Blackboard

Blackboard Ally supports Diversity, Equity, and Inclusive Education at GVSU

GVSU’s use of Blackboard Ally supports diversity, equity, and inclusive education.

Recently the GV Forum featured a highlight of Ally as the university works to increase the accessibility of course content in Blackboard.

 

Here is the article as highlighted by GV Forum:

Blackboard Ally supports inclusive education

More than 218,000 digital content items from more than 3,700 courses have been scanned by Blackboard Ally since the software was made available in June to students, faculty and staff members.

Blackboard Ally scans files uploaded into courses and evaluates the level of accessibility of content by displaying colored “dials” (red, yellow and green). These indicators provide awareness and insight and are only visible to instructors. The goal is to work to improve the accessibility of the files to turn the dials to green, which provides benefits for the learning needs of all students.

Eric Kunnen, associate director of eLearning and Emerging Technologies, said more accessible content means students have more usable, readable learning materials as well as high-quality alternative formats of content that work better on mobile devices.

“After Ally automatically scans course content, an indicator is displayed that estimates the level of accessibility of the file and a score is provided,” Kunnen said. “The system then provides on screen guidance to help make the file more accessible.”

So far, more than 464 files have been fixed by 138 faculty members in 146 courses.

Kunnen said Ally supports student success through universal design for learning principles and by building capacity to respond to increased federal and legal requirements for accessibility.

“Ally not only provides benefits to students with disabilities, but it also supports the university’s work in recognizing the importance of accessibility as part of our pathway to inclusive education whereby we support the diverse physical and cognitive needs of all of our students,” he said.

The eLearning and Emerging Technologies team offers support to faculty members using Blackboard Ally and has created a webpage with more information, gvsu.edu/elearn/help/ally.


Learn more about how you can use Blackboard Ally to support diversity, equity, and inclusive education at Grand Valley State University…

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EDUCAUSE research zeros in on Accessibility

Recently, the EDUCAUSE Center for Analysis and Research released a 2018 Students and Technology Report that zeros in on the need to improve awareness and support for accessibility issues in higher education.

Most noteworthy in this report is that students who have disabilities are often dissatisfied with their experiences at their institutions around general awareness of the importance of accessibility.

“The institutional provision of accessible web content and technologies is not then merely an issue of ethics or morality but one of legal liability.

Institutions that fail to properly accommodate the needs of their students may find themselves confronted with lawsuits, complaints, and settlements.

However, one of the major problems facing colleges and universities is that institutions may SIMPLY NOT BE AWARE of students’ needs.

EDUCAUSE 2018 Students and Technology Report on Accessibility

Blackboard Ally was adopted at GVSU to INCREASE AWARENESS of the importance of accessibility and ADA compliance, to BUILD the CAPACITY of faculty in creating accessible content, and to offer greater INSIGHT at the institutional level.

Looking more closely at the survey results, 58% of students with disabilities have responded that their institution’s awareness of their need for accessible technologies was “poor”. [See Chart Below]

Reviewing the data overall, EDUCAUSE suggests that IT accessibility is an issue for many college students with both physical and learning disabilities.

Also of note is that many students who have diagnosed disabilities do not reveal or register with the university’s disability support resources office for fear that they may be stigmatized or penalized.

To better support creating awareness and to provide better support to all students, EDUCAUSE recommends the following:

  • “Be a collaborative partner in testing and implementing assistive/accessible technologies and the principles of universal design for learning.”
    • At GVSU, the eLearning team works with the Disability Support Resources Office and supports the use of universal design for learning as well as the adoption of Blackboard Ally to encourage faculty to begin with accessibility in mind and to monitor the level of accessibility of their course content.
  • “Provide professional development to IT staff via accessibility workshops, conferences, and training; develop campus IT accessibility policies related to the development, procurement, and implementation of products…”
  • “Revise informational and course materials targeted to this population to emphasize accessibility, which focuses on inclusion and universal learning,11 to help destigmatize student learning barriers.”
  • “Offer training for faculty on implementing Web Content Accessibility Guidelines13 and other universal/inclusive instructional practices. Educate faculty on the inequitable impacts and potential legal implications that bans on in-class use of personal devices can have on students with disabilities.”
  • “And stop us if you’ve heard this one before:  STOP BANNING LAPTOPS.”

STOP BANNING LAPTOPS

“After a difficult freshman year, Lucas realizes he needs help. In high school he was diagnosed with a condition that affects his fine-motor skills, and he received therapy and accommodations that helped him succeed. When he started college, he decided not to register with the campus Office of Disability Services, but the demands of college proved challenging, and he struggled to keep up. Writing in longhand for extended periods is painful and results in illegible class notes.

Using his laptop works best for him, but half of his instructors last year didn’t allow laptops in class.

The Office of Disability Services requires proof of his condition that must be no more than three years old, so Lucas visits his doctor for an updated exam, earns money to cover the medical fees to fill out his accommodation forms (which aren’t covered by his insurance), and registers.

He receives an accommodation to use his laptop in class and notifies all his instructors before classes begin. On the first day of his Intro to Economics course, the professor reviews the course policies, which include a ban on personal tech devices in class.

As the student next to him packs her laptop away, she says,

“Didn’t you hear her? We can’t use our computers in class.”

Even though he has an accommodation, Lucas doesn’t want to talk about his disability with a stranger. He closes his laptop screen and takes out a pen and paper.”

EDUCAUSE 2018 Students and Technology Report on Accessibility


Further, since 2014, the EDUCAUSE Learning Initiative has surveyed the teaching and learning community to uncover the top themes and challenges facing higher education. Accessibility and universal design has been in the top 10 as a key strategic issue in higher education, and in fact, last year was ranked as #2. This area of concern continues to bubble up and with it challenges such as:  faculty buy in, funding, time for training, expertise, and dedicated staff become areas of focus.

EDUCAUSE Learning Initiative 2018 Key Issues in Teaching and LearningAccessibility and UDL continue to be important key issues and the eLearning and Emerging Technologies team supports these initiatives through faculty professional development and shared resources along with collaborative services with the Disability Support Resources department.

Blackboard Ally was adopted and put into production at GVSU in the summer of 2018 to: generate awareness, build capacity, and increase institutional oversight of accessibility.

In addition, Panopto was implemented to provide video caption capability for faculty who are using instructional video content in their teaching.

Both Ally and Panopto support the principles of inclusive education through accessibility and UDL.

The Changing Landscape of Online Education Report meets eLearning at GVSU

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Quality Matters and Eduventures has recently released a report with a variety of perspectives on the changing Thelandscape of online education.

The following charts are from “The Changing Landscape of Online Education (CHLOE)” report and connections to GVSU are highlighted in each section.

See also:

  • “eLearning Team Supports Online Learning Growth at GVSU” – In the Fall 2018 semester, student enrollment in online/hybrid courses has risen to 5,318 which represents a +15% growth, as overall enrollments fell by -1.5%.  17% of all students at GVSU are taking at least 1 online or hybrid course.

The LMS is King

In the following chart, the top 5 technologies have risen to the top as the most important to online learning.

#1 – Learning management system
Blackboard is the university’s enterprise LMS at GVSU.

#2 – Anti-plagiarism
SafeAssign is available in Blackboard at GVSU to assist faculty with plagiarism checking of student assignments.

#3 – Audio/video conferencing
Blackboard Collaborate Ultra is GVSU’s enterprise instructional video conferencing system, available to all faculty and students.

#4 – Lecture/video capture and management
Panopto is GVSU’s enterprise video management solution.

#5 – Online assessment and proctoring
Tools like Respondus LockDown Browser and Respondus Monitor are increasing in use in higher ed.

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Learning Analytics is the Next Big Bet

In the following chart, the top 5 emerging technologies have risen to the top as the most important to online learning.

#1 – Adaptive learning
Technologies such as SmartSparrow and Realizeit provide unique learning experiences that are individual and personalized.

#2 – Learning analytics
A growing field of connecting “big data” to actionable efforts, tools like Blackboard Predict bring intelligence to identifying and intervening with students “at risk”.

#3 – Student support dashboards
Focusing on the needs of online learners is key to supporting their retention and success.

#4 – Simulations/game-based
Providing game-based learning experiences and simulations enable active learning in distance education courses.

#5 – Virtual/augmented reality
New immersive technologies such as virtual and augmented reality provide opportunities to engage with content. The Atomic Object Technology Showcase at GVSU allows faculty and students to explore innovative technologies such as AR, VR, 3D printing, and more!

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Asynchronous Discussions Today; Simulations Tomorrow

In the following chart, the top 5 pedagogical techniques are highlighted.

#1 – Asynchronous discussions
#2 – Group projects/activities
#3 – Problem-based learning
#4 – Quizzes
#5 – Research projects

At GVSU, the use of open educational resources (OER) is growing.  In fact, there has been an estimated savings of $480,000+ from the adoption of OpenStax textbooks.  Badging and micro-credentials continues to be offered to faculty for professional development, along with a growing use of badges for credit and non-credit.

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Online Learning is Growing

  • Fully online undergraduate students as a percent of total enrollment = 12.5%
  • Fully online graduate students as a percent of total enrollment = 27.5%

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Instructional Designers Help Build Better Courses

At GVSU, the eLearning and Emerging Technologies team of instructional designers make up the IDeL group. Their mission is to “to develop confident and competent faculty, prepared to teach in blended and fully online learning environments, who are able to integrate technology in a way that is learner-centered and pedagogically sound.”

Based on the CHLOE report, instructional designers encourage faculty to include more:

  • student-to-student interaction in the course design
  • consistent use of online tools

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Learn more about “The Changing Landscape of Online Education (CHLOE)

eLearning supports “Teaching Thanksgiving” event with Blackboard Collaborate

Vince St. Germain, eLearning and Instructional Technology Specialist, assisted in facilitating a livestream with live captions using Blackboard Collaborate for the Multicultural Affairs department at GVSU.

This event was held as part of GVSU’s Native American Heritage Month on Monday, November 12 from 4 – 6 pm in the Kirkhof Center. Using Blackboard Collaborate, the event was streamed live to a variety of remote locations.

 

Session Title:

Teaching Thanksgiving: A Discussion on Reframing Representations of American Indians

Session Description: 

Where many people in the United States celebrate Thanksgiving and may perceive it as a harmless and apolitical holiday, it remains to be a complicated holiday and a painful reminder of colonial violence and indigenous erasure for American Indian communities. This panel will explore how the myths and lies of Thanksgiving are taught and reinforced in the school systems. Invited panelists will discuss how they educate about Thanksgiving and have a focused discussion on creating culturally-appropriate curriculum reflective of the contemporary experiences of American Indians.

The audience will leave this lively discussion with an understanding of how the Thanksgiving myth does harm and receive resources, strategies, and best practices on how to intervene on inaccurate representations about American Indians in the school systems and our communities.

Panel:

  • Andrea Riley Mukavetz, Liberal Studies Department, Chippewa of Thames First Nations
  • Steve Perry, artist, educator, and philanthropist, LTBB and Garden River Ojibwe
  • Hunter Genia, Resilience Counseling and Consultation, Gun Lake
  • Levi Rickert, Native News Online, Prairie Band Potawatomi Nation
  • Jannan Cotto, Director of Niigaandiwin Education Department for LTBB, LTBB
  • Amanda Weinert, Curriculum Specialist for Niigaandiwin Education Department for LTBB, LTBB

About Blackboard Collaborate

Blackboard Collaborate™ is a simple, convenient, and reliable online collaborative learning solution. Collaborate delivers a level of engagement that makes learners feel like they’re together in the same room via collaboration and conference tools.

Collaborate provides opportunities for:

  • Live Class Sessions
  • Online Office Hours
  • Online Guest Speakers
  • Interviews
  • Advising
  • Study Sessions
  • Small Group Projects
  • and more!

Learn more about using Blackboard Collaborate for live events and to support teaching and learning at GVSU.

Making Accessibility Accessible at GVSU with Blackboard Ally

On November 14, 2018, Sherry Barricklow and Eric Kunnen delivered a webinar for the Michigan Blackboard Users Group (miBUG) on the topic of accessibility and the implementation of Blackboard Ally to support GVSU’s work in supporting inclusive education.

The session was recorded and information is also available from the miBUG Bb Community site.

Here are the session slides that were presented during the webinar:

EDUCAUSE Learning Initiative “2018 Key Issues” meet the Initiatives in eLearning at GVSU

Since 2011, the EDUCAUSE Learning Initiative (ELI) has compiled a list of  “Key Issues in Teaching and Learning” [See Infographic]. These key issues assist in our work in eLearning and Emerging Technologies to discover and identify common trends that are impacting higher education in the areas of teaching and learning.

educause eli key issues 2018

In this post, 11 ELI key issues are presented, along with the role of eLearning and Emerging Technologies as it relates to supporting and responding to each issue.

  1. Academic Transformation and Faculty Development

    The eLearning team at GVSU is focused on both of academic transformation as well as faculty professional development as we strive to:

    “Support faculty pursuing innovation in teaching and learning…”

    Instructional technology and new pedagogies are the eLearning team’s focus as we provide creative professional development coupled with enterprise campus technology resources in an effort to create the next generation of teaching and learning – all in support of student success.

    In fact, eLearning aligns with GVSU’s 2021 Strategic Plan in the following areas that support academic transformation and innovative faculty development:

    Institutional outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

    Objective 1.D.2: At least 93% of faculty members regularly use electronic course management tools, such as Blackboard, in their teaching.

    Objective 3.D.2: At least 30% of undergraduate courses are offered in innovative approaches and formats, such as hybrid, online and competency-oriented.

    Objective 3.D.3: At least 30% of graduate courses are offered in innovative approaches and such as hybrid, online and competency-oriented.

    Objective 4.D.1: Effective technologies are integrated into every function and structure across the institution.

    For many institutions, in addition to individual consultations, training sessions and seminars are often provided to faculty as part of a professional development program. To successfully engage faculty at GVSU, the eLearning team offers a wide array of sessions that focus on best practices in the application of technologies to solve instructional problems. Throughout the academic year, the eLearning and Emerging Technologies team provides over 80 training seminars covering a large scope of instructional technology topics are offered to faculty. These seminars are centered on the effective pedagogical integration of technology in teaching with the goal of enhancing student success.

    Further, the eLearning team facilitates faculty learning communities on the topic of online teaching and learning as well as hosting regular weekly open office hours to connect directly with faculty. Finally, each year, the eLearning team organizes the Teaching and Learning with Technology Symposium to provide a venue to showcase innovative pedagogical practices.

  2. Accessibility and Universal Design for Learning (UDL)

    Accessibility and UDL continue to be important key issues and the eLearning and Emerging Technologies team supports these initiatives through faculty professional development and shared resources along with collaborative services with the Disability Support Resources department. Blackboard Ally was adopted and put into production at GVSU in the summer of 2018 to: generate awareness, build capacity, and increase institutional oversight of accessibility. In addition, Panopto was implemented to provide video caption capability for faculty who are using instructional video content in their teaching. Both Ally and Panopto support the principles of inclusive education through UDL.

    eLearning Web Resource – Blackboard Ally
    eLearning Web Resource – Panopto
    eLearning Web Resource – Universal Design for Learning
    eLearning Web Resource – Accessibility Tips for Online Course Content

  3. Online/Blended Learning and Instructional Design

    Distance education continues to grow at GVSU with a +25% increase in enrollment in online/hybrid classes since 2017.  With over 5,000 student enrollments in the Fall 2018 semester, just over 17% of all students are taking at least 1 online or hybrid course.  To support distance education initiatives, eLearning and Emerging Technologies has trained over 250 faculty to teach online/hybrid classes in the past year through the Foundations of Online and Hybrid Course Development and Delivery course.

    As one of the most desired professional development opportunities, the “Foundations of Online and Hybrid Course Development and Delivery” workshop  is a required training for all faculty that teach an online or a hybrid class at GVSU. As part of this professional development, Blackboard competencies are also required. Faculty must demonstrate basic competency in using the essentials of Blackboard, whereas the Foundations training focuses on best practices in online/hybrid pedagogies.

    All in all, the required Foundations training has led faculty to develop and teach high quality courses at the university. This professional development experience has been created and is delivered entirely through Blackboard, showcasing and modeling best practices, as well as a variety of technology tools that are available to faculty to use in their own teaching.   

    Finally, in order to successfully complete the Foundations training, faculty must create a week of instruction using Blackboard. The week of instruction is peer reviewed using a quality rubric that has been created by the GVSU Online Education Council. This rubric is based on the Blackboard Exemplary Course Program, Quality Matters, 7 principles of good practice in undergraduate education, and Grand Rapids Community College’s course quality review rubric.

  4. Privacy and Security

    One of the key issues in privacy and security is in maintaining the integrity of our enterprise systems while ensuring student privacy. This is also essential when 3rd party technologies are used as part of a course. While encouraging the use of GVSU’s enterprise systems such as Blackboard, the eLearning team has created a few tips for instructors who are using external web services and social media with their students and in their courses.

    IT Resource – CyberSafety
    eLearning Web Resource – Social Media and Third Party Tools in Teaching

  5. Digital and Information Literacies 

    As a liberal arts educational institution, GVSU’s mission is as follows: “Grand Valley State University educates students to shape their lives, their professions, and their societies. The university contributes to the enrichment of society through excellent teaching, active scholarship, and public service.”

    Part of this work is establishing opportunities for students to build literacy and fluency as it relates to the use of everything digital. The eLearning team supports the equipping of students and the campus community in supporting a variety of enterprise applications as well as the advancement of digital fluency through support and infrastructure. Inclusive education and the support for digital media is most notable in the work of the eLearning Digital Studio. The studio maintains a vast project list that provides great breadth and depth of leveraging to technology that contributes to dialogue around 21st century literacy skills for students. Further, the eLearning team is looking into the future by working collaboratively to establish more support for student-based digital media creation at GVSU.

  6. Open Education

    GVSU has been involved in the open education resources (OER) movement for many years, and most recently has seen a growth in the adoption and use of #OER in teaching and learning. For example, there have been several adoptions of OpenStax textbooks in Chemistry and Mathematics and a new interdisciplinary team lead by the university’s library is helping to coordinate resources and raise awareness.

    In fact, GVSU has been participating with the K-12 community through the #GOOPEN initiative as part of the US Department of Education’s goal to encourage states, school districts and educators to use openly licensed educational materials to transform teaching and learning. GVSU joined the K-12 #GOOPEN initiative in January last year.

    Further, there has been activity across the state for several years, and one recent example is the #MIOERSummit, which brought together faculty across the state with the goal of improving student success through the use and adoption of OER. At GVSU, students have saved over $480,000 in textbook costs, with 3000+ course sections each semester that require no paper textbook.

    eLearning Resource – Open Educational Resources (OER)

  7. Integrated Planning and Advising

    GVSU IT supports a variety of student information system initiatives across the university. The eLearning team supports retention and student success through the use of Blackboard automation to make faculty advisors more effective and efficient in communicating with students through the Blackboard Organization Advisor sites. Opportunities exist also to leverage Blackboard Collaborate Ultra for live online counseling and advising.

  8. Learning Analytics

    The opportunities are abound with big data and small data. BIG data, meaning the large scale and mass amounts of data that can inform strategic decisions. Also, SMALL data in the use of course level information about students and their levels of engagement in their courses. Solutions that include early alert, intervention, and that provide student insights empower faculty and advisors with unique capabilties in the support of student retention. Most notable here is “Clicks, Grades, Engagement, and Student Success” whereby, Blackboard has provided research in how successful students are using learning management system tools.

    “The most successful students are those who access MyGrades most frequently; students doing poorly do not access their grades. Students who never access their grades are more likely to fail than students who access them at least once.”

    Big and small data can enable unique solutions that support student success. Applications such as Blackboard Predict which provides capabilities to inform campus advisors with students at-risk through early alert, and also at the individual instructor level through tools like the Blackboard Retention Center.

  9. Learning Space Design

    As the campus continues to create classroom and in-between spaces for students to informally gather and learn, active learning becomes more important and so too the purposeful design of facilities.

    Active learning classrooms provide a unique faculty and student experience as the spaces include flexible and movable furniture and technology to support: 1) a student-centered design, 2) enhance collaboration, 3) increase faculty/student engagement, and 4) improve interaction through dynamic group work and classroom communication.

    IT Resource – Technology Enhanced and Active Learning Classrooms

  10. Emerging Technologies – Technology Showcase

    As part of the eLearning team’s work, the latest emerging technologies are a focus of the Atomic Object Technology Showcase. The mission of the showcase is to provide faculty, staff, and students with an immersive and engaging environment to: interact, discover, learn, and share how innovative emerging technologies can enhance teaching and improve student learning at GVSU. With over 40 emerging technology exhibits that include virtual reality, augmented reality, and 3D printing, the showcase is an outstanding and very unique example of education, technology, and innovation.

    While being a spotlight for campus tours, visitors, and also a destination for a variety of classes at GVSU, the showcase also engages with partnerships across the campus. For example, in a unique partnership with the GVSU Art Gallery, the showcase provided an innovative virtual reality experience at the opening reception which was held on January 15, 2018. To celebrate the grand opening of “Ebb & Flow: Explorations in Painting” with art by artist Herbert Murrie, participants were able to create their own painting in a 3D virtual reality experience using Tilt Brush by Google.

    A GVSU campus wide beacon of emerging #edtech, the Technology Showcase has had over 53,000 visitors since 2015, hosting a variety of colleges and university visitors, including most notably the President of the country of Palau who brought with him the United States Secret Service!

    eLearning Resource – Technology Showcase as Engaging Space with Emerging Technologies

  11. Competency-based Education/New Methods of Assessment

    eLearning facilitated the implementation of open badges for faculty professional development with the faculty teaching and learning center and university libraries.  In fact, the first badge awarded at GVSU was eLearning and Emerging Technologies’s “#EdTech Summer Teaching Institute” badge. Further, 7 badges are currently offered by eLearning, including 4 Blackboard badges, a digital media badge, an #EdTech Summer Teaching Institute badge, and a badge for the successful completion of Foundations of Online and Hybrid Course Development and Delivery.


What about you? What are some other key issues or trends that resonate and that bubble up in importance on our campuses? How can we focus more deliberately on supporting student success through innovative technologies and pedagogies?

eLearning Team Supports Online Learning Growth at GVSU

Online and hybrid learning is growing rapidly at GVSU – and the eLearning team is here to support and equip faculty with instructional design, instructional technology, and digital media development assistance.

See also:

  • “Online Education Ascends” – Number and proportion of college and university students taking classes online grew +6.4% in 2017, as overall enrollments fell by -.4%. A third of all students now take at least one online course. 
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The eLearning and Emerging Technologies team provides support to faculty at GVSU. Pictured left to right: Vince St. Germain, Matt Roberts, Justin Melick, Colleen Cameron, Sherry Barricklow, Kim Kenward, Katie Clark, Glenna Decker, and Eric Kunnen. (Not pictured: Hunter Bridwell)

As part of the Information Technology Department, eLearning and Emerging Technologies provides a wide array of services and resources designed to facilitate the support of faculty teaching hybrid and online classes as well as to assist faculty in delivering innovative classroom based instruction.

The eLearning and Emerging Technologies team is dedicated to supporting facultycontributing to teaching excellence, and enhancing student success through:

WE’RE HERE TO HELP!


A Growing Demand in Online Learning

In the Fall 2018 semester, student enrollment in online/hybrid courses has risen to 5,318 which represents a 15% growth since Fall 2017.  Looking back to the Fall 2017 semester, GVSU offered over 300 online/hybrid courses, (177 unduplicated), representing a one-year increase of 17%  (from Fall 2016), and significantly, a 78% increase in online enrollment since 2013. In fact, as of the Fall 2018 semester, 17% of all students at GVSU are taking at least 1 online or hybrid course, with 12% of all classes now being offered via distance education.

17% of all students at GVSU (5,318 enrollments) are taking at least 1 online or hybrid course.

Additionally, in the summer 2018 semester, online/hybrid courses contributed to a 4% growth in overall enrollment, with 42% of all enrollment offered as distance education. During the summer, there were nearly 4,000 students in total enrollment, which represented a 10% increase in online/hybrid enrollment since the summer 2017 semester.

High Touch and High Tech

On Friday, August 24, 2018, GVSU President Haas provided the campus with an inspiring lecture for the opening semester faculty/staff address. Focusing on the topics of stewardship, leadership, and innovation, the address also highlighted flexible learning options that meet students’ needs, including online learning while also mentioning the importance of high touch practices through high tech methods.

“We must be responsible to the changing needs of our students… on how we deliver education. Online learning and that becomes more vital to our students… we will not lose our high touch practices as we smartly utilize high tech methods.” – President Haas

GVSU 2021 Strategic Connection

Distance education is connected to the following GVSU strategies with special focus on Objectives 3.D.2 and 3.D.3:

Strategic Priority Area 1: Actively engage learners at all levels.

Institutional outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 1.D.2: At least 93% of faculty members regularly use electronic course management tools, such as Blackboard, in their teaching. Baseline: 89% of faculty indicated either daily or weekly use of Blackboard in their teaching according to a GVSU faculty survey conducted winter 2016.

Objective 1.D.3: At least 60% of faculty members use state-of-the art instructional methods in their teaching. Baseline: 47% of faculty members use state-of-the-art instructional methods in their teaching according to a GVSU faculty survey conducted winter 2016. Additional Information Source: Education Center for Analysis and Research preliminary data is being collected for 2014-15, available June 2015.

 

  • The eLearning team provides support for innovative teaching methods, including the advancement and use of Blackboard.

 

Strategic Priority Area 2: Further develop exceptional personnel.

Institutional outcome E: Grand Valley strategically allocates its fiscal, human, and other institutional resources.

Objective 2.E.1: At least 75% of faculty and 75% of staff participate in professional development to expand, enhance or extend their competencies and capabilities within the context of the responsibilities of their positions. Baseline for faculty will be determined via Digital Measures in summer 2015. Baseline for Fall 2014 for staff is 50-55%.

 

  • The eLearning Team provides the facilitation and training of faculty through a variety of seminars, including the Foundations of Online and Hybrid Course Development and Delivery course.

 

Strategic Priority 3: Ensure the alignment of institutional structures and functions.

Institutional outcome D: Grand Valley supports innovative teaching, learning, integrative scholarly and creative activity, and the use of new technologies.

Objective 3.D.2: At least 30% of undergraduate courses are offered in innovative approaches and formats, such as hybrid, online and competency-oriented. Baseline for undergraduate courses for Fall 2014 is 6%.

Objective 3.D.3: At least 30% of graduate courses are offered in innovative approaches and such as hybrid, online and competency-oriented. Baseline for graduate courses for Fall 2014 is 25%.

 

  • Key to the advancement of online and hybrid courses, instructional designers in eLearning provide the point of contact for faculty in their work to design distance education courses as well as to facilitate a quality learning experience for students.

 

The eLearning Team is Here to Help!

If you are new to online learning or a seasoned veteran, the eLearning team is here to help! We provide consultations, faculty learning communities, coaching, and guidance to faculty. Please reach out and connect with us today!

WE’RE HERE TO HELP!