are also more likely to
participate in a discussion in an on-line environment. Discussion boards/forums provide
opportunity for teachers/learners to tackle topics in more depth at a higher level (i.e.,
Bloom’s); students with physical disabilities say they feel they are participating more as
equals in the on-line environment than in face to face discussions. On-line courses also
assist second language learners as they may reread and/or repeat parts of the lesson
and can work at their own pace.
Blackboard (CMS) tools allow the creation of sub-groupings of learners who have their
own on-line space for small group learning activities and group project collaboration.
The collaboration tools used to live “chat” help build community and extend learning by
creating a structure whereby learners can learn from formal as well as “informal”
interactions.
Synchronous chat/conferencing provides access for a wide range of learners (local,
national, international) to interact and build community.
In asynchronous class discussions, student can attend class from anywhere and they
can do so at anytime that fits their schedule, which is ideal for a geographically
dispersed group.
E-mail provides a means for enhanced and timely feedback.
•
•
•
Course Management Systems (CMS) localizes and organizes course material creating a
virtual learning environment (safe and inviting). The “Classroom” is open 24/7.
Learners can share ideas with one another through e-mail and document exchange.
Web quests and on-line research assignments promote interactive, active, creative and
independent learning as well as collaboration among students.
PEQAB Benchmark
3.5. The responsibility for program quality remains with the applicant institution.
Accordingly, consortial agreements for programs delivered online:
(a) reflect that the applicant institution(s) is fully engaged in the consortial process and
shares responsibility for all aspects of program delivery, including but not limited to
ongoing oversight of the curriculum and program design decisions; responsibility for
financial, human, and physical resources; resource upgrading; setting the qualifications
and training required of faculty and staff; ensuring data integrity and students’ privacy;
(b) include clearly defined performance expectations concerning all aspects of program
delivery, including but not limited to those matters identified in (a);
(c) specify the conditions for the termination of the contract between the parties;
(d) include provisions to ensure quality control of all aspects of program delivery;
(e) ensure the financial arrangements among the parties to the consortial agreement
provide for adequate participation and management by the applicant institution.
The only “consortial” arrangement that Humber participates in is the one organized through
Ontario Learn (http://www.ontariolearn.com) which is a system wide partnership across the
Ontario colleges. The following description of Ontario Learn is taken from its web site:
OntarioLearn.com is a consortium of 22 Ontario Community Colleges who have
partnered to develop and deliver on-line courses. Each partner college selects courses
from the OntarioLearn.com course inventory that will complement its existing distance
education offerings. This partnership approach has allowed member colleges to optimize
resource use, avoid duplication and, more importantly, increase the availability of on-line
learning opportunities for their students.
Through this virtual classroom environment, students can pursue their educational goals
- whether that be the completion of a single course or the fulfillment of a college
certificate or diploma. Students can take courses from their home or office, accessing
their course at their convenience. Learning is facilitated by an instructor who is available
to answer questions, encourage discussion on course topics, and provide feedback.
Course instructors and fellow classmates may live anywhere in Canada, the U.S. or
somewhere else in the world. (Boundaries are endless on the Web).
To participate in a OntarioLearn.com on-line course, students are required to register
through one of the Partner Colleges.
Each college in the Ontario Learn consortium is responsible for the all aspects of the
courses it delivers.
There is a QA specialist hired by OntarioLearn to complete a review of the online courses
delivered through the consortium. The Humber Online Course Development Checklist evolved
from the OntarioLearn checklist so all colleges offering courses follow the same quality criteria
for course development. The consortium also provides a number of resources to faculty (e.g.,.
faculty portal and web-based teaching resources) to assist the delivery process. Ultimately
since each host college hires their own faculty, each institution is independently responsible for
ensuring that the course and faculty meet the standards for delivery.
The Academic Regulations of each host college supersede any OntarioLearn policies.
However, there are OntarioLearn policies which are both academic and procedural in nature
and can be found on the OntarioLearn web site (http://www.ontariolearn.com/Policy/ol.htm).
These include polices for:
ACADEMIC POLICIES
A-1 Course Section Maximums
A-2 Student Complaints
A-3 Academic Appeals
A-4 Withdrawals and Refunds
A-5 Grading
A-6 Course Extensions
A-7 Examinations
A-8 Prior Learning Assessment & Recognition
A-9 Transfer of Academic Credit
A-10 Course Evaluation
A-11 Course Review
A-12 Students with Disabilities
A-13 International Students
A-14 IT Acceptable Use/Code of Conduct Policy
A-15 Course-Standards Evaluation
A-16 Plagiarism (NEW)
PROCEDURAL POLICIES
OntarioLearn.com - Terms of Reference
P-1 Claiming Courses
P-2 Publishing Courses
P-3 Role - OntarioLearn College Coordinator
P-4 Textbooks
P-5 Role - OL Administrator
The Ministry of Training, Colleges and Universities has provided some guidance in the
development of OntarioLearn and funding for its quality assurance initiatives.
PEQAB Benchmark
3.6. Policies pertaining to technology-, computer-, and web-based learning modes of
delivery ensure:
a) student and faculty preparation and orientation to existing technologies;
b) adequate resources and processes to acquaint faculty, students, and course
designers with new software or systems as they are adopted;
c) regular opportunities for ongoing professional and course development for faculty and
others responsible for program development;
d) reliable, sufficient, and scalable course- management systems to meet current and
projected needs, including:
i) a robust and secure technical infrastructure, providing maximum reliability for
students and faculty and
ii) emergency backup provisions;
e) accessible technical assistance for students and faculty for all hardware, software,
and delivery systems specified by the institution as required for the program;
f) 24 hrs/day 7 days per week access to secure online databanks for web-delivered
courses;
g) well-maintained, current and appropriate hardware, software, and other technological
resources and media;
h) risk assessment and planning that includes:
i) a disaster recovery plan to ensure consistency of operational capacity;
ii) back-up and storage technology protocols; and
iii) a requirement for historical logs and physical documentation of exceptions,
breaches, capacity usage, upgrades, workarounds, bolt-ons etc.
For specific ITS standards, see Attachment 3.6.1. These standards were submitted and
reviewed as part of Humber’s 2007/2008 online learning application. Highlighted sections have
been updated since last submission.
For information pertaining to student orientation, see section 3.2 above.
Faculty Orientation & Preparation
There are a number of strategies and resources in place to assist faculty with the development
of online courses and the delivery of those courses. These include:
•
•
•
•
Clinic for Online Learning – A facilitated 6 week online program for online faculty (see
Attachment 3.6.2)
Teaching with Blackboard – Resource Site (see Attachment 3.6.3 for the Table of Contents).
Online teaching guidelines and support materials (see Attachment 3.6.4)
The Instructional Support Studio – As previously mentioned, the Studio is a facility to
support Humber employees who are working to support the learning of students. The
Studio offers a range of services, workshops, courses, resources relating to face-to-face and
online delivery. These services include:
•
Consultation on course or project design, production and delivery
•
The opportunity to learn specific computer applications through scheduled and
customized workshops, tutorials and one-to-one training.
•
The chance to explore and test “non-standard” software and new media tools.
•
Assistance with the location, production, editing and incorporation of medial files for
instructional materials.
•
The opportunity to investigate new technologies and applications.
•
The Studio has 2 on-site facilities: one at the North campus and one at Lakeshore where
faculty can obtain assistance in the effective use of Blackboard and attend other training
sessions to learn about technologies (e.g. Learning Management System) which impact
the use of Blackboard.
This facility is currently staffed by faculty consultants, web designers, and multi-media and
graphics specialists.
•
The Open Learning Centre – There are 4 student support advisors who provide nonacademic support to faculty and student throughout the year.
•
Technical Support – Technical support is available upon request by the faculty or
instructional designer) to troubleshoot application issues. This support group functions as
the user liaison with IT services and, specifically, the Blackboard System Administrator.
Humber’s Technical Services and Infrastructure
In addition to the information provided in Attachment 3.6.1, the following section includes
specific information pertaining to Humber’s Technical Services and Infrastructure:
The current learning management environment is comprised of 10 physical servers (8
application servers, 1 administration server and 1 database server) and two hardware load
balancers. All server hardware resides on a protected server network behind both hardware and
software based firewalls. The learning management system runs in a cluster mode with session
migration enabled. In the event of a server failure, existing sessions will be automatically
migrated to another application server. Some of the physical servers support multiple product
instances which assist in scaling the product. It currently supports approximately 5500
concurrent connections (approximately 25% of FTE).
IT staff also regularly attend product vendor conferences and have received vendor-supplied
product training.
All servers and network appliances are actively monitored by both internally and externally
hosted monitoring applications. IT staff are automatically alerted in the event of a detected
failure in any of the underlying architecture components for the learning management system.
Infrastructure Monitoring
• Service Monitoring by an external company (Siteuptime)
• Various internal monitoring systems that report on usage statistics, equipment health,
and security breaches. (Solarwinds, Epicenter)
• Security information and event management solution via network forensics and trending
tool. (QRadar)
Security Systems
• Perimeter based firewalls
• VLAN security
• Secure server network
• Host based firewalls on all of our servers
All learning management servers are currently under vendor supported warranty. The hardware
specifications match learning management software vendor hardware specifications. The
software is also licensed on a yearly basis which includes yearly product support and updates.
The learning management system is updated regularly based on vendor product releases. All
product releases are tested prior to production installation using a test environment that closely
mirrors the production environment to ensure product reliability.
INFORMATION TECHNOLOGY SECURITY MANAGEMENT
1.0
Introduction
Humber’s mission to provide an educational environment that is responsive to the needs of our
students, faculty, staff, and community depends on the reliable access and use of information.
Information can exist in many forms, such as electronic databases, magnetic and optical media,
printed or written on paper, and can be transmitted through computer networks, the mail, or
even in conversation. Information managed electronically requires additional information
technology resources including databases, computer application and file servers, software,
voice services, network services and all associated equipment. This information is the property
of Humber and may be used within the limits of the Freedom of Information and Privacy
Protection Act (FIPPA)
Information can range from open, public data intended for distribution to a wide audience to
sensitive data requiring legislated privacy protection. Similarly, the information technology
resources used to support the academic and administrative business functions of the college
have varying degrees of protection requirements. Security measures put in place must be
appropriate to the importance of the information, the level of threat and the degree of acceptable
risk.
As more information is stored electronically, as information technologies advance and develop,
and as network bandwidth both within the campus and to the Internet increase, the need to be
vigilant and pro-active about protecting and securing the information technology resources also
increases. Exploits such as computer viruses, denial of service attacks, unauthorized
intrusions, malicious misuse or inadvertent compromise not only threaten our own information
technology resources, but could also threaten other sites reachable from our network.
Information Security is the preservation of:
• Availability
ensuring the information or resource is available to authorized
users
• Confidentiality
ensuring only those authorized can access the information or
resource
• Integrity
ensuring the information is accurate and complete
Humber is committed to providing a secure, yet open learning environment, while protecting its
information technology resources assets from a wide range of threats.
1. Policy Statement
Each member of the Humber community is responsible for the security and protection of
information technology resources over which he or she has control. Each member of the
Humber community is granted the privilege to use information technology resources to access
the information they need. In addition, each member of the Humber community has the right to
expect that their personal and private information, managed by Humber will be adequately
protected and secured.
The Information Security Policy consists of this policy and associated controls that include
Federal and Provincial Laws, Humber Policies, Standards, Guidelines and Procedures that act
together to safeguard Humber’s information resources. These controls address broad
categories that include Security Organization, Information Asset Classification and Control,
Personnel Security, Physical and Environmental Security, Communications and Operations
Management, System Access Control, Systems Development and Maintenance, Business
Continuity Planning and Compliance with Federal and Provincial Laws. It is assumed that
references to the Information Security Policy include all of these associated controls.
2. Roles and Responsibilities
Responsibilities range in scope from security controls administration for an enterprise-wide
system to the protection of one’s own access password. An individual can have more than one
role.
2.1.
Humber Administration (individuals with administrative responsibility for
organizational units [e.g. President, Vice Presidents, Deans, Associate Deans,
Directors, Managers] or individuals having functional ownership of data) are responsible
for securing the information technology resources within areas under their control (e.g.
computer labs, applications, databases, servers, networks)
2.2.
The Chief Information Officer (CIO) is responsible for advising the Humber
Administration, Technical staff, and other suitable persons on how to comply with this
policy and the associated Security Principles, Controls, Policies, Standards and
Guidelines
2.3.
Technical Staff (individuals who design, manage and operate electronic information
resources, e.g. System Analysts, Project Leaders, Application Programmers, Computer
Operators, System Administrators or individuals assigned responsibility for information
technology resources) are responsible for preserving information technology security as
job duties require access to Humber information resources
2.4.
Users (individuals who have access to and use Humber electronic information
resources) are responsible for protecting the resources under their control, such as
access passwords, computers and the data accessible to them
3. Key Security Elements
3.1.
LOGICAL SECURITY
Devices (computers, servers, network components, etc.) connected to the network must
comply with the associated device standard. Device standards describe how a device
should be configured to preserve the security of our information technology resources, by
minimizing the chances for a device to participate in a security incident.
3.2.
PHYSICAL SECURITY
Controls must be in place to protect physical access to resources, based on acceptable risk.
These may range in scope and complexity from extensive security installations to protect a
room or facility where servers or network components are located, to simple measures taken
to protect a user’s display screen.
4. Privacy and Confidentiality
Applications must be designed and computers must be used so as to protect the privacy and
confidentiality of the electronic data they process, in accordance with applicable laws and
policies.
Users who are authorized to obtain data must ensure it is protected to the extent required by
law or policy after they obtain it. For example, when sensitive data is transferred from a central
database to another location, adequate security measures must be in place to protect this
“downstream data”.
Technical staff may have confidential access to sensitive information. Technical staff may be
requested by the Humber Administration to search the contents of electronic communications or
related transactional information in diagnosing or investigating suspected breaches.
Humber’s information resource usage is monitored and logged. This information may be used
in security incident investigations.
5. Compliance with Law and Policy
Additional policies that apply to the Humber information technology resources include, but are
not limited to
• HCnet Acceptable Use Policy
• Copyright Policy
•
Intellectual Property Policy
Information is subject to laws including, but not limited to
• Freedom of Information and Privacy Protection Act
• Copyright Act
Safeguarding the information and resources available is a responsibility shared by everyone in
the Humber community. Freedom to access information for which you are authorized, to
distribute this information as part of the learning environment, and to maintain Humber
information databases is integral to our mission, and such activities are supported and
endorsed.
However, the following activities are specifically prohibited under this policy
• Disclosing or distributing any information/electronic data you do not have the right to
disclose because of privacy, copyright or intellectual property rights
• Unauthorized downloading or distribution of materials that are protected by copyright
or intellectual property rights
• Knowingly enabling inappropriate levels of access or exploitation of resources by
others
• Downloading sensitive or confidential or protected electronic information/data to
computers that are not adequately protected from unauthorized access
7. ENFORCEMENT
Insufficient security measures at any level may cause resources to be damaged, stolen, or
become a liability to Humber. Therefore, responsive actions may be required. Information and
Technology Services (I&TS) will negotiate a satisfactory solution that meets legal and policy
requirements with the user of the resource so that service can be restored as quickly as
possible. If a situation is deemed serious enough, device(s) posing a threat may be temporarily
blocked from network access to prevent an extension of the attack.
Suspected violations of this policy will be confidentially reported to the Humber Administration.
I&TS will monitor network activity, reports from Humber Administration and reports from security
agencies and will take action appropriate for the security risk.
Violations of these policies will be dealt with in the same manner as violations of other Humber
policies and may result in a disciplinary review.
PEQAB Benchmark
3.7. Appropriate safeguards are in place to assure the authentication of student identity
and the integrity of student work for online courses/programs. Policies and procedures
assure:
a) the security of students’ confidentiality and privacy when conducting assessments
and evaluations, and in the dissemination of results;
b) the secure destruction of personal data when it is no longer needed;
c) the verification of student identity for coursework and examinations, and for the
control of examinations, including but not limited to security; time limits; the selection of
proctors/invigilators; and the requirements for, and weighting of, evaluations conducted
face-to-face.
All students are provided with personal credentials to access online resources which includes
the learning management system. Access to course data in the learning management system is
based on "near real-time" activity within our student information system which is the
authoritative source for all enrolment data. Every attempt is made to ensure that course
entitlements are based on authoritative enrolment information across all online services.
Password resets are only possibly by either providing identification in person or by providing
biographical data for person identification (eg. self-service).
The Blackboard Backup Cycle is as follows:
•
Nightly full @ 8pm
•
Differential @ 2pm daily
•
Hourly SQL transaction log backups hourly from 8am to 8pm
•
Offsite rotation – Friday’s full backup is shipped offsite
•
Onsite retention (magnetic, library & cabinet) - 31 days of full backup capabilities
Testing
All faculty members are expected to supervise an on-site final exam. The testing procedures for
online course testing are outlined in Attachment 3.7.1.
In extenuating circumstances, as in the face-to-face environment, students may be directed to
complete exams in the college’s test centre or off-site at an approved proctoring site. Students
are expected to adhere to the same rules/policies as developed by the Humber’s test centre.
The link to the off-campus testing procedure is as follows:
http://onlinelearning.humber.ca/proctoring_procedure.html
The Open Learning Centre has a list of approved proctors. In order to approve a site, a
representative from Humber’s Open Learning Centre OLC researches the validity of the
institution on the Internet and then contacts the Institution to review and confirm the proctoring
arrangements at that site. Normally, all postsecondary institutions have a Test Centre or
equivalent which provides this service. Academic Institution Test Centres are typically the only
other option available to students other than coming to Humber to complete examinations.
However, in exceptional cases, Humber will approve non-academic institutions to invigilate an
exam after completing an assessment which includes:
1. An assessment of the institutional relationship with the student, the available facilities at
institution and the timelines to complete the test.
2. If satisfied with the service available, the Proctor MOU is forwarded (see attachment
3.7.2) which must be signed and returned to the OLC rep. No exam information will be
forwarded without a returned MOU.
3. Once everything is in order, the paper-based version of the test is shipped by courier
with a postage paid addressed return envelope so that they exam can be returned to the
OLC for distribution to the faculty member for grading.
Attachment 3.1.1
Periodic Review Policy and Schedule
Humber College
Title/Subject:
Policy Manual
Program Review
Authority:
Board of Governors
Code:
Contact:
Vice President,
Academic
Approval
Date:
Amended
Date:
Amended
Date:
2002-04-24
Peer Review Process
April 22, 2002
April 2005
November 2009
Approval By:
Vice President, Academic
It is Humber’s policy to review academic programs every five years through a process of
program self-assessment and internal and external review. The process of the review for degree
programs is as follows:
a. A Self Study
b. Review by a Program Evaluation Committee
c. Receipt of Report of the Committee
a)
The Self Study
Faculty members, program coordinators and administrators of the program complete a selfstudy. The self-study is managed by the Program Coordinator of the relevant department and
the school head. In conformity with the PEQAB requirements, the self study includes an
assessment of:
• The strategic fit of the program with the organization’s mission, educational goals, and longrange plans.
• The learning outcome achievements of students/graduates by comparison with:
• the program’s stated learning outcome goals and standards;
• the degree-level standard;
• the opinions of employers, students/graduates; and
• the standards of any related regulatory, accrediting or professional association;
• (where appropriate) i) graduate employment rates, (ii) graduate satisfaction level, (iii)
employer satisfaction level, (iv) student satisfaction level, (v) graduation rate, (vi) the default
rate on the Ontario Student Assistance Program or other student loan plan; and (vii) student
retention rates.
• the continuing relevance of the program to the field of practice it serves, including evidence
of revisions made to adapt to changes in the field of practice;
• the continuing appropriateness of the method of delivery and curriculum for the program’s
educational goals and standards;
• the continuing appropriateness of admission requirements (i.e. achievement level, subject
preparation) for the program’s educational goals and standards;
• the continuing appropriateness of the program’s structure, method of delivery and curriculum
for its educational goals and standards;
• the continuing adequacy of the methods used for evaluating student progress and
achievement;
• the efficient and effective utilization of existing human, physical, technological and financial
resources;
• indicators of faculty performance, including the quality of teaching and supervision and
demonstrable currency in the field of specialization; and
• individual student work in the terminal stage of the program, that reflects exemplary,
average, and minimally acceptable performance, and demonstrates that the degree level
standard has been achieved.
A template for the completion of the self study is provided to the department by the Planning
and Development office. Additional data relating to KPI findings and program enrolment is also
provided by the Planning and Development office. Focus groups with students are also
conducted by this office for inclusion in the self-study data.
b)
Review by a Program Evaluation Committee
As per the PEQAB requirements, the committee is identified by the senior administration to
evaluate the program based on (a) the self-study and (b) a site visit. For degree programs, the
committee is composed of one member from industry, one senior academic peer from a degree
program within the discipline, and one from a degree level institution who has experience in
doing assessment. Copies of the self-assessment report are distributed to the program
evaluation committee prior to the site visit. At the site visit the committee members normally
meet with faculty members, students, graduates, employers and administrators to gather
information. A majority of the members must be senior academic peers with relevant expertise
from outside the institution and free of any conflict of interest.
A template for the assessment of the program is provided to the Program Evaluation
Committee.
c)
The Report of the Committee
As per the PEQAB requirements, the purpose of the committee is to assess program quality and
recommend any changes needed to strengthen that quality. The self-assessment reports,
internal and external review assessments, and the program response are forwarded to the Vice
President Academic and the Program Administrators. The results of the program reviews are
used to make appropriate planning decisions and changes to the program.
A summary of each review is presented to the Academic Council and Board of Governors with
any plans of action required.
Attachment 3.2.1
Online Course Development Checklist
ONLINE COURSE
DEVELOPMENT CHECKLIST
This checklist adheres to Chickering and Gamson’s Guidelines for a Good Online Course and is in compliance
with Humber’s online course template. Faculty and developers are encouraged to leave all communication tools
enabled.
Mandatory
Recom'd
Criteria
General Overview
X
X
X
X
X
X
Course information is logically positioned and easy to find within the Learning Materials
linked from the Course Content/Homepage.
All site Content is free of grammatical, punctuation & spelling errors.
All course content adheres to accessibility standards (such as ADOA).
All course content adheres to Humber’s copyright standard.
General use of the Gradebook to allow students to track their progress in the course.
Use of the Discussion and Mail tools for communication purposes.
Navigational Simplicity
X
X
X
It is obvious to the student how to get started.
The learner can move freely among all course, module and lesson parts
URLs or links to other web sites are all working.
Structural Integrity
X
X
X
X
The content is segmented into coherent sections and can be found in the Learning
Materials learning module.
The segments of the course are sequenced in a logical order.
The content to be covered each week or in each module is clearly identified.
Instructions on how to proceed are included or navigation to next component is clear.
Getting Started
Welcome
A “Welcome Message” from the Instructor which includes the following elements is
posted in the Getting Started section (template available):







X
Course code and title
Brief course description
Brief description of Instructor’s expertise in related field
Instructor’s availability
How to find help
How to get started
Statement to encourage success
Acceptable Use and Policy
X
Students are provided with a link to the college’s Acceptable Use Policy and given
direction regarding appropriate interaction in the online environment (Netiquette
document already in template).
X
Navigation
X
Course Outline
Navigational instructions are provided (document already in template).
A current and official outline is posted in the site
Online Course Development Checklist Attachments, Section 3 - Page 4 of 140
Page 1 Mandatory
Recom'd
Criteria
Getting Started (Cont’d)
X
Critical Path
Contains the following elements (template available):
A schedule of due dates for assignments, assessments and other learning
activities.
X
X
X
Chronological listing of readings.
The weighting of assignments, assessments and other learning activities are noted.
Roster Profile
Learners are requested to update their Roster Profile and/or to introduce themselves in
the appropriate Discussion topic area (i.e., the request may be incorporated into a welcome
X
message from the instructor or as a requirement for their first assignment).
Study Buddy
X
Learners are encouraged to find a Study Buddy in the course (This is noted as an effective
retention strategy when supported by the use of private discussions and/or the chat tool).
Learning Materials
X
Create a discussion topic: Introductions
(i.e. This allows you to customize how the students introduce themselves – template available)
X
X
Include an Activity Checklist at the end of each module/week (template available in
each site).
Add Content Links as identified on the module /weekly Activity Checklist.
Lesson Level (template available in the site)
Each lesson contains a(n):
o Introduction/overview of the lesson.
o Outline of the measurable learning objectives and topics to be covered.
o At least one interactive learning activity (ex. interactive learning object,
Discussion, wiki, blogs, journal, self-test, etc..)
o Instructor notes (course content) to compliment the readings.
o Textbook references (when relevant)
o Supplemental readings (when relevant)
o Web Links, including direct Library links (when relevant)
o A summary/next steps
o Activity Checklist
X
(all elements
are
mandatory)
X
X
Where appropriate, attachments should use accessible formats such as pdf, rtf or html.
X
Content pages are created in html with limited scrolling where possible.
There is a consistent layout for each lesson.
Page 2 Mandatory
Recom'd
Criteria
Assignments
X
Assignments are posted in Assignments section
X
X
X
X
X
X
X
X
Assignment details are presented in an organized fashion using either the Assignment
Template or an attachment which includes:
Availability / Due dates are noted
Learning outcomes
Clearly Stated Detailed instructions
Resources, if necessary
Evaluation details (recommend the use of rubrics or grade form)
Submission instructions (students should be directed to submit assignments using
this tool).
Availability and Due Dates are set using the Edit Properties function in the Assignment
tool.
Other
Text Presentation
X
All text is written for web viewing
X
There is sufficient contrast between the text and the background and is compliant with
usability standard.
X
The font style, font size and color of text are suitable, consistent and professional in
appearance.
X
The formatting style is consistent throughout the course.
X
Judicious use of white space is practiced.
Graphics
X
Graphics support comprehension of the content in which they are referenced.
X
All graphics must be appropriately tagged for accessibility
X
X
Clickable regions of image maps are clearly delineated.
Time to download has been kept to a minimum.
Animations (when used)
X
Animations support comprehension of the content in which they are referenced.
X
Animations are under user control.
X
If narrated script, must be posted (as per ADOA standard)
X
Time to download has been kept to a minimum.
Audio and Video (when used)
X
Audio and video support comprehension of the content in which they are referenced.
X
Reference is made to special software requirements and clear instructions provided.
X
X
Time to download must be kept to a minimum.
X
Audio and visuals are under user control.
X
Where possible, transcripts are posted
Special effects draw attention to critical aspects of the course content.
Page 3 Attachment 3.3.2
Student Feedback Questionnaire for Fully Online Courses
SFQ Fully Online Courses DRAFT 4 ‐ December 2009 Strongly
Agree
In class 1. (1) 2. (2) 3. Content My course site was up to date and ready as of the start date of the course. The learning materials were presented in a clear manner. My course site was well organized and easy to navigate. The learning activities (e.g. assignments, discussions, etc.) helped me think critically about the topics in the course. A variety of teaching methods (e.g. group work, multi‐media, case studies, weblinks, etc) were used in the course. There were opportunities for me to actively participate in the course as a learning partner. Professor The pace the professor set for completing the course was appropriate for me. The professor responded to me with a courteous tone and professionalism. The professor provided clear direction about how student work would be evaluated. The professor interacted with me and contributed to the experience in a manner that helped me learn. The professor provided me with useful feedback about my progress. The professor appropriately managed student behavior/interaction within the course site. Always
4. (4) 5. (5) 6. (11) 7. (3) 8. (6) 9. (7) 10. (8) 11. (9) 12. (10) 13. (12) 14. (13) The professor responded to my course‐related
questions within 24‐48 hours (except on weekends). The professor returned assignments and tests within a 2‐week period. 15. (14) Compared with other courses I have taken, my effort in this course was… Agree
Disagree
Strongly
Disagree
Not
Applicable
Almost
Always
Rarely
Never
Not
Applicable
Greater
than in
Other
Courses
Excellent
The Same
as in Other
Courses
Above
Average
Fair
Less than in
Other
Courses
Below
Average
Poor
16. Overall, the learning experience in this course (15) was… 17. Overall, the quality of the course was… 18. Overall, the professor’s performance was…
Comments: Your comments are highly values and will assist the professor with this course
19. What did you like most about the course?
20. What would make this course a better learning experience? 21. Other comments you would like to share with your professor. Attachments, Section 3 - Page 8 of 140
Attachment 3.2.3
Humber Submission to CNIE
HUMBER COLLEGE INSTITUTE OF TECHNOLOGYAND ADVANCED LEARNING The Open Learning Centre at Humber The Online Learner’s Concierge Attachments, Section 3 - Page 10 of 140
Table of Contents Entry Form .................................................................................................................................................... 1 An Abstract ................................................................................................................................................... 3 Project Description and Evidence ................................................................................................................ 5 Supporting Documentation ....................................................................................................................... 17 Manual .................................................................................................................................................... 17 Supporting Letters ................................................................................................................................... 29 Attachments, Section 3 - Page 11 of 140
CNIE
2009 Awards of Excellence Program
Entry Form
Please print all details:
Project Title:
The Open Learning Centre at Humber: The online learner’s concierge.
Stipulate language of category:
English X
French
Award category (check one):
X
Excellence
Excellence
Excellence
Excellence
and
and
and
and
Innovation
Innovation
Innovation
Innovation
in
in
in
in
Instructional Design
Partnership/Collaboration
Student Services
Use of Technology for Learning and Teaching
Ruth Hickey
Submitted by
Manager, Open Learning Centre
Position
Feb. 20, 2009
Date
Humber Institute of Technology & Advanced Learning
Sponsoring Institution
205 Humber College Blvd, , ON
Business Mailing Address
Toronto
City
Ontario
Province
M9W 5L7
Postal Code
416-675-6622 ext.4752
Phone
416-674-5811
Fax
ruth.hickey@humber.ca
Email
I authorize printing of the submission for adjudication purposes. I authorize the printing of
the abstract for distribution at the CNIE conference and for posting on the Web site. In the
eventuality that I win an award or honourable mention, I authorize the use of photographs
of the acceptance taken during the Awards ceremony to be used by CNIE for publicity
purposes. I will forward $50.00 plus GST or HST entry fee for each submission.
Ruth Hickey
Name (printed)
Feb 20, 2009
Date
Manager, Open Learning Centre
Position Title
Humber ITAL
Institution
Submission Components Checklist
Please include the following in your submission:
X
The completed entry form;
X
An Abstract (not to exceed 250 words).
X
The project description;
X
Supporting evidence for each of the criteria in the respective award;
(Identify the reasons why and how this project meets each of the
criteria of excellence for the given category);
X
Confirmation of project’s implementation by a CNIE organization; and
X
(Optional) Supporting documentation.
Materials to be submitted electronically in addition to the Entry Form: (Note: Submissions
that do not address all of the category criteria will not be judged.)
Item
PDF
Other (i.e. Web site,
etc.)
1. All material is provided in the attached PDF.
2.
3.
4.
5.
If a Web site is submitted as an additional resource, please provide username and password
if required.
I hereby submit this project including the entry form, abstract, project description,
supporting evidence, and confirmation of implementation (or a letter of recommendation
from the thesis supervisor or school of graduate studies where the student is registered)
for the consideration of the CNIE Awards committee.
Please remit your payment to the Canadian Network for Innovation in Education by e-mail
(cnie-rcie@cnie-rcie.ca), FAX (613.241.0019) or mail:
Canadian Network for Innovation in Education
260 Dalhousie Street
Suite 204
OTTAWA ON K1N 7E4
To make your online submission.
Please login to the CNIE Web site ( www.cnie-rcie.ca/?q=/user/login). If you have not
created an user account you will need to do this first ( www.cnie-rcie.ca/?q=/user/register).
Next, please click on Create Content (on the right-hand side of the page), then please click
on Awards. On the subsequent screen please complete the fields and include the necessary
attachments.
Please remit your project entry form electronically to the two e-mail addresses below.
Tim Howard, CNIE Secretariat, at cnie-rcie@cnie-rcie.ca
and
Carolyn Nobes, Awards Committee Chair,
at carolynnobes@eastlink.ca
Deadline for receipt of entries: Monday, 23 February 2009
Abstract
The Open Learning Centre at Humber: The online learner’s concierge.
The Open Learning Centre (OLC) is an integral service for students at Humber. Growth in
online development generated a need for services to support students in fully-online
courses. Humber has an inventory of 330 online courses and 42 fully online programs,
including general interest, non-credit, credit, post-graduate and degree level offerings.
This activity will continue to grow as online learning is a core component of the college’s
strategic plan.
The OLC is a concierge service for online students; however, its services are
applicable/relevant to all students. Staff are equipped with the information and tools to
take a student from inquiry to the completion of a course or program. The OLC has a
physical presence at Humber’s main campus but fundamentally offers its array of
services via its award winning website (www.onlinelearning.humber.ca). In 2007 the
website was provincially recognized as an Exemplary Web Application. The CONNY
submission was judged on criterion including accessibility, innovation, readability, content
and graphic design.
The OLC supports students in courses delivered on seven learning management
systems. Working with corporate clients and consortia can make it a challenge to present
accurate information; however the innovative web-based processes of the OLC make it
possible. Using a template to generate course information for the website makes the
CNIE Nomination Submission for Excellence and Innovation in Student Services
Feb. 2009
Page 1
Abstract
centre responsive to curriculum updates and course additions; the PHP technology in the
interactive web form creates efficiencies in processing proctor requests and the OLC’s
user-friendly chat service are examples of services that contribute to the success of
online learners at Humber.
Feb. 2009
Page 2
Project Description & Supporting Evidence
Student Services Defined
In recent years, the OLC has seen a steady increase in the number of online courses
being developed at the institution that rivalled the increase in enrolment. In 2007-2008
academic year, the OLC serviced 12, 272 registrants in more than 700 fully-online course
sections. In a decentralized operation like at Humber, the OLC supports the online
activities of eight academic schools along with two non-academic departments. So far in
the current academic year (2008-2009), Humber has seen a 20% increase in online
activity with more than 10, 000 registrants to date. This is comparable to the percentage
of increase experienced at the college in the last five years.
In Fall 2008 the college’s senior administrative team introduced the requirement of a
minimum web presence in all courses offered at Humber. This meant an increase in
demand on the services of the centre. Now, full-time on-campus students, in addition to
the growing number of fully-online students require the assistance of the OLC to become
familiar with the online learning environment. To be responsive to this change, the centre
had to refocus its original mandate to ensure it was meeting the needs of all learners.
Prior to this announcement, the OLC staff noticed a steady increase in the number of fulltime on-campus students who were registering in online courses. These students were
looking for ways to supplement their existing course load or for more flexibility in their
schedules. Recognizing this shift early in the process allowed the OLC to be proactive in
developing consistent non-academic support services that could meet the needs of the
true distance learner as well as the on-campus student population.
Feb. 2009
The centre uses its website not only to disseminate information, but to also gather
feedback from students. Towards the end of each term, the OLC Services Survey is
made available on its website. Faculty encourage fully online students to complete this
survey by placing an announcement and link within their course sites. The feedback
provided in this web survey is used to guide the future direction of the centre and
indentifies areas for improvement and change. It is through this feedback that the OLC
was able to develop the innovative services put forward in this award submission.
Online Proctor Request
One of the goals of the OLC is to take away some of the administrative tasks associated
with teaching online from the faculty member, thus allowing him/her to focus on teaching.
As participation in online courses has increased, so too has the demand for off-campus
testing. To keep with our philosophy of one point of contact, students who can not come
to Humber to complete their online exam are directed by their teacher to contact the OLC
to make the necessary arrangements to complete an exam at an approved location. To
expedite this process and to ensure the centre has the necessary information to process
the off-campus Proctor Request, the OLC’s Student Support Technician developed an
interactive PHP web form that is accessible from the OLC’s website. Using dHTML,
students are provided with instruction through pop-up messages as they move through
the required fields of the form. JavaScript is used for field validation, specifically when it
comes to information such as email address, student number and course code. The PHP
on the back-end routes the submission to the appropriate Student Support Advisor and
Feb. 2009
generates an automatic reply to the student to confirm receipt. The OLC’s Student
Support Advisor will then contact the instructor for permission to move forward with the
request. Once the advisor has this confirmation, s/he will follow up with the student to
ensure everything is in place for a smooth testing experience. It has been our experience
that validation by the teacher is an important part of this process. When the student is
aware that the faculty member is involved there is increased credibility and efficiency in
the process.
In terms of scope, the OLC received 350 online proctor requests in the Fall 2008 term.
This process allowed the centre to efficiently distribute examination information nationally
and internationally, including areas such as Vancouver, Nunavut, Yellowknife, Dubai,
Brazil, Hawaii and places in the US.
Online Orientation Sessions
In 2005, the OLC began to collect information around the typical and most frequently
asked questions students have about online learning at Humber. The OLC team then
used this information to develop an orientation session for online students. In Fall 2006,
the OLC officially launched its face to face sessions. Throughout the term the team
hosted 70 orientations. While the centre’s website provided access to excellent
resources such as demo online courses and other tutorials, it was clear to the OLC team
that some students needed the extra personal touch to help them deal with the fear of
learning online.
Feb. 2009
In Summer 2007, the OLC added online chat support to its repertoire of services using
the inexpensive Help-on-Click application software. This service was overwhelmingly
received by students. During the first fulll semester start-up with this tool (Fall 2007), the
OLC staff fielded 558 chat inquiries in the first two weeks. While the number of requests
dropped as the term progressed, there was a similar spike during subsequent start-up
periods. Students knew they could contact an operator and get an immediate response
to an inquiry without having to wait in a phone queue. That was especially important for
them.
As time progressed, the OLC’s orientation sessions increased in popularity and students
were becoming more aware of the chat service. In a perfect storm of circumstance, the
team knew it had to find a way to bring the two services together. Students who visited
the OLC website could see the sessions were available, but due to time constraints and
geographical challenges they could not avail of the service; they began to ask why. The
OLC seriously considered this question and began to investigate ways they could meet
this obvious need. In the Winter of 2008, the OLC staff revisited the information used to
deliver the existing face to face orientation session and made the necessary modifications
to ensure it would be effective when facilitated in the chat environment. By the end of
Summer 2008, the team developed an Orientation Manual* for facilitators and in Fall
2008, the OLC fielded its first requests for online orientation sessions. To date the OLC
staff have hosted more than 150 one-on-one online sessions.
* Note: a copy of the orientation manual is provided in the Supporting Documentation for this submission.
Feb. 2009
On average, the sessions lasted between 15-30 minutes; dependent upon the need of the
student. Reviewing the logs of the sessions indicated that the sessions were as diverse
as the student requesting them.
Primarily the sessions focused on accessing,
navigating and using the LMS; however others addressed access to other support areas
and tips for online success. Fortunately the support manual is designed in a way that the
operator could easily move through the material and deliver the content as required.
Through the innovative use of the chat application, the OLC staff created efficiencies in
the sessions. For example, all staff have access to an electronic version of the
orientation manual so they can copy and paste specific responses into the chat window to
ensure the speed of the interaction. Gradually, certain responses were added to the chat
tool as “canned messages” which also improved the timeliness of replies. Another helpful
feature of the tool is the ability to push links to the student in a new window. This saves
the student from typing or copying and pasting long URLs into the browser’s address bar.
The chat window remains open at all time, thus allowing the student stay in contact with
the OLC chat operator.
Below are some anonymous comments gather from participants of the OLC’s orientation
sessions, both face to face and online. Based on this feedback, it is clear that this
continues to be effective support service for online students.
Feb. 2009
“The learning environment was very well explained and the examples were very helpful”
“Explanation on how to use and navigate the site was excellent.”
“I really appreciated the tips on keeping information up to date and organized.”
“It’s very helpful to have a person at the beginning to provide an introduction. Also having access
to resources to assist during the course is helpful.”
“It was a great help to get familiar with online courses as I am taking one for the first time.”
“The session was somewhat useful, but not exact to course information.”
“I was able to speak one-on-one with detail on how to use the system.”
“Very helpful. I now feel more comfortable with taking an online course. Easy to understand
orientation. The teacher took the time to explain all.”
“Good to know we have some support.”
“This should be done before you pay for the course.”
“All information, booklet and step-by-step/one-on-one was very helpful. Great Job! Thanks.”
“I was able to access my course with the great help provided online from you guys. Take care.”
Outcomes advance our understanding of student services
in open and distance education
Through direct feedback from students, the OLC is able to assess their true needs when
it comes to the services and the support they prefer. Research has shown that online
learners tend to be busy people, so creating efficient and accessible services is certainly
a necessity for institutions that want to increase participation in online learning. The OLC
is very mindful of this fact and makes every effort to be respectful of the learner’s time by
putting relevant information and support at their fingertips.
Feb. 2009
In addition to collecting feedback on the effectiveness of the OLC’s services, in Winter
2006 the centre asked students to identify the support services they would use if available
online. Forty-five percent of respondents indicated they would avail of program advising;
while thirty-eight percent wished for peer tutoring services. Armed with this information,
the OLC approached the responsible areas to engage them in a discussion on how the
college could make some level of these services online.
Due to the fact that program advising is discipline specific, it was difficult to move this
initiative forward. The OLC made the academic departments aware of this request;
however immediate action was not possible. This type of support is being carefully
considered by the college.
Capitalizing on the successful implementation of its own chat service, the OLC shared its
expertise and experience with other academic support areas in the college including the
Peer Tutoring, the Math Centre and Accounting Centre. The Peer Tutoring area is still
investigating the option. The Math Centre introduced a minimum level of service in
Winter 2008; while the Accounting Centre has been providing web support for just over a
year. This type of collaboration creates a consistency in service and eliminates the
learning curve for students when the same application is used.
This collegiality shows
that the college community is responsive to changing student needs.
Feb. 2009
Library Services at Humber introduced a variety of virtual services and was grateful to link
with the OLC to ensure information about the services were reaching distance learners.
In Fall 2007, the OLC added two questions to the OLC Services Survey in an effort to
gather information about the use of the virtual services. Surprisingly, sixty-five percent of
the respondents indicated that they did not use the virtual services of the library. This
gave the OLC and the Library team a clear indication that more had to be done to bring
this service to the attention of the learner. The Virtual Services Librarian worked with the
college curriculum development team to raise the profile of the service with faculty and to
add library and research resources to the college approved course template. The OLC
prominently placed information about the library on its website in an effort to raise the
profile of the virtual services profile with students. This is another example of how
collaboration and responsiveness is allowing Humber to build a better understanding of
the online/distance learner and to advance services to this group.
Evidence of the project’s sustainability
The government of Ontario has clearly indicated that flexible learning opportunities will be
one of the agents to help the province through these tough economic times. Investing in
skills and knowledge is the number one priority in Ontario’s “5 Point Economic Plan “.
The strategic objectives of this point includes finding and supporting flexible ways to
retrain the provinces laid-off workers. The implementation of a variety of initiatives
including eLearnnetwork.ca ; the Second Career program and the Reaching Higher plan
all show that post-secondary institutions and specifically student support areas such as
Feb. 2009
the OLC will continue to be in high demand. (More information about government
initiatives that support distance education in Ontario is available at:
http://www.edu.gov.on.ca/eng/relsites/distance.html )
At the internal level, Humber’s 2008-2013 Strategic Plan has a distinct objective of
increasing distance education opportunities. The college is committed to the
development of 110 online courses and 10 new online programs by 2013. The innovative
services of the OLC will play an integral role in ensuring the college meets this target by
providing the necessary assistance to attract and retain students.
In addition to the college commitment to distance education, the steady increase in online
registration and development also ensures the centre’s sustainability. The following
graphs clearly depict registration and development trends that reinforce the need to
continue to be proactive and innovative in developing and implementing services to meet
the needs of this student group.
Feb. 2009
Figure 1: Annual registration per academic year.
*Note: 2008-2009 is showing incomplete data as W09 data is subject to change and S09
data is not available.
Figure 2: Fully online course sections available per semester.
Feb. 2009
In the past year, Humber has received ministry approval to develop and deliver online
degree level courses. The OLC will continue to support the college as it move deeper
into this programming direction. This is combination with the other online initiatives are
clear indicators that the services provided by the OLC are sustainable.
Benefits to the student demonstrated.
The most obvious way to demonstrate the benefit of the OLC services for the student is to
include the direct feedback provided in the OLC Services Survey.
I am grateful I have taken the O L Learning course. I started developing how to learn
independently w/ the use of diff. tools. I appreciated the exceptional services that the OLC staff
provided to the students especially to the new online learners. Many, many thanks. – Winter 2007
I have had to use your online support and phone support and have found everyone that I had to
deal with excellent. I am as impressed with the online instructors as well. They are truly an asset
to your organization. Thank you for a most enjoyable experience. – Winter 2007
This is my first online course so I can't really tell if it will be a great experience yet. But staff was
very helpful and the website was up to date. – Summer 2007
There are few staff at Humber who have been exception in their services. Christine Augustine
(OLC Advisor) - she had been most helpful and understanding with my questions about arranging
a proctor for my final exams. – Fall 2007
“I have received more help from OLC than I have from the school. The workers have been very
patient with me. Thank you for your time and attention and keep up the great work!” – Fall 2007
“I have really enjoyed my online course. Thanks to all those people who are giving their valuable
time behind OLC” – Fall 2007
The goal of independent study is achieved and I am really enjoying the online course of study. –
Winter 2008
Feb. 2009
Sorry I can’t remember the name, but I had to call in once, and the person helping me went out of
their way to assist me...very helpful – Winter 2008
… online courses are incredible. They have given me the opportunity to achieve my goals later in
life and not have to give up the dream that I couldn't afford earlier in life. Thank you - your online
courses have given be both knowledge, and a chance to increase my potential at work. – Winter
2008
The staff that I talked to at student services were exceptional in service provision. The program was user
friendly and I hardly experienced any downtimes during the course. – Winter 2008
I had some technical problems online which I had to have fixed by the open learning centre before
I could start. Overall it was ok! – Summer 2008
Every time I phone for anything, I got great help, fast and friendly. I did not feel rushed off the
phone ever! The staff that helped me with the proctor request has been great in taking the time to
set it up and explain it. Thank you to the whole staff, as this is my first online course I did call a
few times with 'silly' questions and never was made to feel like they were. – Summer 2008
Thank you for your past assistance and looking forward to working with you in the future. –
Summer 2008
To OLC Staff, thank you for the help at the beginning of the term and also at the end of the term in
arranging my proctor and guiding. – Fall 2008
Great site, easy to navigate, and I didn't experience any technical issues with it. Thanks for such a
convenient learning experience! - Fall 2008
“I have enjoyed my online studies with Humber. Any problems experienced were minor and were
corrected promptly. I look forward to more online studies, they work perfect with my schedule.” –
Fall 2008
I have just completed my fourth on-line course. I really enjoy it because of my work schedule and
it also allows me to work independently. I plan on taking another on-line course in the New Year!!
I have had overall positive experiences! - Fall 2008
Feb. 2009
HUMBER COLLEGE INSTITUTE OF TECHNOLOGYAND ADVANCED LEARNING The Open Learning Centre at Humber The Online Student’s Concierge
Supporting Documentation
Open Learning Centre
Online Orientation Information Booklet
Open Learning Centre – D225H (North Campus)
205 Humber College Boulevard, Toronto ON M9W 5L7
Telephone: 416.675.5049 Toll Free: 1.877.215.6117
Email: olc@humber.ca
After greeting…
Can I get your course code please?
Search the OLC website (www.onlinelearning.humber.ca) for the Course Information Page.
Click on Login
From the drop down menu, select the course you are searching for.
For example:
ACCT
108
33
The Course Information Page will open up and it contains the following information:
Course start & end date Locating Username & Password Platform course is offered through *Inform the student that they will gain access to the course site 3 days prior to the start date - no earlier
Do you know your HCNet ID?
It consists of four letters and four numbers. For example: hmbr0064
If the student does not know their HCNet ID, provide them with the following:
To locate your HCNet ID, please login to your Student Record Service at www.srs.humber.ca
Under My SRS you will see the link, My HCNet / Other ID’s. Please click on that.
Once you have written down your HCNet ID, you can Logout of SRS.
If the student has never logged into their Student Record Service, provide them with the following:
Website: www.srs.humber.ca
Username: Student number OR OCAS number (no spaces or hyphens)
Password: Date of Birth YYYYMMDD
For example, if your birth date is January 1, 2009, you will enter 20090101
**continue with steps mentioned previously
Please click on the following link to login to your course site >> www.mycourses.humber.ca
Have you logged into Blackboard or accessed a computer on campus within the past year?
If Yes – You will enter in the password you have created as it is good for one year.
If the student has forgotten their password, please follow the steps for ‘No’
If No – Below the login box, click on the link ‘First time logging in / Forgot your password’
Once the window opens up, please fill in each of the fields with the appropriate information. When you
are done, please click Reset.
If you have entered in the information correctly, you will receive a message that says
Your password has successfully been reset.
The automated password assigned is case sensitive so be sure to write it down EXACTLY as you see it
with the capital letters, lower case letters and numbers.
To change your password to something that is easier to remember, please click on Log In, which is
located on the top right hand side of the page.
HCNet ID: four letters and four numbers (hmbr0064)
Password: the automated password assigned to you
Next, click on Log In
Ignore the message that comes up in the red box on click on My Account, located on the top hand side.
Scroll down the page until you get to the heading Password Attributes and Management.
Enter in your current password (the automated password) and create a new password. You will enter
in the new password twice. Your new password must contain a capital letter, lower case letter, a
number and must be at least 8 characters long.
Next, click on Change to change your password.
If you have entered in the information correctly, you will receive a message in a green box that says
Your password has been reset successfully. Be sure to write down your new password.
You can now click on Log Off.
hmbr0064 HUMBER
HUMBERCOLLEGE
COLLEGE
HMBR0064@humbermail.ca
Now that you have your HCNet ID and password, you are able to login to the course site
>> www.mycourses.humber.ca
Enter in your credentials and click Log In:
HCNet ID: four letters and four numbers (hmbr0064)
Password: your new password
Under your Course List, you should see your online course. Please click on your course link.
**If the students’ online course is not available yet, provide them with the information to login the Blackboard
Demo Account:
Username: bbdemo
Password: p-Humb3r
The course homepage will appear and under the heading Course Tools you will see the following the
links going down on the left hand side of the page:
Course Content – learning materials, course outline, critical path
Announcements – posts made by the instructor regarding the course
Assessments – quizzes and tests
Assignments – retrieval and submission of assignments
Chat – instant chat sessions with instructor and classmates
Discussions – public mail box
Mail – private mail box
Roster – profiles of students in the course Attachments, Section 3 - Page 36 of 140
Under the heading My Tools you will see the following the links going down on the left hand side of the
page:
My Grades – overall view of your grade
My Files – files you have uploaded into the course site
My Progress – your activity within the course site
**You may be required to walk the student through a few of the links and show them how it functions.
Additional Information:
Direct the students to the OLC website (www.onlinelearning.humber.ca) where they can access the
Tutorials link which contains the Quick Tips E-Brochures for Mail, Discussions, and Roster.
I hope that you found this online orientation beneficial and are more confident in navigating through
your online course site. If you require any additional assistance or have any further questions
regarding your online course, please come back and chat with us.
STRATEGIES FOR ONLINE SUCCESS
1. Communicate with your Instructor and Classmates
2. Organize your Workspace
3. Manage your Time Appropriately
4. Print the Critical Path/Due Dates Document
5. Understand the Expectations for the Course
6. Take Part in all Activities
7. Embrace the Challenge
8. Read all Course Material
9. Show the world you can do it!
For more information about success strategies visit the online Anti-Flunk Book:
http://studentservices.humberc.on.ca/antiflnk/index.html
TIPS FOR USING DISCUSSIONS AND MAIL

Before responding to a Discussions posting, familiarize yourself with the topic. If your
response is lengthy or if you are uncomfortable with grammar and spelling, it might be helpful
to create your response in MS Word, then copy and paste it.

When replying to a Mail or Discussions message, use the Reply button (rather than just making
a post). This way the original message will appear at the bottom of the screen. Add your
response above the original message to give your reader a better understanding of the context of
your message. This will also help you to communicate your response more efficiently and
effectively.

Be sure to keep the thread! This will help direct or streamline the conversation. The learning
management system typically allows you to view an entire thread, which makes it much easier
than opening & closing individual messages.
Netiquette
In your online course environment, there are some common courtesies and informal “rules of the road”
that should be observed. The term "Netiquette” has been coined to mean network etiquette. It is
essentially, the do's and don'ts of online communication.
The golden rule of netiquette is remember the human! When communicating electronically,
remember that your message is being read by real people with real feelings and egos. Be sensitive to
the feelings of others. What you may have intended to say in jest, may be interpreted differently when
the reader cannot see your facial expression or body language. Funny as it may have been to you, the
humour may not have been conveyed in the text.
Some Netiquette Guidelines:

Typing in all caps is equivalent to SHOUTING! Only type in all caps if you mean to SHOUT!

In a learning environment, it is NEVER acceptable to use profanities. Also, the slang and
terminology that you would use in a casual online Chat Room might be inappropriate within
your course. Be respectful.

Never post unsolicited advertising messages within your course. These communication tools
are to be used to enhance the learning experience within the framework of the context of your
course.

In netiquette, messages that express a strong opinion or criticism are called “flames”. It is bad
netiquette to insult others publicly online! Flames are only acceptable when they add value to
the topic at hand.

When responding to a discussion another “netiquette” guideline is, “lurk before you leap”. This
means think about what you have to say and read the responses posted previously by others in
the group. Save yourself the embarrassment of posting an off-topic message or a question that
has already been answered.

Following netiquette guidelines will help you to look good online and will avoid wasting time
and effort of yours and others in the course. The communication tools are a privilege. Your
instructor reserves the right to restrict your use of these tools.
STUDENT SERVICES
Accounting Centre - http://business.humber.ca/resources/accounting-centre
416.675.6622 Ext. 4929
The Accounting Centre is a resource available for students enrolled in accounting courses/programs.
They provide assistance with textbook concepts, homework questions and your overall understanding
of course material.
Chat live with a representative by clicking on the link within their webpage.
Information and Technology Services - http://its.humber.ca
416.675.6622 Ext.8888 Information and Technology Services provide effective, easy-to-use, efficient information technology
services to students in accessing their online course site.
Library - www.library.humber.ca
416.675.5079
This site includes links to the Library's catalogue, web resources, learning and study
guides and general Library information.
Chat live with askON’s librarians and get help finding research and information. Peer
Proctor Request Form - www.onlinelearning.humber.ca/proctor.php
416.675.5049
This form is to be submitted if you live more than 100 km from the college or if you want to write the
exam at a Humber Test Centre due to a conflict with the exam schedule. This form must be completed
1 month before the scheduled exam date.
Peer Tutoring - www.studentservices.humber.ca/peertutor
416.675.6622 Ext. 4616
The Peer Tutoring Program provides one-on-one assistance for students having difficulties with a
specific course. Peer Tutoring is available to any full-time or part-time student who needs help.
NOTE:
For more services offered to students, please visit our website (www.onlinelearning.humber.ca) and
Click on the Student Services tab.
Humber’s OLC Nomination for CNIE award.
Kent Enns
Professor, Political Theory
Co-ordinator, Online Learning, General Education & the Institute of Language & Culture
Humber College
Upon learning that Humber’s Open Learning Centre would be nominated for a Canadian
Network for Innovation in Education award, I immediately took it as a welcome duty to
write in support of this nomination. For almost four years I have been co-ordinator of
online courses for the Liberal Arts and Sciences and as the second largest recipient of the
OLC’s services in Humber College, I am well situated to understand and appreciate the
excellent work carried out on a daily basis by the Open Learning Centre (OLC). The
Centre has consistently demonstrated commitment to conscientious student service and
innovation in adopting new technologies and sharing their expertise with students and
faculty alike.
In supporting this nomination I’ll follow the guide questions provided by CNIE.
1. The objectives for providing the new student services are stated and clearly reflect the
values and mission of the organization.
2. The new student services are clearly defined.
3. Outcomes advance our understanding of student services in open and distance
education.
4. Services effectively support the needs of the targeted student population.
5. Evidence of the project's sustainability is provided.
6. Benefits to the students are demonstrated.
7. Project demonstrates innovative uses of new or existing methods or technologies for
supporting students.
1. On a daily basis the OLC supports student learning and their adoption of online
learning practices that consistently put student needs and concerns first. This
central value in education is clearly reflected in their website which facilitates a
successful start to online learning with online orientation and tutorials. This is
supplemented with “live”online support as well as telephone and in-person
support in the OLC itself. As an organization, the OLC fulfills its mission of
serving the needs and interests not only of students but of faculty and
administrative staff as well. Their service hours from early morning to evening
reflect an awareness of the different types of students that come to online learning
and the extremely variable schedules of their clients.
2. The OLC’s website and printed material are very successful in marking pathways
for student learning, whether it be finding their online course, login information,
online or telephone support, or online tutorials. The clarity and success of their
communication to students is to me evident in the fact that in almost four years of
regularly referring students to OLC services and support, not one student has ever
come back to me indicating dissatisfaction with their services.
3. In various forums at the college – the E-Learning Committee, the Corporate and
Continuing Education Committee, Academic Computing – representatives of the
OLC regularly confer with other college staff and administrators on student
experience, preferences, outcomes in terms of success and retention rates, and
overall student satisfaction. Since OLC staff are on the “front-lines” of all
distance education at Humber, they gather valuable information about student
experiences with distance learning. This has allowed the OLC to not only
regularly adapt best practices in student services but also, with regard to other
sectors of the college community, to become a leader in innovation for the
improvement of student learning experiences.
4. Whether students in contact with the OLC are full-timers in a diploma or degree
program, or part-time Certificate students, or simply an occasional general interest
learner, the OLC successfully adapts its services to particular student cohorts and
groups. One service that seems to function particularly well is the facilitation of
proctored final exam settings for online courses (a requirement here at Humber).
While logistically this can be complicated enough at a college with high demand
on available classroom space, the OLC also seamlessly facilitates the proctoring
of online exams off-site at other post-secondary institutions – whether the student
is in Saudi Arabia, Germany or Florida.
5. The OLC certainly has grown in scope and size over the years that I’ve had
professional dealings with it. As the number of online courses has grown and as
the college has moved from one learning system (WebCT) to another
(Blackboard), the OLC has proven to be utterly indispensable in helping students
and faculty adapt to online environments. Due to both the projected continuing
growth of our student population and the limitations on physical space, Humber
has been prompted to move to much more online delivery of courses. What once
was an option is now a necessity. Since the OLC is the nexus point for students
and Humber’s online learning environments, the sustainability of this organization
is not only highly likely, it is essential! We’re fortunate to be so well served.
6. Student satisfaction in online courses delivered and supported through the OLC
consistently meets or exceeds that of in-class courses. This is due certainly to the
quality of course content and instruction, but also to the fact that the students’
access point to our courses (the OLC) has meticulously facilitated their learning
experience at the level of reliably functioning technology, student support, and
even faculty mentoring since they too must adapt to emerging online challenges.
7. Whether it’s regularly updating the OLC website or introducing new technologies
(e.g. Blackboard and its expanded ranged of functionalities) to the college
community, or actively supporting online learners, the OLC has consistently
focused its energies and resources on improving the learning experience of online
students. The collective wisdom of the OLC has been to recognize early on that
student learning is supported and enhanced not only by directly aiding students
but also by supporting all those who contribute to the student’s online experience
– course developers, multimedia technologists and instructional designers and
instructors. By participating in the successful co-ordination and integration of the
efforts and expertise of many individuals, the OLC continues to eminently serve
its most important constituency: our students.
February 17, 2009
Alvina Cassiani
Dean, Business School
Toronto, ON
M9W 5L7
Attention: CNIE Award Nomination Panel
Please consider this as a letter of support for the CNIE Award for Excellence and
Innovation in Student Services.
It gives me great pleasure to recommend Humber’s Open Learning Centre (OLC) for this
award as the Business School benefits and is well served by the services of this Centre.
The OLC is integral to the effective operation of Humber’s Distance Learning Portfolio
in supporting the college in its delivery of quality education to prepare learners for a wide
range of careers. The Centre’s approach is student-focused. I believe that Humber’s
centralized model of student support is unique to the college system as it is a one-stop
service approach for students. The centre consistently receives exceptionally strong
feedback from both students and faculty. Individuals repeatedly report to me the centre’s
strong organizational culture and customer service approach. Without the centre, the
Business School would be challenged to meet the needs of its 2500+ distance learning
students each semester.
As Humber moves in the direction of an e-learning institution, the OLC’s role has
increased with the centre servicing our distance learning portfolio as well as supporting
many of our postsecondary students who choose to take a component of their education
online. The Centre is to be commended for their continuous work on redesigning and
developing processes (which include off-campus proctoring and online orientation
sessions) to increase student satisfaction. The centre has also developed a comprehensive
website with a click on chat features as well as answer many telephone inquires to help
students deal with any technical issues.
If you have any further questions, please contact me at 416-675-6622 extension 4644.
Sincerely,
Alvina Cassiani
Dean, Business School
February 9, 2009
Dear Members of Awards Review Committee:
I am writing to support the nomination of the Open Learning Centre’s services, particularly those
offered online. As Humber’s online course offerings have expanded, services via phone have
become stressed. The staff in the OLC have developed a series of online services to supplement
phone and in-person service. These services are user friendly and simple to use.
Help On Click (HOC) allows students to reach live help online. Staff in the OLC can assist
students directly and/or connect them to other appropriate college services. Students are able to
do Orientation Sessions online and can arrange for proctored exams off campus.
These new services are tailored to the online student and have been extremely well-received.
While I believe the quality of Humber online courses is high, student success is positively
impacted by the OLC. These services are a wonderful example of “high-tech/high-touch”
creating a truly student-centred approach.
Students clearly benefit from these services but faculty do so as well. The support/administrative
functions are handled by the OLC, enabling faculty to focus on course content.
I wholeheartedly support this nomination for Excellence and Innovation in Student Services.
Sincerely,
Pamela Hanft
Associate Vice President, Academic
416.675.6622 extension 4570
pamela.hanft@humber.ca
To the OLC,
I want to express my sincere gratitude for the exceptional service you provide our
students in the Home Inspection program on a daily basis.
The innovation and creativity incorporated into OLC’s myriad of online services is
testament to your awareness that students should not be intimidated by technology in the
learning environment.
Your commitment to ensuring a smooth transition into the online environment for our
students is aptly demonstrated through the online learning orientation program that you
offer both online or in person.
The Dynamic Proctoring Form and the Online Testing Procedure has had a positive
impact on everyone associated with the examination process virtually eliminating the
anxiety associated with exam security, administration and that of the student from an
expectation point of view.
In closing, I would like to thank the OLC for its innovative products and services and
impress upon you a quote from Steven Jobs “Innovation distinguishes between a leader
and a follower” and you have certainly demonstrated that you are truly leaders.
Best Regards,
Guy Battaglini
Home Inspection Program
School of Applied Technology
To: The Canadian Network for Innovation in Education
Letter of Recommendation
The Open Learning Centre
Since its inception in 1995, the Open Learning Centre has provided the following
invaluable professional services to me as an online professor.
Frequently, many students require assistance in navigating the online learning
environment .The staff have supported many of my students by providing them with
personalized training sessions on Webct, and most recently Blackboard. This has
reduced the frustration level for those student who needed this guidance.
In addition, they track those students who have enrolled in online learning but have not
yet signed in to their courses. Through their diligent work, via emails and phone calls,
they contact students and provide them with the necessary technical support. Their
intervention helps smooth the transition for those vulnerable students who are anxious
about making the transition from the familiarity of a classroom environment to a virtual
one.
The Centre has an efficient organizational system that provides help for online teachers to
arrange for on-site proctoring and on campus final exams. It is not an easy task to
facilitate due to the large volume of online learners in the system. This also includes
arranging off campus proctoring for those online learners who live more the 100 km from
campus.
Due to their professionalism in dealing with multiple requests and inquiries from both
students and faculty on a daily basis, the Centre has gained a very positive reputation
for providing outstanding student services. I highly recommend the staff of the Open
Learning Centre as ideal candidates for the Excellence and Innovation in Student
Services award.
Sincerely,
Neil McGrenaghan,
Professor,
School of Liberal Arts & Sciences,
Humber Institute of Technology & Advanced Learning,
205 Humber College Blvd,
Toronto, Ontario,
M9W 5L7
Tel: 416 675 6622 ext: 2123
Email: neil.mcgrenaghan@humber.ca
Attachment 3.3.1
2009-2010 Online Development Request Form
A full current course outline must be attached for this request to be considered.
PART 1: Course Details
1. This course is a:
□ New fully-online course
□ Redevelopment of an existing fully-online course.
If new fully online:
Has this course been taught before in a face to face mode?
□ Yes
□ No
Has this course been offered through a distance education mode (i.e.
correspondence)?
□ Yes
□ No
If redevelopment:
When was the course developed (year)?
Was the development funded through the eLearning Committee?
□ Yes
□ No
Briefly describe the nature of the redevelopment.
2. Please indicate the number of credits & the hours of instruction for this course.
3. Is this course part of a certificate/diploma/degree program?
□ Yes
□ No
3b. Is it a
□ Full-time
OR
□ Part-time program.
If yes, please identify the certificate/diploma/degree programs:
List the courses in the program and identify those already available in a fully-online
format. (You may attach a copy of the curriculum from the college calendar)
4. Do you foresee multiple sections (Note: the college recommendation for fully online
courses is no more than 40 students/section)?
□ Yes
□ No
5. Identify any commitments or contracts you may have made to professional
associations, online consortia, etc. for development of the course online.
Part 2: Resource Material
6. Briefly describe the resource material that you would expect to use within this
course. (i.e. Required Text, Course Pack, CanCopy items, Web Articles, Existing Learning Objects,
Reading List (using Humber Library Databases), etc.. )
7. Do you have copyright approval for the resources noted above?
□ Yes
□ No
□ Don’t Know
Part 2: Subject Matter Expert Details
•
•
•
It is in the school/division’s best interest to identify the Subject Matter Expert (SME)
who has experience in the delivery and/or development of online courses.
It is expected that the SME will be available to teach the course for its first offering.
It is strongly recommended that the SME will complete the Clinic for Online Teaching
before the initial delivery date of the course.
Name of SME:
SME’s Email:
SME’s Contact #:
SME’s Availability:
□ 9am -5pm Mon. to Fri.
□ 5 – 9pm Mon. to Fri.
Please identify any other scheduling details that may need to be considered.
SME Skillset (check all that apply):
□ Mac User □ PC user □ MS Word □ MS Excel □ Email
□ Internet □Blackboard □ Other Skills (note below)
Part 3: Delivery and other details.
Please provide any other details about your request that were not covered in the
questions above.
When do you plan to offer this course for the first time?
□ F09 (Sept – Dec)
□ W10 (Jan – Apr)
□ S10 (May - Aug)
School/Division Contact Signature
Please remember to attach a course outline attached to this proposal
Attachment 3.6.1
Program Delivery Standard
Attachment 3.6.1 Program Delivery Standard
7.0
Program Delivery Standard
The data submitted in this section was also included in the 2007/2008 submission. Areas which
have been updated are highlighted. This section also includes copies of Humber’s HCnet
Acceptable Use and Information Technology Security Policies.
Humber ITAL has on file and available upon request, copies of current software, hardware, and
systems agreements that pertain to the delivery of electronic/on-line learning.
As part of the professional development requirements of faculty members during their 2 year
probationary period, they are expected to identify a personal learning plan related to educational
technology. All new faculty members are trained in the Learning Management System which is
used for on-line delivery.
Information Technology Services
Humber’s Information Technology Services is responsible for the management and delivery of
all technology and information services at Humber. The Humber IT Strategic Plan which
outlines the strategic priorities of the department is attached (Attachment B).
Academic Computing Committee
This committee is comprised of representatives from each academic school as well the Open
Learning Centre, the Planning and Development Office, Registration Office, Centre for Learner
Support and Information and Technology Services. The mandate of this committee is to:
•
•
•
•
•
•
•
Ensure that services necessary to curriculum delivery are appropriately addressed.
Assess effectiveness of existing systems in addressing academic computing needs.
Anticipate new software requirements for curriculum support.
Anticipate new hardware requirements for curriculum support.
Anticipate new computer technology trends and assess their eventual curricular impact.
Determine on a school/college basis future computer development needs – hardware,
software, network support, systems support, wireless etc.
Provide a forum for discussion of academic computing needs and a single centralized
focus for advising Information and Technology Services of needed changes and
development to support the academic community.
Humber’s eLearning Committee is a subgroup of Academic Computing. Some of its primary
responsibilities are to monitor the e-learning development across the institution, manage the
development of specific e-learning initiatives, and monitor and recommend updates to elearning technologies and other requirements. The eLearning Committee brings
recommendations forward to Academic Computing for approval. The eLearning Committee also
works with, and has representation on, Humber’s Continuing Education committee.
ITS Technical Support Capability for Online Learning
Information Technology Services (ITS) provides a number of strategic and operational IT
services within Humber. Humber’s IT strategic vision is to provide technology and information
solutions that empower teaching, learning, and discovery. ITS has a staff complement of 84
and a fully funded professional development program for its technical staff.
• Online learning environments require support of the learning management system,
support of the underlying IT infrastructure, and service support for students and faculty.
• Learning Management Systems support – Currently Blackboard
o ITS has one System Administrator (Blackboard)
 5 years applications support experience.
o ITS has one Application Integrator to integrate other College systems with
Blackboard (ex. Central directory of students and faculty)
 7 years development experience.
 4 years specific experience in application integration.
 Attended SANS, PHP, .Net and Java training courses.
o
Application specific training
 Attended a number of Blackboard developer conferences
• Infrastructure Support
o Linux/Unix Administration (Operating platform for Blackboard and student record
system)
 Two RHCEs (Red Hat Certified Engineer)
o Windows Administration (Operating platform for other core IT services)
 Two MCP/MCSA
o Network Storage Administration
 Three DELL/EMC SAN trained support specialist
 Certifications in SAN Management and SAN Protection
o Backup Administration
 One CommVault trained service development specialist
o Network Administration
 Two Extreme Networks (ENA/ENS eligible) trained enterprise support
specialists
 Two Aruba (wireless) Networks trained enterprise support specialists
 Two Fortinet Firewall trained enterprise support specialists
o Information Security
 Numerous members of the group have received SANS Institute training in
topics ranging from Windows Active Directory to Deep Packet Analysis.
• ITS Support Centre
o Drop-in, phone, and e-mail support
o Five full-time and 1 contract analyst on staff (no students)
o 98% of staff fully certified in ITIL (Information Technology Inrastructure Library collection of industry best practices)
o Open Mon-Fri 7:30AM – 8:00PM and Sat/Sun 8:45AM – 4:15 PM
The organizational chart for the Information Technology Services department follows.
Current Status of e-Learning
The list below reflects an overview of some of the e-learning projects, creations,
developments and initiatives that are currently on-going at the College. This has been
achieved through the participation with the College of constituents in several committees
and other collaborative mechanisms dedicated to the implementation and creation of elearning initiatives.
Academic
•
•
•
•
•
•
•
Faculty use of a variety of e-learning options in course delivery, communication
and course management supported by WebCT/Blackboard.
“e-“training available to all faculty through the Centres for Learner Support and
the Open Learning Centre.
Over two hundred Humber courses available on-line, with thousands of students
enrolled annually.
Participation and leadership in provincial e-learning consortia such as Ontario
Learn.
The creation of many well-designed on-line courses supported by the technical
and design expertise offered through the Centres for Learner Support.
Continued investigation and acquisition of high quality on-line materials.
Development of an on-line teaching clinic for all faculty delivering in an on-line
environment.
Service
•
•
Direct on-going technical, tutorial and general inquiry supports provided through
ITS Support Centre and the Open Learning Centre and various School-based
initiatives.
Continued development of infrastructure and on-going support for e-learning
activities.
Humber College Policy Manual
HCnet Acceptable Use
Authority:
Code:
Contact:
Approval Date:
Approval By:
Vice President, Business Development
655
Chief Information Officer
May 22, 2002
Kris Gataveckas, Vice President, Business Development
1.
Definitions
HC is Humber College of Applied Arts and Technology. HCnet is the entire
Humber College computer and telecommunications system, including all
Humber-owned and Humber-leased computer hardware and software, the
campus data and voice networks, the campus Internet and Intranet circuit(s), and
all dial-up, other remote-access hardware and software or other computer
facilities.
2.
Policy Requirement
All users of HCnet must comply with the terms outlined in this Policy, as well as
any additional guidelines established by the administrator of the system. By using
any of these systems, users agree that they will comply with these policies.
3.
Purpose
In support of its mission of teaching and serving the community, Humber College
provides access to information technology resources to students, faculty and
staff, within institutional policies, priorities and financial capabilities. All members
of the Humber College community who use HCnet must do so responsibly. All
users of college-owned, college-leased or operated information technology
including voice systems, must respect the rights of other users, respect the
integrity of physical facilities and controls, and comply with all pertinent licenses
and contractual agreements. All users of information technology are bound by
applicable local, provincial and federal laws and regulations, and by other
Humber policies and procedures.
4.
Acceptable Use
It is acceptable to use HCnet:

For purposes relating directly to the learning process.

In the case of employees and contractors, for the performance of
necessary job-related tasks

For reasonable amounts of personal use of e-mail, telephones, voice mail
and Internet access providing such activity does not interfere with the person's
job responsibilities or the mission of the college.
5. Unacceptable Use
Examples of unacceptable use are:

For any illegal purposes.

To interfere with or disrupt network users, services, or equipment, either
within or outside the College.

To gain unauthorized access to hardware or software resources, either
within or outside the college.

For business or political reasons, which are not directly in support of
learning or the administration of the college.

To distribute unsolicited advertising unless prior approval is received from
the College.

To intentionally transmit, receive or display threatening, obscene, hate,
and anonymous or harassing materials.

To propagate computer worms or viruses or other disruptive or
destructive constructs.
The foregoing list is illustrative and should not be construed as exhaustive.
6. Privacy Guidelines
All reasonable attempts have been made to ensure the privacy of user accounts
and user electronic mail. This is not a guarantee that user accounts or user
electronic/voice mail are private. Programs and files (including email/voice mail
files) are confidential unless they have been made available, with the owners'
written permission, to other authorized individuals. Humber College reserves the
right to access all information stored on HCnet. Files may be released as
required by the Courts. File owners will be notified of file access and/or
maintenance, in advance, if such notice is practical. When performing
maintenance, every effort is made to respect the privacy of a user's files.
However, if policy violations are discovered, they will be reported immediately to
the appropriate systems administrator for appropriate action.
7. Enforcement
Suspected violations of this policy will be confidentially reported to the
appropriate systems administrator and an individual's computer/telephone
privileges may be suspended if warranted.
Violations of these policies will be dealt with in the same manner as violations of
other Humber College policies and may result in disciplinary review. In such a
review, the full range of disciplinary sanctions is available including the loss of
computer/telephone use privileges, dismissal from Humber College, and legal
action. Violations of some of the above policies may constitute a criminal
offense.
HCNet Acceptable Use Policy has not been modified since this version in 2002
o
Application specific training
 Attended a number of Blackboard developer conferences
• Infrastructure Support
o Linux/Unix Administration (Operating platform for Blackboard and student record
system)
 Two RHCEs (Red Hat Certified Engineer)
o Windows Administration (Operating platform for other core IT services)
 Two MCP/MCSA
o Network Storage Administration
 Three DELL/EMC SAN trained support specialist
 Certifications in SAN Management and SAN Protection
o Backup Administration
 One CommVault trained service development specialist
o Network Administration
 Two Extreme Networks (ENA/ENS eligible) trained enterprise support
specialists
 Two Aruba (wireless) Networks trained enterprise support specialists
 Two Fortinet Firewall trained enterprise support specialists
o Information Security
 Numerous members of the group have received SANS Institute training in
topics ranging from Windows Active Directory to Deep Packet Analysis.
• ITS Support Centre
o Drop-in, phone, and e-mail support
o Five full-time and 1 contract analyst on staff (no students)
o 98% of staff fully certified in ITIL (Information Technology Inrastructure Library collection of industry best practices)
o Open Mon-Fri 7:30AM – 8:00PM and Sat/Sun 8:45AM – 4:15 PM
The organizational chart for the Information Technology Services department follows.
Current Status of e-Learning
The list below reflects an overview of some of the e-learning projects, creations,
developments and initiatives that are currently on-going at the College. This has been
achieved through the participation with the College of constituents in several committees
and other collaborative mechanisms dedicated to the implementation and creation of elearning initiatives.
Academic
•
•
•
•
•
•
•
Faculty use of a variety of e-learning options in course delivery, communication
and course management supported by WebCT/Blackboard.
“e-“training available to all faculty through the Centres for Learner Support and
the Open Learning Centre.
Over two hundred Humber courses available on-line, with thousands of students
enrolled annually.
Participation and leadership in provincial e-learning consortia such as Ontario
Learn.
The creation of many well-designed on-line courses supported by the technical
and design expertise offered through the Centres for Learner Support.
Continued investigation and acquisition of high quality on-line materials.
Development of an on-line teaching clinic for all faculty delivering in an on-line
environment.
Service
•
•
Direct on-going technical, tutorial and general inquiry supports provided through
ITS Support Centre and the Open Learning Centre and various School-based
initiatives.
Continued development of infrastructure and on-going support for e-learning
activities.
Humber College Policy Manual
HCnet Acceptable Use
Authority:
Code:
Contact:
Approval Date:
Approval By:
Vice President, Business Development
655
Chief Information Officer
May 22, 2002
Kris Gataveckas, Vice President, Business Development
1.
Definitions
HC is Humber College of Applied Arts and Technology. HCnet is the entire
Humber College computer and telecommunications system, including all
Humber-owned and Humber-leased computer hardware and software, the
campus data and voice networks, the campus Internet and Intranet circuit(s), and
all dial-up, other remote-access hardware and software or other computer
facilities.
2.
Policy Requirement
All users of HCnet must comply with the terms outlined in this Policy, as well as
any additional guidelines established by the administrator of the system. By using
any of these systems, users agree that they will comply with these policies.
3.
Purpose
In support of its mission of teaching and serving the community, Humber College
provides access to information technology resources to students, faculty and
staff, within institutional policies, priorities and financial capabilities. All members
of the Humber College community who use HCnet must do so responsibly. All
users of college-owned, college-leased or operated information technology
including voice systems, must respect the rights of other users, respect the
integrity of physical facilities and controls, and comply with all pertinent licenses
and contractual agreements. All users of information technology are bound by
applicable local, provincial and federal laws and regulations, and by other
Humber policies and procedures.
4.
Acceptable Use
It is acceptable to use HCnet:

For purposes relating directly to the learning process.

In the case of employees and contractors, for the performance of
necessary job-related tasks

For reasonable amounts of personal use of e-mail, telephones, voice mail
and Internet access providing such activity does not interfere with the person's
job responsibilities or the mission of the college.
5. Unacceptable Use
Examples of unacceptable use are:

For any illegal purposes.

To interfere with or disrupt network users, services, or equipment, either
within or outside the College.

To gain unauthorized access to hardware or software resources, either
within or outside the college.

For business or political reasons, which are not directly in support of
learning or the administration of the college.

To distribute unsolicited advertising unless prior approval is received from
the College.

To intentionally transmit, receive or display threatening, obscene, hate,
and anonymous or harassing materials.

To propagate computer worms or viruses or other disruptive or
destructive constructs.
The foregoing list is illustrative and should not be construed as exhaustive.
6. Privacy Guidelines
All reasonable attempts have been made to ensure the privacy of user accounts
and user electronic mail. This is not a guarantee that user accounts or user
electronic/voice mail are private. Programs and files (including email/voice mail
files) are confidential unless they have been made available, with the owners'
written permission, to other authorized individuals. Humber College reserves the
right to access all information stored on HCnet. Files may be released as
required by the Courts. File owners will be notified of file access and/or
maintenance, in advance, if such notice is practical. When performing
maintenance, every effort is made to respect the privacy of a user's files.
However, if policy violations are discovered, they will be reported immediately to
the appropriate systems administrator for appropriate action.
7. Enforcement
Suspected violations of this policy will be confidentially reported to the
appropriate systems administrator and an individual's computer/telephone
privileges may be suspended if warranted.
Violations of these policies will be dealt with in the same manner as violations of
other Humber College policies and may result in disciplinary review. In such a
review, the full range of disciplinary sanctions is available including the loss of
computer/telephone use privileges, dismissal from Humber College, and legal
action. Violations of some of the above policies may constitute a criminal
offense.
HCNet Acceptable Use Policy has not been modified since this version in 2002
Attachment 3.6.2
Clinic for Online Learning Course Outlines
HUMBER INSTITUTE OF TECHNOLOGY AND ADVANCED LEARNING
Course Outline
2009-2010
COURSE NAME:
Clinic for Online Teachers
COURSE CODE:
DEV.014
TOTAL HOURS:
28 hours (6 weeks)
PROGRAM COORDINATOR:
Nancy Epner
September 7, 2009
APPROVED BY:
Director, eLearning
I
Date
COURSE DESCRIPTION
Becoming a student in an online course is the best way to gain an understanding of the online learning
environment. The Clinic for Online Teachers provides faculty members with the opportunity to become
familiar with the student experience from pre-to post registration. Then changing hats, the participants will
focus on developing the instructor skills required to use a Learning Management System (LMS) to
effectively deliver an online course.
The clinic highlights the typical characteristics of an online learner, online instructor and a quality, online
course. In doing so, participants are introduced to effective communication techniques and strategies for
using the tools of Blackboard to create a supportive and engaging learning environment. Participants are
expected to apply the material delivered in this clinic to their own online course site.
II










CORE LEARNING OUTCOMES
Upon completion of this course, participants will be able to:
Identify components of the standard Humber course template.
Define the basic terminology of Blackboard and online education.
Describe the registration process and the roles of the Open Learning Centre and the Library Services
for students and online faculty.
Identify characteristics of a successful online learner and instructor.
Articulate the roles and expectations of both an online student and instructor.
Utilize the principles for communicating effectively in an electronic medium in preparing to teach
online.
Effectively use the Blackboard tools in the following areas:
o Communication
o Managing the Course
o Course Settings
o File Manager
Apply the factors that create a positive online learning environment.
Complete the key tasks associated with online course preparation and management.
Manage challenging online students.
III
COURSE CONTENT
Module
1
2
3
4
IV
Topic
Orientation to Blackboard at Humber
Overview of Humber Course Template
Blackboard Terminology
Semester Logistics
Online Instructor’s Responsibilities
Pre-Start-up Activities
Overview of Registration Process, Open Learning Centre &
Library
Student Frequently asked Questions
Establishing Student and Instructor Roles & Expectations
Updating the Critical Path, Welcome Letter, Course Calendar &
Date Roll-over.
Pre-course check.
During the course
Introduction to online learners
Characteristics of a good online instructor
Online Communication - Styles and Tips Communication tools:
Email, Discussions and Chat
Social Networking
Managing the Course and Post-Delivery
Use Help Viewlets
Using Announcements
Create Quizzes and Edit Quiz Settings
Create a Back-up of Course Site
Manage Student Grades in Blackboard
Use the Assignment Drop-box
Create and View Results of Surveys
Tracking Students Using the Tracking Tool
Tips for Managing Challenging Students
Basic Customer Service Skills
# of Hrs
7-9
14-18
14-18
7-9
EVALUATION PROCEDURE
Participants will be expected to complete a series of activities and assignment at the end of
each module. **NOTE: To successfully complete the clinic, an overall grade of 80% is required.
4 Quizzes
20%
Reflective Journal
15%
Mandatory Chat
5%
5 Assignments
45%
Participation*
15%
100%
*Includes study buddy activities, contributions to general discussions and the completion of the SFQ
V
REQUIRED TEXTS AND OTHER LEARNING MATERIALS
None. Required reference material will be provided from within the course site.
-2-
Attachment 3.6.3
Teaching with Blackboard
Teaching with Blackboard_TOC
1 Getting Started
1.1 About this site
1.2 Quick Start Checklist
1.3 Navigation
1.4 Tabs
1.5 Netiquette
1.6 Preparing Your Computer
1.7 Changing a Password
2 From a Student Perspective
2.1 Overview
2.2 Action Menu
2.3 Media Library
2.4 Try a Discussion
2.5 A Vision of Students Today
3 Basic Design
3.1 Edit Header and Footer
3.2 Welcome Letter
3.3 MyCourses Page
3.4 Course Menu Tools
3.5 Action Link Menus
4 Presenting Content
4.1 About online content
4.2 Learning Modules
4.2.1 Learning Module
4.2.2 Uploading and Linking Content Files
4.2.3 Add Content Links
4.2.4 Hiding Content
4.2.5 Organizing a Learning Module
4.2.6 Action Menu
4.2.7 Resources
4.2.8 Copyright
4.2.9 Images in Blackboard
4.3 Uploading a Course Outline
4.4 HTML Files
4.4.1 HTML Files
4.4.2 HTML Creator
4.4.3 Creating a Clickable Link
4.4.4 Style Sheets
4.4.5 Flash objects
4.5 Folders
4.5.1 Folders
4.5.2 File Management
4.5.2.1 About File Manager
4.5.2.2 Organizing Your Files
4.5.2.3 Uploading Files
4.5.2.4 Using Web Folders (WebDAV)
4.6 Media Library
4.6.1 Media Library
5 Importing Media Library Entries
5.1 Importing Media Library Entries
6 Linking to HTML pages
6.1 Linking to HTML pages
7 Web Links
7.1 Web Links
8 Selective Release
8.1 Selective Release
8.2 Individual Items
8.3 Selective Release Tool
9 Mail
9.1 Overview
9.2 Creating
9.3 Inbox
9.4 Folders
10 Communicating (Announcements, Calendar, Chat)
10.1 Announcements
10.2 Calendar
10.3 Chat
10.3.1 Chat Room Logs
11 Discussions
11.1 Discussions
11.2 Managing Discussion
11.3 Compile and Save Discussions
11.4 Grading Discussions
12 Group Manager
12.1 Group Manager
12.2 Sign-Up Sheets
12.3 Group Activities
13 Assessments (Quizzes, Surveys, Self-tests)
13.1 Assessments
13.2 Question Database
13.3 Creating Questions
13.4 Question Types - Self test
13.5 Importing Questions and Assessments
13.6 Formatting for Respondus
13.7 Grade/Re-grade Assessments
13.8 Performance Reports
13.9 Using Online Assessment in Face-to-Face Courses
14 Assignments
14.1 Assignments
14.2 Group Assignments
14.3 Grading Assignments Online
14.4 Offline Grading
14.5 Publishing Assignments
14.6 Assignment Instruction Sheet
15 Grading Forms (Rubrics)
15.1 Grading Forms
15.2 Rubric LInks
15.2.1 Assessment and Rubric Information
15.2.2 Teachnology
15.2.3 Rubrics for Web Lessons
15.2.4 Rubistar
16 Grade Book
16.1 Grade Book
16.2 Creating Columns
16.3 Column Settings
16.4 Adding and Editing Grades
16.5 Backup the Grade Book
16.6 Managing Members
16.7 Class Lists
17 Resources
17.1 Screen Capture - Windows
17.2 Screen Capture - Mac
17.3 Student Login Instructions
17.4 Changing a Password
18 Managing Your Sites
18.1 How Do I Get Started
18.2 Obtaining new sites
18.3 Customizing Course List
18.4 Adjust Course Dates
18.5 Course_checklist
18.6 Reducing File Sizes
19 Template Files
19.1 Welcome Letter
19.2 Critical Path
19.3 Checklist for Getting Started
19.4 Checklist Week 1
19.5 Lesson Plan template for Totally Online course
19.6 Assignment Instruction Sheet
19.7 Obtaining Sites
20 Blackboard Resources
20.1 Teacher's Reference Guide
20.2 Dr C
20.3 Blackboard Product Request Site
21 New Technologies
21.1 rss
21.2 YouTube and copyright
Attachment 3.6.4
Supplementary Online Teaching Guidelines and Support Materisl
Humber College
Toronto, Ontario, Canada M9W 5L7
Tel 416.675 6622
Web site http://humber.ca
Online Developer’s Guidelines
Nancy Epner
Professional Development Consultant
Professional Development
Tel: 416.675.6622, ext. 4375
Fax: 416.675.3876
Email: nancy.epner@humber.ca
Table of Contents
Online Developer’s Guidelines ............................................................................................ 1
Table of Contents ................................................................................................................. 2
Introduction ......................................................................................................................... 3
Design Team Roles .............................................................................................................. 4
Curriculum Designer (CD) ................................................................................................... 4
Graphic Specialist (GS)........................................................................................................ 5
Content Expert (CE)............................................................................................................. 6
The Development Process .................................................................................................... 7
Approval....................................................................................................................... 7
Development................................................................................................................. 7
Proofing........................................................................................................................ 9
Designer Access ..........................................................................................................10
Revisions ............................................................................................................................10
2
Introduction
The development of an online course requires the coordination of many skills. The
following is a list of those skills:
•
Organization
•
Content expertise
•
Curriculum design
•
Graphics and animation expertise
•
HTML and WebCT
It is very unlikely that one person will possess this entire skill set. In light of this a team of
several people will be needed to create an online course (i.e. Instructional Design Team).
The configuration of the team may vary for each course, as one member of the team may
possess more than one of the skills noted above. Below is just one example of an
Instructional Design Team that is used by Humber. Other configurations are possible but all
skills are needed.
3
Design Team Roles
Curriculum Designer (CD)
The Curriculum Designer will work with the Content Expert to design the learning modules
used in the sites. The Curriculum Designer brings to the process expertise in:
•
Mapping out the Critical Path with the Content Expert (CE).
•
Demonstrating the Content Module template (Word document) and a web friendly
writing style 1 to create Learning Modules.
•
Planning learning activities to engage the students in learning.
•
Planning learning objects that could be built by the graphic specialist to enhance the
learning.
•
Designing the module curriculum with the WebCT platform in mind, i.e. choosing
and using the WebCT tools appropriately.
•
Communicating and implementing learner-centred teaching practices in the
curriculum design of the site in keeping with Humber’s Professional Development
Department’s current teaching methodologies.
•
Instructing the CE in using the WebCT tools used in the site 2 .
•
Working with the Humber Library staff to ensure that materials linked in the site
adhere to Humber’s copyright policy.
•
Collaborating with the Graphic Specialist to communicate Learning Modules and
Learning Object design.
•
The development of the Activities Pages for each module using HTML pages.
1
Online Course Development Guidelines book is available with samples
2
The Clinic for Online Teaching has been developed as an online course. And it is recommended
that all Content Experts take this course during the course development stage or at least prior to the
initial launch of the centrally developed online course.
4
•
Using sound pedagogy in curriculum design
•
Creating WebCT drop box assignments, quizzes, discussion topics, chat room and
presentation group activities, etc.
•
Editing such documents as the Welcome letter, Roles and Expectations, Critical
Path, and any other template files (usually “edit_me” files) that need to be
customized for a specific site.
•
Creating Learning objects such as crosswords, matching, flash cards that use
development software such as StudyMate.
•
Ensuring a CD backup is made of the site and the backup and learning objects are
archived appropriately.
•
Editing the WebCT Gradebook to match the course’s marking scheme.
•
Providing training to the CE on use of WebCT tool in the site
Graphic Specialist (GS)
The Graphic Specialist creates the “look” for the course site and using the material provided
by the CD and CE. The GS creates the style sheet for the Learning Materials pages to ensure
consistency throughout the site. The GS will be responsible for creating all Learning
Materials pages and Learning Objects that require advanced multimedia such as, animation,
audio, video etc. The GS brings the following expertise to the development process:
•
Graphic design for the web
•
Designing a style sheet for each site including an Activitiy Page template to be used
by the CD.
•
Sourcing subject-specific visual images that will be used in the site from stock files
available or other materials required.
•
Using specialized multimedia software to create Learning Objects for the site.
•
HTML code knowledge required for the WebCT platform. E.g. Special code for
links in the content modules, special code for making the pages and Flash objects
print appropriately in the compile tool, pathing issues in WebCT.
5
•
Converting the material provided by the CD (usually in Word format) to Learning
Materials HTML pages using style sheets and other design elements as required.
•
Adding formatted content and approved learning objects and design elements to the
site.
•
Coordinating/supervising work-study students used to create Learning Objects.
•
Coordinating development of required multimedia such as shooting video, recording
audio etc. This includes creating the media and getting it web ready and loaded into
the site.
•
Designing graphic and text elements with currently required accessibility features.
Content Expert (CE)
The Content Expert will work with the CD to write the Learning Modules for the site. The
CE brings the following expertise to the development process:
3
•
Designing a Critical Path according to the established course outline.
•
Knowledge of the subject and teaching strategies used to teach this course.
•
Writing the Learning modules using a web friendly style and following the Learning
Module template provided. 3
•
Identifying other resources that will support or enhance the course content. For
example web sites, library resources etc.
•
Designing evaluation tools to use in the site such as assignments, cases, quizzes, etc.
•
Determining the grading elements and weightings that will be used to evaluate
students.
See the Online Course Development Guidelines booklet
6
The Development Process
Approval
Courses are approved for central development funding by the Distance Learning Committee
once a year. This typically occurs during the winter semester. As a part of the application
process, CE’s are identified along with the schools rationale for the submission. Once all
requests are reviewed a set number of courses are approved and a sequence of development
is determined.
Development
1. Team is established.
2. Preliminary meeting with all team members involved, is held prior to the semester
when development is to take place. This meeting may include all the content experts
from all the courses approved. The agenda typically includes:
a. Expectations
b. Team roles,
c. Logistics,
d. Sample template files
e. Demonstrating WebCT sites to seed ideas
3. First individual team meeting will include the Content Expert, Curriculum Designer,
Graphic Specialist. They will meet to:
a. Establish a meeting schedule for the entire semester
b. Discuss any design preferences that the content expert may have, including
colours, styles, content-associated looks etc.
c. Review the sample critical path, and learning module formats files to be
used.
d. Identify any multimedia elements that might be time intensive.
e. Assign next steps...
7
i. Writing the critical path,
ii. Writing the first learning module,
iii. Getting an electronic copy of the course outline,
iv. Getting a copy of the text for the curriculum designer,
v. Writing a bio of the content expert
f.
Review existing WebCT sites for familiarity with what is possible and to
reinforce “learning on the web” teaching strategies.
4. Second meeting typically includes the content expert and the curriculum designer.
During this meeting the team will meet to:
a. Review the critical path provided by the content expert and make changes if
necessary.
b. Identify a timeline for the content expert to have learning modules ready.
c. Review the first module provided by the content expert using the learning
module template format.
d. Discuss and identify the learning activities required for the first module.
e. Identify any learning objects that might need to be created by the GS for the
first module.
f.
Identify evaluations methods to be used in this module.
g. Review the design “look” created by the GS.
h. Provide the CE with login instructions using the guest account in the course
site.
8
5. Subsequent meetings. Typically on a weekly basis for 14-15 weeks with the Content
Expert and Curriculum Designer. During these meetings the CE and CD will:
a. Review the development activity from the previous week including the
Activity and Learning Module pages as well as the new Learning Objects.
b. Review and discuss the material for the new Learning module provided by
the Content Expert.
c. Identify activities and learning objects required to support the new learning
material.
d. Identify evaluation methods to be used in the module.
6. Enrolment in the Clinic for Online Learning. The CE is expected to enroll in the
WebCT Clinic to receive training in how to teach online 4
NOTE: It is assumed that the CE will be the initial instructor for the course. It is
highly recommended that the CE complete the Clinic for Online Teaching offered
through the Instructional Support Studio (ISS) while developing the course. The
clinic allows the instructor to become familiar with:
•
Technical use of WebCT tools for teaching online
•
WebCT tools for managing the students in the site
•
Teaching strategies for online instruction
Proofing
A critical final step to ensure it is student ready is the proofing stage. You only get one
chance to make a first impression, so it cannot be stressed enough how important it is
that all proofing be completed before students are given access to the site. To ensure
this occurs, the following process has been established:
4
Additional training such as Web Camp is available for more skill that will be required for site
maintenance and revision.
9
1. All pages of the Learning Materials Content Module will be printed by the CD and
given to CE for proofing.
2. The CE is expected to proof the printed documents for content and grammar/spelling
errors and return the edits to the CD in a timely manner.
3. The GS and the CD will make the necessary changes.
4. The GS and/or the CD will create a backup of the site for archive purposes to be
stored in a central college location.
5. When necessary a communications expert will complete additional proofing of the
site for grammar and spelling and clarity.
Designer Access
Once a site is ready for availability, the assigned instructor will be given designer access to
the site. The following process has been developed to facilitate this process.
1. The site will be cloned and a new site created with the appropriate course code and
school designation e.g. BMGT200 00: bus
2. The School and the OLC will be notified that the course is ready by the CD
3. Designer access to the cloned site will be requested for the CE by the CD
4. OLC access will be requested by the CD
Revisions
By the nature of education and technology, all courses will need to be revised or updated for
currency. Online courses are no exception. Some specific revisions include:
•
Updating time sensitive content such as quiz and assignment dates, the critical path,
and course outline
•
Update to content due to textbook changes or revisions etc.
•
Learning objects need to be revisited, etc.
Currently the ISS does not have the resources to implement course revisions in the site. It is
the responsibility of the School to support such revisions.
10
Site Components
In order to maintain a level of consistency and quality in the centrally developed sites the
following assumptions are made. Each site:
•
Uses the current WebCT Template structure
•
Uses the Learning module template format.
•
Includes separate Activities pages where activities for each module are summarized.
(Note: it may be appropriate to have activities in the lesson, but a reference to the
activity should also be included on the Activity page)
•
Uses the Welcome letter and the Roles and Expectations “edit me” files in the site.
•
Uses the assignment template for drop box assignments.
•
Uses the consistent wording 5 for identifying activities on Activities pages
•
Uses the images provided in the common folder in WebCT to illustrate the course
icons in instructions on how to access tools in the site. 6
•
Includes the Homepage assignment as a startup exercise.
•
Encourages the use of the Study Buddy technique as a retention strategy.
•
Uses engaging activities throughout the course.
•
Includes a Discussion “café” topic for informal discussion.
•
Includes a “Questions Asked and Answered” Discussion topic for FAQ’s.
Encouraging students to ask questions in the Discussion area rather than by e-mail to
the instructor is an excellent time management technique for the online instructor.
•
Includes an early reference to the process for proctored exams (if appropriate in the
Activities pages.)
5
Wording is available through the ISS
6
These have been specially resized for this purpose.
11
•
Includes the SFQ in the site and lists it as an Activity in the course.
•
Avoids using hard coding of the actual course ID and current server names in any
pathing of files
Last revised: 1/12/2006
12
INSTRUCTIONAL SUPPORT STUDIO GUIDE
Table of Contents
1. Chickering’s 7 principles of effective online teaching ................. 1
2. Guidelines for an online course. ................................................ 7
3. Writing for the web. .................................................................... 8
4. Critical path for course. ............................................................ 15
5. Template for modules. ............................................................. 16
6. Outcome verbs ........................................................................ 20
7. Style sheet ............................................................................... 23
8. Teaching strategies. ................................................................ 25
9. Multiple choice questions by taxonomies................................. 26
10. Formatting quizzes for WebCT. ............................................... 28
© Humber College, 2004
Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses
MARCH/APRIL 2001
Seven Principles of Effective Teaching:
A Practical Lens for Evaluating Online Courses
by Charles Graham, Kursat Cagiltay, Byung- Ro Lim, Joni Craner and Thomas M.
Duffy
The "Seven Principles for Good Practice in
Undergraduate Education," originally published
in the AAHE Bulletin (Chickering & Gamson,
1987), are a popular framework for evaluating
teaching in traditional, face-to-face courses.
The principles are based on 50 years of higher
education research (Chickering & Reisser,
1993). A faculty inventory (Johnson
Foundation, "Faculty," 1989) and an
institutional inventory (Johnson Foundation,
"Institutional," 1989) based on these
principles have helped faculty members and
higher-education institutions examine and
improve their teaching practices.
We, a team of five evaluators from Indiana University's Center for Research on Learning
and Technology (CRLT), recently used these principles to evaluate four online courses in
a professional school at a large Midwestern university. (The authors are required to
keep the identity of that university confidential.—Ed.) The courses were taught by
faculty members who also taught face-to-face courses. Conducted at the joint request of
faculty and administration, the evaluations were based on analysis of online course
materials, student and instructor discussion -forum postings, and faculty interviews.
Although we were not permitted to conduct student interviews (which would have
enriched the findings), we gained an understanding of student experiences by reading
postings to the discussion forum.
Taking the perspective of a student enrolled in the course, we began by identifying
examples of each of Chickering and Gamson's seven principles. What we developed was
a list of "lessons learned" for online instruction that correspond to the original seven
principles. Since this project involved practical evaluations for a particular client, they
should not be used to develop a set of global guidelines. And since our research was
limited in scope and was more qualitative than quantitative, the evaluations should not
be considered a rigorous research project. Their value is to provide four case studies as
a stimulus for further thought and research in this direction.
Principle 1: Good Practice Encourages Student-Faculty Contact
Lesson for online instruction: Instructors should provide clear guidelines for
interaction with students.
Instructors wanted to be accessible to online students but were apprehensive about
being overwhelmed with e -mail messages or bulletin board postings. They feared that if
they failed to respond quickly, students would feel ignored. To address this, we
recommend that student expectations and faculty concerns be mediated by developing
guidelines for student-instructor interactions. These guidelines would do the following:
n
Establish policies describing the types of communication that should take place
over different channels. Examples are: "Do not send technical support questions
to the instructor; send them to techsupport@university.edu." Or: "The public
discussion forum is to be used for all communications except grade -related
questions."
n
Set clear standards for instructors' timelines for responding to messages.
Examples: "I will make every effort to respond to e -mail within two days of
receiving it" or "I will respond to e-mails on Tuesdays and Fridays between three
and five o'clock."
Principle 2: Good Practice Encourages Cooperation Among Students
Lesson for online instruction: Well -designed discussion assignments facilitate
meaningful cooperation among students.
In our research, we found that instructors often required only "participation" in the
weekly class discussion forum. As a result, discussion often had no clear focus. For
example, one course required each of four students in a group to summarize a reading
chapter individually and discuss which summary should be submitted. The
communication within the group was shallow. Because the postings were summaries of
the same reading, there were no substantive differences to debate, so that discussions
often focused on who wrote the most eloquent summary.
At the CRLT, we have developed guidelines for creating effective asynchronous
discussions, based on substantial experience with faculty members teaching online. In
the study, we applied these guidelines as recommendations to encourage meaningful
participation in asynchronous online discussions. We recommended the following:
n
Learners should be required to participate (and their grade should depend on
participation).
n
Discussion groups should remain small.
n
Discussions should be focused on a task.
n
Tasks should always result in a product.
n
Tasks should engage learners in the content.
n
Learners should receive feedback on their discussions.
n
Evaluation should be based on the quality of postings (and not the length or
number).
n
Instructors should post expectations for discussions.
Principle 3: Good Practice Encourages Active Learning
Lesson for online instruction: Students should present course projects.
Projects are often an important part of face-to-face courses. Students learn valuable
skills from presenting their projects and are often motivated to perform at a higher
level. Students also learn a great deal from seeing and discussing their peers' work.
While formal synchronous presentations may not be practical online, instructors can still
provide opportunities for projects to be shared and discussed asynchronously. Of the
online courses we evaluated, only one required students to present their work to the
class. In this course, students presented case study solutions via the class Web site. The
other students critiqued the solution and made further comments about the case. After
all students had responded, the case presenter updated and reposted his or her
solution, including new insights or conclusions gained from classmates. Only at the end
of all presentations did the instructor provide an overall reaction to the cases and
specifically comment about issues the class identified or failed to identify. In this way,
students learned from one another as well as from the instructor.
Principle 4: Good Practice Gives Prompt Feedback
Lesson for online instruction: Instructors need to provide two types of feedback:
information feedback and acknowledgment feedback.
We found during the evaluation that there were two kinds of feedback provided by
online instructors: "information feedback" and "acknowledgement feedback."
Information feedback provides information or evaluation, such as an answer to a
question, or an assignment grade and comments. Acknowledgement feedback confirms
that some event has occurred. For example, the instructor may send an e-mail
acknowledging that he or she has received a question or assignment and will respond
soon.
We found that instructors gave prompt information feedback at the beginning of the
semester, but as the semester progressed and instructors became busier, the frequency
of responses decreased, and the response time increased. In some cases, students got
feedback on postings after the discussion had already moved on to other topics. Clearly,
the ideal is for instructors to give detailed personal feedback to each student. However,
when time constraints increase during the semester's busiest times, instructors can still
give prompt feedback on discussion assignments by responding to the class as a whole
instead of to each individual student. In this way, instructors can address patterns and
trends in the discussion without being overwhelmed by the amount of feedback to be
given.
Similarly, we found that instructors rarely provided acknowledgement feedback,
generally doing so only when they were behind and wanted to inform students that
assignments would be graded soon. Neglecting acknowledgement feedback in online
courses is common, because such feedback involves purposeful effort. In a face -to-face
course, acknowledgement feedback is usually implicit. Eye contact, for example,
indicates that the instructor has heard a student's comments; seeing a completed
assignment in the instructor's hands confirms receipt.
Principle 5: Good Practice Emphasizes Time on Task
Lesson for online instruction: Online courses need deadlines.
One course we evaluated allowed students to work at their own pace throughout the
semester, without intermediate deadlines. The rationale was that many students needed
flexibility because of full -time jobs. However, regularly -distributed deadlines encourage
students to spend time on tasks and help students with busy schedules avoid
procrastination. They also provide a context for regular contact with the instructor and
peers.
Principle 6: Good Practice Communicates High Expectations
Lesson for online instruction: Challenging tasks, sample cases, and praise for quality
work communicate high expectations.
Communicating high expectations for student performance is essential. One way for
instructors to do this is to give challenging assignments. In the study, one instructor
assigned tasks requiring students to apply theories to real-world situations rather than
remember facts or concepts. This case -based approach involved real-world problems
with authentic data gathered from real -world situations.
Another way to communicate high expectations is to provide examples or models for
students to follow, along with comments explaining why the examples are good. One
instructor provided examples of student work from a previous semester as models for
current students and included comments to illustrate how the examples met her
expectations. In another course, the instructor provided examples of the types of
interactions she expected from the discussion forum. One example was an exemplary
posting while the other two were examples of what not to do, highlighting trends from
the past that she wanted students to avoid.
Finally, publicly praising exemplary work communicates high expectations. Instructors
do this by calling attention to insightful or well-presented student postings.
Principle 7: Good Practice Respects Diverse Talents and Ways of Learning
Lesson for online instruction: Allowing students to choose project topics incorporates
diverse views into online courses.
In several of the courses we evaluated, students shaped their own coursework by
choosing project topics according to a set of guidelines. One instructor gave a discussion
assignment in which students researched, presented, and defended a current policy
issue in the field. The instructor allowed students to research their own issue of interest,
instead of assigning particular issues. As instructors give students a voice in selecting
their own topics for course projects, they encourage students to express their own
diverse points of view. Instructors can provide guidelines to help students select topics
relevant to the course while still allowing students to share their unique perspectives.
Conclusion
The "Seven Principles of Good Practice in Undergraduate Education" served as a
practical lens for our team to evaluate four online courses in an accredited program at a
major U.S. university. Using the seven principles as a general framework for the
evaluation gave us insights into important aspects of online teaching and learning.
A comprehensive report of the evaluation findings is available in a
CRLT technical report (Graham, et al., 2000).
References
Chickering, A., & Gamson, Z. (1987). Seven principles of good
practice in undergraduate education. AAHE Bulletin, 39, 3-7.
Chickering, A., & Reisser, L. (1993). Education and identity . San
Francisco: Jossey -Bass.
Graham, C., Cagiltay, K., Craner, J., Lim, B., & Duffy, T. M.
(2000). Teaching in a Web -based distance learning environment: An evaluation
summary based on four courses. Center for Research on Learning and Technology
Technical Report No. 13 -00. Indiana University Bloomington. Retrieved September 18,
2000 from the World Wide Web: http://crlt.indiana.edu/publications/crlt00 13.pdf
Principles for good practice in undergraduate education: Faculty inventory. (1989).
Racine, WI: The Johnson Foundation, Inc.
Principles for good practice in undergraduate education: Institutional inventory. (1989).
Racine, WI: The Johnson Foundation, Inc.
COPYRIGHT AND CITATION INFORMATION FOR THIS ARTICLE
This article may be reproduced and distributed for educational purposes if the following attribution is made
under the title and author's name:
Note: This article was originally published in The Technology Source (http://ts.mivu.org/) as: Charles
Graham, Kursat Cagiltay, Byung-Ro Lim, Joni Craner, and Thomas M. Duffy "Seven Principles of Effective
Teaching: A Practical Lens for Evaluating Online Courses." The Technology Source, March/April 2001.
Available online at http://ts.mivu.org/default.asp?show=article&id=839. The article is reprinted here with
permission of the publisher.
VISION
CORPORATE U
ASSESSMENT
FACULTY AND STAFF DEVELOPMENT
COMMENTARY
VIRTUAL HIGH SCHOOL
ABOUT
BOARD
CALL FOR MANUSCRIPTS
CASE STUDIES
FORUMS
TOOLS
VIRTUAL U
SPOTLIGHT SITE
SEARCH
ARCHIVES
A
P U B L I C A T I O N
O F
THE MICHIGAN VIRTUAL UNIVERSITY
Unless otherwise noted, all material within the Technology Source may be distributed freely for educational purposes. If you do
redistribute any of this material, it must retain this copyright notice and you must use appropriate citation including the URL.
Also, we would appreciate your sending James L. Morrison a note as to how you are using it. HTML and design by Noel
Fiser, ©2003 Michigan Virtual University . Information last modified April 3, 2001 10:07 PM.
Guidelines for a Good Online Course
A good online course should have the following:
1. Content
• Must be accurate
• Complete
• Esthetically appealing
• Includes learning outcomes for each lesson
• Written for the Web viewing
2. Interaction/communication:
• Encourage communication:
• Student to teacher
o E-mail
o Discussion
o Chat.
• Student to student
o Discussion
o Personal Web page.
o Reciprocity, cooperation, and collaboration
• Student to Content
o Quizzes
o Interactive animations
o Assignments
o Puzzles, games
o Video
o Audio
o External web links
o Glossary
3. Active Learning:
• Frequent opportunities to:
• Perform and receive feedback
• Reflect
• Talk,
• Write reflectively
• Relate experiences
• Apply knowledge
• Self assess
4. Emphasis on Time on Task
• Allocate realistic time constraints -Critical path
5. High Expectations Communicated
• Welcome letter
• Roles and expectations identified
6. Ways to Address Diversity in Learning Styles
7. Accessibility Features
Writing for the Web
Usability Rules the Web .................................1
Crimes against Usability.................................2
How do people read on the Web?...................3
Writing for the Web?......................................4
Problems with Academic Writing ..................5
Rewriting or Restructuring .............................6
Source: http://www.ids.ac.uk/gdn/tools/usability.htm
based on work by Jakob Nielsen
What is usability?
Usability is about putting your users and their needs at the centre of your web strategy. It is
about ensuring that your users can find what they are looking for quickly and easily. Identifying
your audience and creating a strategy that caters to them is the basis of achieving usability.
Why usability?
With so much information available on the internet, users can afford to be demanding. The web
provides a limitless supply of information and users have no obligation towards any of it. If a
site doesn't provide immediate gratification, they leave with a click of the mouse.
Basic measures of usability
The basic usability of a site can be measured relative to a users' ability to perform a certain
task for example, to find a paper relevant to their interest in health and gender.
The most basic measures are:
the time a task requires to complete
the error rate i.e. how often a user makes a navigational mistake
users' subjective satisfaction on completing the task
This means a site must be quick to down-load, easy to navigate and full of good-quality
material.
Users are essentially interested in the content of the site, no amount of fancy graphics will
convince them to return to a site if it no use to them. On the other hand users can easily miss
content they would have found valuable because it takes too long to download, they can't find
it or they can't read it.
Usability is about presenting information in the best way for your users, therefore it is an
interaction between design and writing style.
More:
The essential on-line guide to usability is Jakob Nielsens www.useit.com and his book "Designing Web Usability"
Indiana, USA: New Riders Publishing, 2000
The following should be avoided at all costs:
Bloated page design that takes forever to download.
Obscure site structures that have no logic
Site layout according to organisational structure rather than user needs
Lack of navigation support, making it very hard to find things when combined with an
obscure structure.
Narrative writing style optimized for print and linear reading; not for the way users read
online
Hype without substance
A linking strategy that treats your site as the only one that matters without reference to
others
Suggestions for avoiding these crimes:
Do
make your pages attractive yet simple
don't take your users on mystery tours: users should know exactly where a link is
taking them and why it is relevant to them
distinguish clearly between what is available for free on the Web and what will lead to a
description or purchase details, particularly with research papers, reports etc.
show users immediately how a page generated from a search engine page relates to
their query
include links to relevant sites and warn users they are leaving the site
Don't
distract readers from your information with flashing elements or put them off with a
messy page and garish colours
have unnecessary visual aids that increase loading time.
have a search engine for your site if it does not generate meaningful searches
use frames for information as they clutter screens disable the "back button" and
confuse users
have a contact the web-manager facility if you do not have the capacity to respond to
enquiries
More:
For more information see Jakob Neilsen's Writing for the Web. In print there is "Technical Communication: a
Reader-Centred Approach" by Paul V.Anderson. Orlando, USA: Harcourt Brace College Publishers, 1998
8 out of 10 people don't
users do not read on the Web; instead they scan the pages, trying to pick out a
few sentences or even parts of sentences to get the information they want
users do not like long, scrolling pages: they prefer the text to be short and to the
point
users detest anything that seems like marketing or overly hyped language and
prefer factual information.
Why?
reading from computer screens is tiring for the eyes and 25% slower than paper
the Web is a user-driven medium where users want to be active not passive
consumers
each page must compete with hundreds of millions of others most of which are
not useful, people are not willing to commit the time investment to reading a
page in the hope that it is an exception.
So your site must be:
scannable
concise
objective
Remember
Research papers will usually be read on paper off-line. These principles are not as
important for the full-text versions of documents. However they are key for persuading
people whilst they are on the web that they should down-load the document.
More:
Much of the information to be found on the internet on this subject comes from a study by Jakob Nielsen
and John Morkes. This page is no exception and the debt is acknowledged. See his article " How people
read on the web"
Also relevant is: Creating IBL Websites How do people read web documents?
Writing to be read on screen
These principles and guidelines apply only to text that users will read on screen. Once
information such as research papers are down-loaded and/or read on paper, normal
writing guidelines apply. However, it is what users can see on the screen that dictates
whether they will choose to download full-text versions of documents.
On the web, your writing should be:
consise: write 50% less text than you would in a paper publication
scannable: help people find what they need
objective: build trust and gain credibility with users
Be Concise
stick closely to your topic
give examples, background information etc in hyperlinks to other pages
avoid repetitition and excess verbiage
limit the use of metaphors, particularly in headings: users might take you literally
and they are often wordy
use simple sentence structures
Be Scannable
break text into short sections with breaks in between
use clear headings not clever ones, users want to know what a section contains
highlight key information carrying words, not whole sentences
use bulleted and numbered lists - bulleted when the order of the list is not
important, numbered when it is, most important first
limit each paragraph to one idea and state what it is in the first sentence
split long information into multiple pages according to subject
Be Objective
write for your audience not for yourself or your company
avoid superlatives and vague claims
state nothing as a fact without presenting evidence
don't boast, exaggerate or self-congratulate
avoid advertising talk such as "greatest thing since..." and "state-of-the-art..."
present facts clearly and users will decide for themselves what is useful
More:
There are a number of sites that can help you write effectively for the Internet. Mount Royal College has a
list of starting points
Useful articles by Charlie Morris include Keep your readers informed and Cut it down and open it up
A short article on the Netscape website by Derek M. Powazek Designing Words for the Web takes a slightly
What's wrong with academic writing on the Web? Inverting the pyramid
The academic style of writing does not work on the internet. Users need to know conclusions first not last.
This style of writing is called the inverted pyramid.
Academic work is usually written in a traditional pyramid style. Most research papers open with a problem
statement, elaborate on the context, review prior work, consider different options and discuss
methodologies. Finally they present results and conclusions.
Using this approach to disseminate research papers on the internet is not effective. Usability studies show
that Web users want instant gratification. Users do not want to guess what is in a paper and they do not
read something that might not be useful. If what they are looking for is not immediately available they will
click away onto something else. That is why the inverted pyramid style is so important.
The inverted pyramid style has long been used by journalists. Articles start with a conclusion then move to
the key information followed by the background. According to their interest in the subject, readers can
continue onwards for as much information as they want but they know the most important parts of an
article from the start.
On the Web the inverted pyramid becomes even more important as we know that users don't scroll. Users
will often only see the first part of an article or research paper. Therefore it is important to put the most
important information first. If a reader is interested she can keep on scrolling down or connecting through
hyperlinks until she reaches the base of the pyramid.
So the evidence suggests that longer papers will not be read from a computer screen: they will be printed
and read offline. However, for a user to reach the point of reading a paper in the traditional way, they must
be persuaded to down-load and print it. The inverted triangle is important to persuade internet users that
research papers will be useful.
More:
A good example of an inverted pyramid site is the Electronic Policy Network which presents news stories with a paragraph-length
summary, click on a link for a page-length summary and click again for extensive background articles.
Applying the inverted pyramid
Rewriting or restructuring
One way of applying the inverted pyramid to research findings is to rewrite the research according to
guidelines for writing for the web and using the principles embodied in the inverted pyramid.
An example of this approach is the ID21 research reporting service aimed at policy makers. One page
reports explain what the study is about, summarise the findings and at the base of the pyramid, provide
links to other research relevant to the study.
Another way to present research in a Web compatible manner is to apply the inverted pyramid approach to
the structure of the site.
The Eldis Gateway to Development Information is an example of this approach. A search generates a list of
titles with one line, journalistic style abstracts that aim to provide an indication the main point of the paper.
Clicking on the title takes the user to a short abstract describing what is covered in the paper and main
findings or conclusions. Towards the base of the pyramid, users can choose to connect to the full version
of the paper in its original format. Finally, on some records, there are also links to other records about the
subject.
Structuring a site according to the principles of the inverted pyramid, removes the need for rewriting by
authors. However a key part of the construction of the pyramid is the short description of the document that
provides an internet user-friendly link between the title of the document and the full text version of the
document. This abstract, unlike the document itself, needs to adhere to Web-writing principles and needs
to tell the user whether it is worth them reading a document. For an example,. see the Eldis/GDNet guide
to writing abstracts.
More:
A good example of an inverted pyramid presentation includes the Sustainable Development Department of the Interamerican
Development Bank, for example its section on Microcredit
. Titles explain what the paper is about, a short abstract describes it
further then there is a link to the full-version.
Feb 14
Feb 21
Feb 28
5
6
7
Mar 7
Feb 7
4
8
Start
Date
Lesson
/Week
Process and
team evaluation
Document
control
Project wrap up
Managing
change
Setting up
tracking
milestones
Topic/Title
“When and how should a
project manager support
his or her writers?”
Hackos, chapters 12
(all) and 17 (all)
Describe how to track and
control a project and keep a
project on track.
Comment on the
“patchwork approach” to
updating publications.
“What is the point of
maximum efficiency
between writing and
editing?”
Hackos, chapter 26
(all) and appendix E
Hackos, chapter 29
(all)
Hackos, chapter 27
(all) and 28 (all)
Describe how to evaluate the
success of the team and the
project management.
Describe how to establish a
document retention system for
archiving electronic files.
PowerPoint
PowerPoint
PowerPoint
“Why would you want to
compare estimated and
actual hours in a wrap-up
report?”
PowerPoint
Apply the principles of tracking
a project.
Describe how to wrap up a
project and use statistics to
evaluate a project.
Discuss why you should
always announce a cut to
the football team first as it
relates to documentation
projects.
Hackos, chapters 18
(all) and 21 (all)
Describe how to manage a
project when it goes off track.
PowerPoint
Bulletin Board
Readings
Objectives
1
Design a document naming
convention.
1
None.
10
100
Quizzes
Total Marks
5
5
10
Mar 6
Feb 27
10
15
Feb 13
Feb 20
Weight
Due
Date
Participation (chat & bulletins)
Write an archiving
procedure.
Create a wrap-up report for
sample project (model on
appendix E in Hackos
book).
Surprise! Instructor
assigned assignment.
Create a change control
document for sample
project.
In Project KickStart,
generate a Gantt chart.
Prepare a 2 to 4 page
evaluation of the pros and
cons of using software such
as Project KickStart.
Download and install a 20day trial of Project
KickStart.
Assignments to be
Evaluated
1
1
1
Quizzes
[ MODULE # ]
[ MODULE TITLE ]
[Depending on the amount of material, the following module content will be spread
over several Web pages.]
ANIMATIONS
The online environment is a visual medium. Text alone, on a “TV screen”, is not
adequate for our highly visually oriented students. When thinking about your Module,
ask yourself:
1. What is the most important concept I am trying to convey in this lesson?
2. How can I convey this with a visual or an animation?
We will talk about these in our weekly meetings. Often the synergy of people talking
about outcomes leads to some very interesting animations.
[Web Page 1]
DESCRIPTION / OVERVIEW OF MODULE
[ Provide one or two paragraphs describing the Module generally. This is similar to the
introduction to your in class lesson. It should try to excite the student about the lesson
and explain why it is important to learn this.
A learning module is a quantity of work, usually 5-8 hours. One module may cover more
or less than one chapter, more or less than one week.]
REVIEW [OPTIONAL]
[If appropriate, provide a review of facts, concepts, techniques, skills needed to
understand or maximize learning of the current Module. For example, “Last week we
talked about… this week we will develop this further and…” A review may be either a
list of key ideas or a series of questions covering the main points or critical information
learned in previous Modules. A review should not be included in Modules for which
there are no prerequisites.]
LEARNING OUTCOMES
[What knowledge and/or skills will the student acquire by completing the Module? What
is the learner expected to achieve? See the different taxonomies in the LENS module 2
Appendix] e.g.
Upon completion of this section of the course, students will be able to:
• Explain…
TOPICS TO BE COVERED [OPTIONAL]
[Provide a list of topics to be covered by the Module. Omitted if merely a duplication of
Learning Outcomes.]
[Web Page 2–…]
INSTRUCTOR'S NOTES [OPTIONAL]
[INSTRUCTOR'S NOTES should not replicate the contents of the textbook. Rather, the
intent is to supplement that content. The aim here is to use the visual capabilities of
computer technology to explore and demonstrate concepts, procedures, and principles in
ways that cannot be achieved through the text medium. Provide any of the following that
are not found in the textbook:
Analysis
Anecdotes
Applications
Personal interpretation
Emphasis
De-emphasis
Examples
Illustrations /graphics
Simulations / animations
Commentary
Other]
SUMMARY + NEXT STEPS
[Provide a summary to synthesize the knowledge taught in the module. Finish with
explicit instructions as to what the student should do next.]
[Last Web Page]
ACTIVITIES & ASSIGNMENT(S)
ACTIVITIES (not included in final grade)
[Many people learn by doing. Provide students with drills, exercises, mini-projects, selfassessments, self-quizzes, questions/issues for discussion, etc. Activities may be marked,
but the marks are not included in the student's final grade. Self-assessments provide
learners with an opportunity to assess the degree to which they have mastered the module
content. These can be very effective ego-boosters in an e-learning environment where
learners more or less study alone. Provide learners with the opportunity to have a perfect
score by allowing them unlimited attempts on the self-assessment.]
ASSIGNMENT(S) (included in final grade)
[Ideally, every Learning Module should include at least one Assignment that is marked
and the mark included in the final grade. It is better to have many short, simple
Assignments in a course, than it is to have just one or two complex ones. Immediate
feedback helps students learn.]
QUIZZES
[The Quizzes Tool on WebCT is very powerful. It can deliver a quiz, mark it, display the
results to the student immediately, and enter the mark in the grades book.. Quizzes should
have responses for each of the options in a multiple choice question. These responses
provide the student with teacher feedback on the correct or incorrect answers chosen. The
Quizzes Tool can also provides the Instructor with extensive analysis and statistical
options.]
REQUIRED READINGS
[Provide a list of required readings from the course textbook(s). Give Chapter, Unit,
Topic and page numbers.
Provide a list of readings that are not from the prescribed text(s). Required 'readings' may
be from sources such as:
Content pages on WebCT
Other 'external' Web sites
Content files (e.g. Power Point, Acrobat, Word docs, etc.)
Graphical materials
Completion of an online tutorial
Completion of some part of a CD-ROM
Listening to audio tapes or files
Viewing video tapes or files
Other]
WebCT DISCUSSIONS
Discussions is a way to involve the students in a class discussion. Questions for
discussion should be posted in this section. The question cannot have one answer because
there will be nothing to discuss. The question needs to be an open ended question so that
there can be a variety of opinions about the topic. Questions that allow for debate or
varying opinions are the best.
CHAT
There are a variety of ways chat can be conducted. If you are going to conduct a chat it is
a good idea to inform the students what you will be chatting about. You can provide a
list of topics, an article to be read, or a Web to be reviewed in preparation for the chat.
RECOMMENDED READINGS AND/OR RESOURCES
[Further readings and resources are an important "value-add" for students with special
interests.]
REQUIRED RESEARCH
["Catch a starving man a fish, and you feed him for a day. Teach a starving man how to
fish, and you feed him for the rest of his life." Often what a person knows is less
important than his ability to find out. Teach students how to do research and how to keep
current in the field. This is a major "value-add" in any course.]
WEB LINKS
[Provide link to "Links to Web Resources" page or add web links.]
Style Sheet Elements
The following styles were taken from the Microsoft Manual of Style available online.
While the style manual is much larger, these are a few guidelines that we should follow
to be consistent within a document. The entire manual can be downloaded at:
http://www.microsoft.com/downloads/details.aspx?displaylang=en&FamilyID=B494D46
B-073F-46B0-B12F-39C8E870517A
Punctuating lists
Introduce a list with a sentence or fragment ending with a colon. Begin each entry in a
bulleted or numbered list with a capital letter.
Make entries in a list parallel. End each entry with a period if all entries are complete
sentences, are a mixture of fragments and sentences, or complete the introductory
sentence. An exception is when all entries are short imperative sentences (three words or
fewer) or single words; these entries do not need a period. If all entries are fragments that
do not complete the introduction, do not end them with periods.
Correct
If you use printer fonts:
Choose a printer before creating a presentation.
Install all the fonts and printers you'll use by selecting them in the Print Setup dialog
box.
The database includes:
Reports
Forms
Tables
Modules
online (adj, adv)
One word in all instances. Avoid the word if possible, however, because it now seems
synonymous with Internet applications rather than more generically contrasting
computerized material with other media such as print. Try to be specific or clarify the
meaning of online.
Correct
Many Microsoft support services are available online through the World Wide Web.
Many products include online documentation on the CD-ROMs in the package.
e-mail (adj, n)
Okay to use to refer to an electronic mail program, as in "check your e-mail for
messages," but use e-mail messages, or just messages or notes, to refer to pieces of email. Do not use e-mails.
Avoid as a verb, as in "e-mail the file." Instead use send or send in e-mail.
Maintain the hyphenation to show the meaning of "electronic mail" and to be
consistent with terms such as "e-commerce." Use E-mail at the beginning of a
sentence and in headings.
Page Numbers—En Dash
The en dash (–) is half the length of an em dash (that is, the width of an N) and slightly
longer than a hyphen. It is used primarily as a connecting element, especially with
numbers. Created by holding down ALT key and entering 0150 on the keypad.
Use an en dash:
To indicate a range of numbers such as inclusive values, dates, or pages.
Correct
© 1993–1994
pages 95–110
Em Dash
The em dash (—), based on the width of an uppercase M, is used primarily to set off
sentence elements. Created by holding down ALT key and entering 0151 on the keypad.
Note Insert a hairline space before and after an em dash if your style sheet and publishing
process supports it. Do not use word spacing on either side of an em dash.
Use an em dash to:
Set off within a sentence a parenthetical phrase that deserves more emphasis than
parentheses imply. Use two em dashes, one on each side of the phrase.
Correct
The information in your spreadsheet — numbers, formulas, text — is stored in cells.
Set off a phrase at the end of a sentence for emphasis. Use one em dash.
Instructional
Techniques for
interaction
Vehicles used
for interaction
Thought questions
Case Study
Journalizing
Case Study
Role Play
Collaborative gaming
© 2001 Colleen Baskin/Wayne Debly
Multiple Choice
Question and answer
Discussion Groups
Simulations
Games
Drill and Practice
Buddy/Mentor/Study group
Teaching assignments
Group meetings
File Sharing
File sharing
One-to-many conference
Voice and/or Video
Voice and/or Video
Contextualized examples
Collaborative labs
White boards
White boards
Writing style and layout
One-on-one conference
Bulletin boards
Bulletin boards
Visuals
Team projects
e-mail
e-mail
Interactive activities
Student to Self/Content
E-Learning Canadian Institute
Moderated discussion
chat
Student to Student
chat
Teacher to student
Teaching Strategies
MULTIPLE-CHOICE ITEMS
FOR SIX COGNITIVE LEVELS
Level
Item
Knowledge
Frying is a form of cooking by contact with
1. dry heat
2. hot oil
3. flame
4. steam
Comprehension
A corner joint in which all crosscut surfaces are concealed is a
1. butt
2. dovetail
3. miter
4. rabbet
Application
If you have determined that you will need 10 six-foot lengths of 1" x 6" stock,
how many board feet will you need to buy?
1. 15
2. 30
3. 60
4. 120
Analysis
The mare is to the stallion as the ewe is to the
1. ram
2. lamb
3. wether
4. mutton
Synthesis
If you were preparing a chocolate pudding using high heat, no stirring, and un
beaten eggs, the result would be
1. lumpy texture
2. smooth texture
3. curdling
4. soft consistency
Evaluation
Which of the following breakfast menus is nutritionally well balanced?
1. orange juice, frosted cereal, skim milk, apricot Danish
2. fried eggs, hash browns, donuts, coffee
3. tomato juice, coffee with cream, pancakes and syrup
4. orange juice, soft-cooked egg, whole wheat toast, skim milk
The following examples are taken from Jacobs and Chase (1992) and demonstrate how
multiple-choice items can be used to measure learning at various levels:
1.Knowledge
Which of the following are the raw materials for photosynthesis?
a. Water, heat, sunlight
b. Carbon dioxide, sunlight, oxygen
c. Sunlight, oxygen, carbohydrataes
d. Water, carbon dioxide, carbohydrates
2. Comprehension
If living cells similar to those found on earth were found on another planet where there was
no molecular oxygen, which cell part would most likely be absent?
a. Cell membrane
b. Nucleus
c. Mitochondria
d. Ribosome
e. Chromosomes
3. Application
Phenylketonuria (PKU) is an autosomal recessive condition. About one in every fifty
individuals is heterozygous for the gene but shows no symptoms of the disorder. If you
select a symptom-free male and a symptom-free female at random, what is the probability
that they could have a child afflicted with PKU?
a. (.02)(.02)(.25) = 0.0001 x.01%, or about 1/10,000
b. (.02x.02) = 0.0004 = 0.04%, or about 1/2,500
c. (1)(50)(2) = 100% = all
d. (1)(50)(0) = 0 = none
e. 1/50 = 2%, 21100
4. Analysis.
Mitochondria are called the powerhouse of the cell because they make energy available for
cellular metabolism. Which of the following observations is most cogent in supporting
this concept of mitochondrial function?
a. ATP occurs in the mitochondria
b. Mitochondria have a double membrane
c. The enzymes of the Krebs cycle, and molecules required for terminal respiration, are
found in mitochondria
d. Mitochondria are found in almost all kinds of plant and animal cells
e. Mitochondria abound in muscle tissue
5. Evaluation
Disregarding the relative feasibility of the following procedures, which of these lines of
research is likely to provide us with the most valid and direct evidence as to the
evolutionary relations among different species?
a. Analysis of the chemistry of stored food in female gametes.
b. Analysis of the enzymes of the Krebs cycle
c. Observations of the form and arrangement of the endoplasmic reticulum.
d. Comparison of details of the molecular structure of DNA.
e. Determination of the total percent protein in the cells.
Formatting Quizzes for WebCT
Multiple Choice Questions
You can use the Numbering feature in Word to create these numbered questions. The
Increase Indent feature will create the possible answers with their a. values. Using
Decrease Indent will bring you back to the numbers.
Note: the following examples have feedback for individual answer choices. Do this by
placing the feedback immediately after the answer choice and by beginning the line with
the @ symbol. There must be at least one space between the @ symbol and the feedback
text.
1. The dog ran down the street.
a. True
@ Incorrect. The dog was in the house.
b. False
@ Correct. The dog was in the house.
2. The cat was what colour:
a. Orange
@ Incorrect. Check page 21 in text.
b. Black
c. White
@ Correct. As seen on page 21 in text.
d. None of the above
3.
Who determined the exact speed of light?
a. Albert Einstein
@ No. Albert Einstein used the speed of light in his energy formula.
b) Albert Michelson
@ Yes. Albert Michelson won the Nobel Prize for Physics for determining the exact
speed of light.
c) Thomas Edison
@ No, Thomas Edison discovered electricity.
Answers:
1. a
2. d
3. b
Matching Questions:
The process of importing a "matching" question is similar to what is described above for
importing multiple choice questions, but there are some key differences. The first line of
formatting must begin with "Type: MT". This is followed by the "title" (which is
optional), the question number, and the question wording.
Each answer (which consists of both portions of a correct match) must begin with a letter
(a-z) followed by a period "." or a parentheses ")". The two parts of the match must be
separated with an "=" symbol and there should not be any hard returns or blank lines
within either parts of the answer.
Example:
Type: MT
Title: Scientific discoveries
4) Match the correct name to the discovery or theory.
a. Michelson-Morely = Speed of light
b. Einstein = Theory of Relativity
c. Marconi = radio waves
Spaces before or after the "=" symbol are optional, but it is important that an answer only
uses the = symbol for the purpose of separating the two parts of the match. If you plan to
list correct answers for other questions at the bottom of the document, simply skip the
number for all questions that are of the matching variety.
Humber College
Toronto, Ontario, Canada M9W 5L7
Tel 416.675 6622
Web site http://humber.ca
Online Development: Roles and Responsibilities
Nancy Epner
Professional Development Consultant
Professional Development
Tel: 416.675.6622, ext. 4375
Fax: 416.675.3876
Email: nancy.epner@humber.ca
Table of Contents
Table of Contents ................................................................................................................. 2
Introduction ......................................................................................................................... 3
Design Team Roles .............................................................................................................. 4
Curriculum Designer (CD) ................................................................................................... 4
Graphic Specialist (GS)........................................................................................................ 5
Content Expert (CE) ............................................................................................................. 6
The Development Process .................................................................................................... 7
Approval ....................................................................................................................... 7
Development................................................................................................................. 7
Proofing ........................................................................................................................ 9
Designer Access ..........................................................................................................10
Revisions ............................................................................................................................10
Site Components .................................................................................................................11
Introduction
The development of an online course requires the coordination of many skills. The
following is a list of those skills:
•
Organization
•
Content expertise
•
Curriculum design
•
Graphics and animation expertise
•
HTML and BLackboard
It is very unlikely that one person will possess this entire skill set. In light of this a team of
several people will be needed to create an online course (i.e. Instructional Design Team).
The configuration of the team may vary for each course, as one member of the team may
possess more than one of the skills noted above. Below is just one example of an
Instructional Design Team that is used by Humber. Other configurations are possible but all
skills are needed.
Design Team Roles
Curriculum Designer (CD)
The Curriculum Designer will work with the Content Expert to design the learning modules
used in the sites. The Curriculum Designer brings to the process expertise in:
•
Mapping out the Critical Path with the Content Expert (CE).
•
Demonstrating the Content Module template (Word document) and a web friendly
writing style 1 to create Learning Modules.
•
Planning learning activities to engage the students in learning.
•
Planning learning objects that could be built by the graphic specialist to enhance the
learning.
•
Designing the module curriculum with the BLackboard platform in mind, i.e.
choosing and using the BLackboard tools appropriately.
•
Communicating and implementing learner-centred teaching practices in the
curriculum design of the site in keeping with Humber’s Professional Development
Department’s current teaching methodologies.
•
Instructing the CE in using the BLackboard tools used in the site 2.
•
Working with the Humber Library staff to ensure that materials linked in the site
adhere to Humber’s copyright policy.
•
Collaborating with the Graphic Specialist to communicate Learning Modules and
Learning Object design.
•
The development of the Activities Pages for each module using HTML pages.
1
Online Course Development Guidelines book is available with samples
2
The Clinic for Online Teaching has been developed as an online course. And it is recommended
that all Content Experts take this course during the course development stage or at least prior to the
initial launch of the centrally developed online course.
•
Using sound pedagogy in curriculum design
•
Creating BLackboard drop box assignments, quizzes, discussion topics, chat room
and presentation group activities, etc.
•
Editing such documents as the Welcome letter, Roles and Expectations, Critical
Path, and any other template files (usually “edit_me” files) that need to be
customized for a specific site.
•
Creating Learning objects such as crosswords, matching, flash cards that use
development software such as StudyMate.
•
Ensuring a CD backup is made of the site and the backup and learning objects are
archived appropriately.
•
Editing the BLackboard Gradebook to match the course’s marking scheme.
•
Providing training to the CE on use of BLackboard tool in the site
Graphic Specialist (GS)
The Graphic Specialist creates the “look” for the course site and using the material provided
by the CD and CE. The GS creates the style sheet for the Learning Materials pages to ensure
consistency throughout the site. The GS will be responsible for creating all Learning
Materials pages and Learning Objects that require advanced multimedia such as, animation,
audio, video etc. The GS brings the following expertise to the development process:
•
Graphic design for the web
•
Designing a style sheet for each site including an Activitiy Page template to be used
by the CD.
•
Sourcing subject-specific visual images that will be used in the site from stock files
available or other materials required.
•
Using specialized multimedia software to create Learning Objects for the site.
•
HTML code knowledge required for the BLackboard platform. E.g. Special code for
links in the content modules, special code for making the pages and Flash objects
print appropriately in the compile tool, pathing issues in BLackboard.
•
Converting the material provided by the CD (usually in Word format) to Learning
Materials HTML pages using style sheets and other design elements as required.
•
Adding formatted content and approved learning objects and design elements to the
site.
•
Coordinating/supervising work-study students used to create Learning Objects.
•
Coordinating development of required multimedia such as shooting video, recording
audio etc. This includes creating the media and getting it web ready and loaded into
the site.
•
Designing graphic and text elements with currently required accessibility features.
Content Expert (CE)
The Content Expert will work with the CD to write the Learning Modules for the site. The
CE brings the following expertise to the development process:
3
•
Designing a Critical Path according to the established course outline.
•
Knowledge of the subject and teaching strategies used to teach this course.
•
Writing the Learning modules using a web friendly style and following the Learning
Module template provided. 3
•
Identifying other resources that will support or enhance the course content. For
example web sites, library resources etc.
•
Designing evaluation tools to use in the site such as assignments, cases, quizzes, etc.
•
Determining the grading elements and weightings that will be used to evaluate
students.
See the Online Course Development Guidelines booklet
The Development Process
Approval
Courses are approved for central development funding by the Distance Learning Committee
once a year. This typically occurs during the winter semester. As a part of the application
process, CE’s are identified along with the schools rationale for the submission. Once all
requests are reviewed a set number of courses are approved and a sequence of development
is determined.
Development
1. Team is established.
2. Preliminary meeting with all team members involved, is held prior to the semester
when development is to take place. This meeting may include all the content experts
from all the courses approved. The agenda typically includes:
a. Expectations
b. Team roles,
c. Logistics,
d. Sample template files
e. Demonstrating BLackboard sites to seed ideas
3. First individual team meeting will include the Content Expert, Curriculum Designer,
Graphic Specialist. They will meet to:
a. Establish a meeting schedule for the entire semester
b. Discuss any design preferences that the content expert may have, including
colours, styles, content-associated looks etc.
c. Review the sample critical path, and learning module formats files to be
used.
d. Identify any multimedia elements that might be time intensive.
e. Assign next steps...
i. Writing the critical path,
ii. Writing the first learning module,
iii. Getting an electronic copy of the course outline,
iv. Getting a copy of the text for the curriculum designer,
v. Writing a bio of the content expert
f.
Review existing BLackboard sites for familiarity with what is possible and to
reinforce “learning on the web” teaching strategies.
4. Second meeting typically includes the content expert and the curriculum designer.
During this meeting the team will meet to:
a. Review the critical path provided by the content expert and make changes if
necessary.
b. Identify a timeline for the content expert to have learning modules ready.
c. Review the first module provided by the content expert using the learning
module template format.
d. Discuss and identify the learning activities required for the first module.
e. Identify any learning objects that might need to be created by the GS for the
first module.
f.
Identify evaluations methods to be used in this module.
g. Review the design “look” created by the GS.
h. Provide the CE with login instructions using the guest account in the course
site.
5. Subsequent meetings. Typically on a weekly basis for 14-15 weeks with the Content
Expert and Curriculum Designer. During these meetings the CE and CD will:
a. Review the development activity from the previous week including the
Activity and Learning Module pages as well as the new Learning Objects.
b. Review and discuss the material for the new Learning module provided by
the Content Expert.
c. Identify activities and learning objects required to support the new learning
material.
d. Identify evaluation methods to be used in the module.
6. Enrolment in the Clinic for Online Learning. The CE is expected to enroll in the
BLackboard Clinic to receive training in how to teach online 4
NOTE: It is assumed that the CE will be the initial instructor for the course. It is
highly recommended that the CE complete the Clinic for Online Teaching offered
through the Instructional Support Studio (ISS) while developing the course. The
clinic allows the instructor to become familiar with:
•
Technical use of BLackboard tools for teaching online
•
BLackboard tools for managing the students in the site
•
Teaching strategies for online instruction
Proofing
A critical final step to ensure it is student ready is the proofing stage. You only get one
chance to make a first impression, so it cannot be stressed enough how important it is
that all proofing be completed before students are given access to the site. To ensure
this occurs, the following process has been established:
4
Additional training such as Web Camp is available for more skill that will be required for site
maintenance and revision.
1. All pages of the Learning Materials Content Module will be printed by the CD and
given to CE for proofing.
2. The CE is expected to proof the printed documents for content and grammar/spelling
errors and return the edits to the CD in a timely manner.
3. The GS and the CD will make the necessary changes.
4. The GS and/or the CD will create a backup of the site for archive purposes to be
stored in a central college location.
5. When necessary a communications expert will complete additional proofing of the
site for grammar and spelling and clarity.
Designer Access
Once a site is ready for availability, the assigned instructor will be given designer access to
the site. The following process has been developed to facilitate this process.
1. The site will be cloned and a new site created with the appropriate course code and
school designation e.g. BMGT200 00: bus
2. The School and the OLC will be notified that the course is ready by the CD
3. Designer access to the cloned site will be requested for the CE by the CD
4. OLC access will be requested by the CD
Revisions
By the nature of education and technology, all courses will need to be revised or updated for
currency. Online courses are no exception. Some specific revisions include:
•
Updating time sensitive content such as quiz and assignment dates, the critical path,
and course outline
•
Update to content due to textbook changes or revisions etc.
•
Learning objects need to be revisited, etc.
Currently the ISS does not have the resources to implement course revisions in the site. It is
the responsibility of the School to support such revisions.
Site Components
In order to maintain a level of consistency and quality in the centrally developed sites the
following assumptions are made. Each site:
•
Uses the current BLackboard Template structure
•
Uses the Learning module template format.
•
Includes separate Activities pages where activities for each module are summarized.
(Note: it may be appropriate to have activities in the lesson, but a reference to the
activity should also be included on the Activity page)
•
Uses the Welcome letter and the Roles and Expectations “edit me” files in the site.
•
Uses the assignment template for drop box assignments.
•
Uses the consistent wording 5 for identifying activities on Activities pages
•
Uses the images provided in the common folder in BLackboard to illustrate the
course icons in instructions on how to access tools in the site. 6
•
Includes the Homepage assignment as a startup exercise.
•
Encourages the use of the Study Buddy technique as a retention strategy.
•
Uses engaging activities throughout the course.
•
Includes a Discussion “café” topic for informal discussion.
•
Includes a “Questions Asked and Answered” Discussion topic for FAQ’s.
Encouraging students to ask questions in the Discussion area rather than by e-mail to
the instructor is an excellent time management technique for the online instructor.
•
Includes an early reference to the process for proctored exams (if appropriate in the
Activities pages.)
5
Wording is available through the ISS
6
These have been specially resized for this purpose.
•
Includes the SFQ in the site and lists it as an Activity in the course.
•
Avoids using hard coding of the actual course ID and current server names in any
pathing of files
Last revised: 4/22/2010
C o u r s e U p d a t e C h e c k l i s t
Now that the semester is almost over…….. The following are things to consider when you finish a Blackboard course. You will find tip sheets for all of these functions in the Teacher Resources link on your Blackboard home page or in the Humber template Web links in your site. A more in depth look at the tools is available in the Teaching with Blackboard CE8 course on Blackboard. Check List
9
Course/Section: _________________
Save Student Data
Print chat logs if applicable.
Download grade book – keep a copy for your records.
Compile and download discussions if applicable.
Compile and download email if applicable.
Compile the Student Feedback Questionnaire data.
Backup Course
Backup the course at the end of the semester and download it to save for archive purposes. (Be
sure to uncheck Tracking Data)
Edit header on Homepage to say course is finished and backed up
Clean Up Your MyCourses List
Use the Pencil icon to hide completed courses
Please come to the Studio for help on any of the above tasks. North
EX 201
Ext. 5040
Lakeshore
A 106
Ext. 3288
May / June Workshops
Outline for 8 Blackboard training workshops, 2 hours each
Workshop Series Locations:
North Campus
Lakeshore Campus
STEPS:
1. Presenting Content

File Manager
Use Learning Materials module effectively
o Add files, adding content links (discussion, web, quiz, etc.)
Build Media Library collections (e.g. Glossary, reference files)
Web Link collections
Goals tool
Printable view
2. Communicating with Students

Inform students using the Announcements tool
Communicate asynchronously with email
Schedule events and due dates with the Calendar tool
Communicate synchronously with students using Who’s Online and
Chat
Creating a learning community with the Roster tool
3. Maximizing Discussions

Create successful discussion topics
Manage discussions effectively and efficiently (printable view)

Explore Peer review, Journal, and Blogs tools
Marking discussions - grading forms to evaluate discussion postings
(in workshop #5)
4. Creating and Managing Groups

Create different types of groups
Create sign-up sheets – placing & hiding.
5. Creating and Managing Assignments

Create groups and sign-up sheets
Develop grading forms to evaluate assignments
Design individual and group assignments
Grade and publish assignments
Use SafeAssign anti-plagiarism tool
6. Creating and Managing Assessments

Create a variety of question types
Build effective quizzes and surveys
Grade quizzes, view results and key statistics
7. Mastering the Grade Book

Set up the Grade Book to meet instructional goals and objectives
Manage student information and grades
8. Managing Your Course

Customize the appearance of a course
Course Menu.- hiding tools
Customize the delivery of course content. (Due dates, Selective
Release)
Manage course settings and files
Import, export, and back-up content
(For Minimum Web Presence take session 1, 2, 3, & 7 (8)
See schedule following for dates and times.
eGrades Workshops
Final grades are due on May 6th. Why not submit them
using the new eGrades tool in LIS!
Attend the workshops at the Lakeshore or the North on
May 1st or May 4th.
Microsoft Office 2007
Workshops offered on Wednesdays in May and June
include:
May 6
Introduction to
9:00am
Access
Advanced Excel 12 noon
May 27
Introduction to
9:00am
Excel
Advanced
12 noon
PowerPoint
June 3
Introduction to
9:00am
Word
Advanced Word 12 noon
June 10
Introduction to
9:00am
Excel
Advanced Word 12 noon
June 17
Introduction to
9:00am
Access
Advanced Excel 12 noon
June 24
Introduction to
9:00am
Word
Advanced
12 noon
PowerPoint
NOTE: These workshops are only offered at the
North Campus. If needed, we will add some at the
Lakeshore. See the Workshops on Request section
below.
Workshops on Request
If the dates and times on the following calendars do not
meet your needs be sure to call The Studio at 5888. We
will work with you to arrange workshops for groups of up
to 8 at a day and time convenient to your group, evenings
and weekends included.
Attachment 3.7.1
Memorandum of Understanding –
Off Campus Online Course Testing
Memorandum of Understanding
Off-campus Online Course Testing Procedure

All exam arrangements must be confirmed by the appropriate OLC staff member.

The student must present Photo ID before being permitted to complete the test.
(Student Photo ID, Driver’s License, Valid passport or Permanent Resident Card
(PRC))

The student must sign the exam coversheet /sign – in sheet in the presence of the invigilator.

Invigilator should highlight the directions for the exam and encourage students to carefully read
all instructions provided before starting the exam.

Examination documents must be kept in strict confidence and should not be removed from the
examination site. This includes, but is not limited to, examination papers, speaking task cards,
answer papers or working papers.

For online exams, the password provided must be entered confidentially by the invigilator and
NOT given to the student.

Students are not to be permitted to write the exam outside the date(s) noted on the exam cover
page without confirmation/approval from the OLC Staff member.

All exam documents must be returned to the college upon the completion of the exam. If the
student fails to show for the exam, the documents must still be returned to the college.

The college must be notified of any irregularities in the completion of the exam (i.e. student
went over the time limit; used non-approved support documents, violated testing procedure,
etc.)
Please note that off-campus proctoring will not be arranged until the student has submitted the proctor
request form to the Open Learning Centre. This form (and instructions) is available at
www.onlinelearning.humber.ca/proctor
Any questions or concerns about this process should be directed to an OLC Staff Member by calling
1-877-215-6117 or 416-675-5049. Emails can be directed to OLC@humber.ca.
Please return a signed copy of this form via fax prior to the agreed exam date to the Attention of
Open Learning Centre, Humber ITAL
Fax Number: 416-674-5811
I understand and agree to follow the procedure outlined above.
Name (please print)
Signature
Title/Institution
Date
Attachment 3.7.2
Online Course Testing Procedure
Online Course Testing Procedure

All exam arrangements must be confirmed by the appropriate OLC staff member.

The student must present Photo ID before being permitted to complete the test.
(Student Photo ID, Driver’s License, Valid passport or Permanent Resident Card
(PRC))

The student must sign the exam coversheet /sign – in sheet in the presence of the invigilator.

Invigilator should highlight the directions for the exam and encourage students to carefully read
all instructions provided before starting the exam.

Examination documents must be kept in strict confidence and should not be removed from the
examination site. This includes, but is not limited to, examination papers, speaking task cards,
answer papers or working papers.

For online exams, the password provided must be entered confidentially by the invigilator and
NOT given to the student.

Students are not to be permitted to write the exam outside the date(s) noted on the exam cover
page without confirmation/approval from the OLC Staff member.

All exam documents must be returned to the college upon the completion of the exam. If the
student fails to show for the exam, the documents must still be returned to the college.

The college must be notified of any irregularities in the completion of the exam (i.e. student
went over the time limit; used non-approved support documents, violated testing procedure,
etc.)
Please note that off-campus proctoring will not be arranged for a student until a proctor request form
has been submitted. This form (and instructions) is available at www.onlinelearning.humber.ca/proctor
Any questions or concerns about this process should be directed to an OLC Staff Member by calling
1-877-215-6117 or 416-675-5049. Emails can be directed to OLC@humber.ca.
Section 4: CAPACITY TO DELIVER
PEQAB Benchmark
4.1. Learning resources are available online to students in online courses/programs. If
not all appropriate resources are routinely available online, the institution has made
appropriate and adequate arrangements to provide them to online students.
4.2. The applicant makes a commitment in its budgets and policies to provide and
maintain the necessary learning, physical, technological, human, and other resources for
the program, and to supplement them as necessary.
Learning Resources for Online Students
Students taking an online course, who are registered and attending full-time degree programs,
will have access to all of the learning resources available on campus. These resources have
been assessed as part of the PEQAB review process. Students who take online courses can
find links to a range of student services (many of which have been mentioned in previous
sections of this submission) including:
•
•
•
•
•
•
•
•
Proctor Request Form (www.onlinelearning.humber.ca/proctor.php)
o Most online courses require students to complete a final exam that is supervised.
If you live more than 100km from the college, you are advised to submit the
online proctor request form. See the OFF CAMPUS TESTING PROCEDURE for
more information.
Student Record Services (SRS - www.srs.humber.ca)
o These services will allow you to: display your grades or timetable information,
plan your budget, check on OSAP and Scholarships, apply for Bursaries and
Work Study, check the status of your Admission Application(s), pay your fees by
credit card, and check the standing of your Computer Placement Testing (CPT).
Library Services (www.library.humber.ca)
o This site include links to Library's catalogue, web resources, learning and study
guides and general Library information.
Accounting Centre Services
o The Accounting Centre is a resource available to all students enrolled in
accounting courses for Diploma, Degree, Certificate and Continuing Education
programs. We will provide assistance with textbook concepts, homework
questions and your overall understanding of course material from 1st to 6th
semester.
Bookstore (efollet.com)
o Visit the Humber College bookstore on-line and order your textbooks and course
material over the Internet.
Financial Aid Services (parttimestudents.humber.ca/geninfo/services.htm#fa)
o Humber’s Financial Aid Office is committed to providing you with a wide range of
financial services.
Information and Technology Services (www.its.humber.ca)
o Information and Techology Services, in partnership with HSF and the Academic
schools provide a number of computing related services to both Humber and
Guelph-Humber students.
Disability Services (www.studentservices.humber.ca/ssd)
Students requiring services to accommodate a learning disability or physical
disability are urged to contact Services for Students with Disabilities (SSD) upon
submission of their application. Early self-identification will help the college in
providing the best possible service, including registration assistance, support
services, specialized accommodations, liaison services and more.
Career Advancement Services (www.cas.humber.ca)
o The Career Advancement Services (CAS) targets lifelong learners who are
seeking career transition.
Peer Tutoring (www.studentservices.humber.ca/peertutor)
o The Peer Tutoring Program provides one-on-one assistance for students having
difficulties with a specific course. Peer Tutoring is available to any full-time or
part-time student who needs help.
o
•
•
In regard to the ongoing management and planning for online learning, Humber’s eLearning
Committee (subcommittee of the Academic Computing Committee) plays a pivotal role in this
process. One of the primary tasks of the committee is to monitor the online learning needs and
to recommend updates and changes (e.g., enhancements such as Wiki and the online student
feedback questionnaire have come from this group). In addition, the Academic Computing
Committee, as described in the Submission Overview and Background of this submission (page
vi) is responsible for the ongoing assessment of system (software, hardware and computer
technology) used to support online learning. This committee meets once a month during the
academic year.
There is also an annual review of systems and hardware to ensure that the current and
projected number of online users receive adequate support. Future plans for online
development are considered and included in the development of Humber’s business and
strategic plans.