A Progress Report
Collaborative Delivery of Online Programs of Study
Facilitated by the Michigan Community College Virtual Learning Collaborative
Prepared by:
Alpena Community College Macomb Community College Bay de Noc Community College Mid Michigan Community College Delta College Monroe County Community College Glen Oaks Community College Montcalm Community College Grand Rapids Community College Muskegon Community College Henry Ford Community College North Central Michigan College Jackson Community College Northwestern Michigan College Kalamazoo Valley Community College Oakland Community College Kellogg Community College St. Clair County Community College Kirtland Community College Wayne County Community College Lake Michigan College West Shore Community College
Presented to:
The Higher Learning Commission of the North Central Association of Colleges and Schools
March 28, 2003
Contact:
Mr. Michael Wahl, Executive Director Michigan Community College Virtual Learning Collaborative 222 N. Chestnut Street Lansing, Michigan 48933-1000 Phone: (517) 372-4350 Fax: (517) 372-0905 e-mail: [email protected]
1 Table of Contents
Introduction...... 3 Report Background...... 4 History of the Collaborative...... 6 MCCVLC Mission...... 8 A Vision for 2007...... 8 MCCVLC Guiding Principles...... 9 Objectives of the Collaborative...... 10 Indicators of Success...... 16 Accomplishing Collaborative Objectives:...... 18 Financing & Budgetary Plan...... 23 Collaborative Roles and Responsibilities...... 26 Appendix...... 27 Appendix A...... 28 Appendix B...... 35 Appendix C...... 45
2 Introduction
A Report to the Higher Learning Commission of the North Central Association
This report has been prepared by representatives of the twenty-two Michigan community colleges participating in a collaborative project to obtain and maintain the approval of the Higher Learning Commission of the North Central Association of Colleges and Schools for each participating college to offer programs of study at the associate degree level that would be made available to students through the MCCVLC via distance education technologies.
The college representatives are:
Alpena Curt Davis Macomb Roger Bober Bay de Noc Christian Holmes Mid Michigan Gwladys Austin Delta Pat Graves Monroe Gail Odneal Glen Oaks Debra Taylor Montcalm William Tammone Grand Rapids Patti Trepkowski Muskegon Robert Ferrentino Henry Ford Ed Chielens North Central Tim Dykstra Jackson William Strohaver Northwestern Jan Oliver Kalamazoo Valley Gail Fredericks Oakland Richard Thompson Kellogg Ed Haring St. Clair Anita Gliniecki Kirtland Richard Silverman Wayne County Joann Pieronek Lake Michigan Chuck Phillip West Shore Patti Davidson
On June 27, 2002, when the Higher Learning Commission approved the request of these 22 colleges to offer degree programs via distance education technologies, the Commission included a requirement that two progress reports be filed:
Progress Report One: A report is to be filed by April 01, 2003, with the Commission detailing the implementation of a strategic plan for the Michigan Community College Virtual Learning Collaborative.
Progress report Two: A report is to be filed by April 01, 2005, on the assessment of the Collaborative effectiveness and the assessment of student learning.
This report has been prepared in response to the requirement for Progress Report One – Implementation of a Strategic Plan.
This report was edited by Michael Wahl, Executive Director of the MCCVLC.
3 Report Background
Michigan Community College Virtual Learning Collaborative
The Michigan Community College Virtual Learning Collaborative (MCCVLC) is a project of the Michigan Community College Association (MCCA), an association of all 28 publicly funded community colleges in Michigan. The MCCVLC student web site may be found at the following url: http://www.mccvlc.org/
A web site with information and resource materials appropriate for Michigan community college administrators, faculty and staff may be found at: http://www.mccvlc.org/staff/
The MCCVLC allows students from anywhere in the state to enroll in any one of the online courses offered by Michigan community colleges (“provider colleges”) from a single online catalog, while maintaining (or establishing) a relationship with, and receiving support from, their local “home” college. Michigan community colleges have agreed on a tuition revenue sharing model that actually makes this an advantageous arrangement for both home and provider college.
The primary objective of the collaborative since its inception has been to enhance access to community college courses for Michigan residents. Barriers to education faced by Michigan residents include geography (only fifty percent of the state is within a community college district) as well as time (students increasingly report an inability to attend regularly-scheduled classes, even in the evening), and for many students, online courses offer a viable option for continuing their education. By collaborating, Michigan community colleges have been able to offer students a far greater selection of courses than would be possible for an individual college working in isolation. Further, by offering specialty, technical courses in an online format, colleges can serve the needs of their communities without having to duplicate course development efforts, which can be particularly costly in some of the rapidly changing technical occupational areas.
A secondary objective of the collaborative has been sharing limited resources necessary to develop and offer online courses. While there is an expectation that eventually the costs associated with online courses will be comparable to traditional courses, initial development of courses involves additional costs for infrastructure, professional development and course redesign with little or no additional revenue generated, since tuition and fees are the same or only slightly higher for these courses. Michigan community colleges recognize that quality online instruction limits the size of classes to numbers similar to, or less than, traditional sections – which also limits options for decreasing costs and increasing revenue. Thus, Michigan community colleges have identified collaboration as a key way to share resources while building capacity.
4 While the MCCVLC may appear to students and the casual observer to be similar to other virtual campus initiatives in other states, it is important to recognize organizationally, it is actually very different. Rather than being initiated by a state legislature or administrative entity such as a state board for higher education, this collaborative is a grass-roots initiative. It was conceived and organized by the public community colleges in Michigan and is operated by the association (MCCA) to which all 28 colleges voluntarily belong. Member colleges are entirely responsible for governance and management of the collaborative.
It is also significant that the Michigan community colleges have adopted a distributed model for development of curriculum and support services, in contrast to a more centralized approach. Certainly many of the challenges associated with online programming are similar regardless of whether the model is centralized or distributed; nonetheless, each does involve unique opportunities as well as challenges. The transformation of 28 colleges to include some measure of programming and services for online learners (the scope of programming and services are unique at each college) is very different from the challenge of developing centralized programs and services on behalf of a group of colleges.
Michigan community colleges recognize that the MCCVLC is a unique response to the opportunities afforded by modern information technologies to enhance access to community college programming. Organizationally and operationally, however, it is well suited to the autonomous environment and culture in which Michigan community colleges exist and operate. Perhaps more important, the collaborative has enabled hundreds of students to enroll in courses to which they would otherwise not have had access.
Development of the collaborative to date has been guided by a Strategic and Business Plan prepared by the MCCVLC Advisory Council and adopted by the MCCA Board of Directors in July of 1998. Since that time, the environment for online learning has changed significantly, as has the capacity for Michigan community colleges to develop and deliver online programs of study and the associated academic and student support services.
To enable Michigan community colleges to better respond to the continually changing opportunities and challenges of online programming, in the spring of 2002 the MCCVLC set about revising the strategic plan for the collaborative. Input into the planning process was provided by the MCCA Board of Directors, the MCCVLC Governing Committee, the MCCVLC Advisory Council, and the various state professional associations (groups that have been providing input and advice relative to operational aspects of the collaborative). An executive summary of this revised strategic plan was reviewed by the MCCVLC Governing Committee at the January, 2003 meeting of the MCCA Board of Directors. This report is based upon the summary plan approved by the MCCVLC Governing Committee in January of 2003. Final approval of the MCCVLC Strategic Plan will take place at the July 2003 MCCA Board meeting.
5 History of the Collaborative
Michigan’s community colleges have established a long and successful track record for collaboration in the area of learning technologies. In the late 1980’s the Michigan Community College Association (MCCA) received a grant to implement the installation of satellite downlinks for Michigan’s community colleges. A collaborative grant from the W. K. Kellogg Foundation in 1992 provided for the installation of an interactive television (ITV) classroom on every Michigan community college campus. The colleges began to use this technology to meet with each other for sharing of ideas and to share programming. The ITV classrooms also provided the opportunity to bring bachelor’s and master’s degree programming to community college campuses not located near universities.
During the 1995-96 academic year a Trustee/President Taskforce on Statewide Services was established by MCCA to address issues relating to the ongoing concern on the part of community college leaders for the underserved students throughout the state. The Taskforce Report was presented, including a specific recommendation to initiate planning for the creation of a community college “network” that would utilize modern information technology to collaboratively deliver programming. In September 1996, Washtenaw Community college, as part of the conclusion of their participation in the CoNDUIT initiative, hosted a conference for the community college leadership to consider issues pertaining to virtual education initiatives. At this conference, the MCCA Presidents’ Technology-mediated Instruction Taskforce created a Staff Taskforce to study and make recommendations for developing a Michigan Virtual Community College.
The Staff Taskforce was comprised of one representative from each college, appointed by the President. They studied other statewide audits of technology and distance instruction and discussed the issues raised by creating a virtual community college.
At the December 1996 meeting of the MCCA Presidents Committee, a new mission statement was drafted, a set of core beliefs established, and the project was named the Michigan Community College Virtual Learning Collaborative (MCCVLC). It was agreed that developing a collaborative network open to participation of all 28 community colleges was the goal, rather than development a new community college which might be viewed as competition for the existing traditional community colleges. Further, it was recognized that learning and provision of services would be the focal points of the network.
The MCCVLC Task Force began work on drafting a model, structure and services for the collaborative network. In March 1997, the MCCA Presidents and Trustees met to consider formally investing in development of the MCCVLC. The initiative was approved unanimously and an assessment fee was levied to fund the early development stages of the MCCVLC. A comprehensive strategic and business plan was then developed and was approved by MCCA in July 1998.
6 At the same time, the new Michigan Virtual University was being formed, and became a critical strategic partner for the MCCVLC. This partnership continues today, as the organizations have parallel missions in terms of serving the learning needs of Michigan’s citizens through the use of technology.
The MCCVLC obtained major funding from three sources. First, the community colleges contributed a varying assessment, based on student count. Second, the new Michigan Virtual University provided funding for implementation of the collaborative. Third, the MCCA received a significant grant from the W. K. Kellogg Foundation to support Michigan community colleges and the MCCVLC in “Transforming the Delivery of Workforce Development Opportunities”. This four-year grant (1999-2003) provided funding for development of online programs, professional development for faculty, development of collaborative agreements between the community colleges, and evaluation of the collaborative process.
The hard work and investment by Michigan community colleges and strategic partners have resulted in significant accomplishments: In the summer of 1999, 300 students enrolled in courses offered on the MCCVLC web site; enrollment projections for winter 2003 are 15,000 enrollments in MCCVLC listed courses and 18,000 enrollments for all Michigan community college online courses. Over 1,400 faculty have participated in training sponsored by the MCCVLC Twenty-five certificate and degree programs have been developed, and over 800 courses are online. Innovative collaborative agreements have been developed and approved by the colleges, including a Memorandum of Understanding that has become a national model for collaborative online educational enterprises. Michigan community college educators continue innovative research and development efforts that contribute to the national dialog relative to online learning. Presentations at national and regional conference are evidence of the widespread interest in Michigan community college research and development. The MCCVLC was instrumental in the creation of the National Alliance of Statewide Virtual Learning Colleges, which is associated with the Instructional Technologies Council and the American Association of Community Colleges.
Fundamental to the success of the collaborative has been the MCCVLC Memorandum of Understanding, originally approved by the MCCA Board of Directors in July of 1998 (see Appendix A). This document describes the relationships between and among Michigan community colleges serving students in the various roles of provider college, home college and degree granting college.
The MCCVLC has clearly demonstrated the power of this collaborative model and its capability to achieve ambitious goals. As the 2002-2003 academic year begins, it is time for MCCA to update the long-range plan for the MCCVLC, clarify the vision for the future of the collaborative, and develop strategies that will ensure it continued success in the future.
7 MCCVLC Mission
The MCCVLC leverages the latest technology and the collective strengths of the Michigan community colleges in order to facilitate greater accessibility to affordable high-quality learning opportunities and student support services.
A Vision for 2007
By 2007, the Michigan Community College Virtual Learning Collaborative will have overcome the obstacles to provide nearly all learners access to affordable, high-quality, comprehensive learning opportunities anytime and anyplace. Through innovative and effective use of technologies, these learning opportunities are provided in multiple formats to meet the needs and preferences of each learner. Whatever the learning need or goal, online programming accessible via the MCCVLC makes it possible for everyone to grow and succeed.
Through the MCCVLC, Michigan community colleges excel in service to online learners, assisting students with assessment of their current skills, identifying the most effective path to their academic and career goals, and developing intellectual, workplace and technical competencies. Learners accessing courses and programs through the MCCVLC are supported during achievement of their learning goals by a comprehensive system of academic and student support services.
This is all made possible through the collaborative and collective strengths of Michigan’s community colleges. The MCCVLC convenes, facilitates and serves as a change agent for a state network of community colleges. The nation looks upon the MCCVLC as an excellent model for sharing students, faculty, staff, programs, services, professional development activities, ideas and innovations.
Michigan’s community colleges are not content with incremental improvement in the use of technology to serve learners. MCCVLC functions as a catalyst to identify and promote best practices, anticipate and facilitate the application of technological innovation, and explore and implement new models of delivering learning opportunities and support services.
8 MCCVLC Guiding Principles
The faculty and staff at all Michigan community colleges will have the opportunity to participate in the academic, training, and service programming of the MCCVLC and to receive training and support to enhance their capacity to contribute to the mission of the collaborative. Each Michigan community college student will have the opportunity to access programming from other participating community colleges. The MCCVLC will serve as a facilitator of cooperation among community colleges in the development and delivery of more convenient, high quality learning opportunities for all Michigan learners. The MCCVLC as an entity will not become a source of course or program generation, but will strengthen the ability of existing community colleges to provide access to an increasing number of programs. The MCCVLC will serve as a facilitator in the provision of distributed and collaborative comprehensive student support services. The MCCVLC will embrace the traditional and primary missions of the community college including workforce development, transfer preparation, and life-long learning. While serving traditional students, the MCCVLC will provide colleges with additional options to serve those students who are bound by geography, disability, economic constraints, time constraints, and/or lack of access to technology. The high-quality programming provided through the MCCVLC should be shared with those needing this knowledge on a national and international basis—to the extent that it benefits Michigan’s community colleges and benefits Michigan’s students by expanding their cultural awareness and ability to live and work in a global economy. The MCCVLC will place a clear emphasis on competency-based learning assessment. The MCCVLC will be based upon a business plan that demonstrates the capacity for financial viability over the long term. The MCCVLC will utilize the capacity of all appropriate technologies to deliver programming and services, but the focus for the future will be clearly placed upon those technologies with the greatest capacity to remove barriers to learning opportunities. The MCCVLC will either establish or reaffirm existing standards and protocols for online learning within Michigan community colleges. The MCCVLC will incorporate a systematic evaluation of its effectiveness, facilitate the evaluation of online learning throughout Michigan’s community colleges, and utilize the data for continuous improvement in service to students.
9 Objectives of the Collaborative
1. Access for All
As stated in the “Request for Institutional Change” document, the primary objective of Michigan’s community colleges in establishing the MCCVLC was to enhance access to community college courses for Michigan residents, regardless of their location or restrictions imposed by their personal, family or work schedules. While the enrollment numbers in online courses imply good success in this regard, the potential need for additional access to college programming remains great. There exist a variety of reasons that individuals do not enroll in online courses; these reasons range from a lack of awareness of online learning opportunities to perceived and real inabilities to use the technologies in a learning environment. The MCCVLC intends to enhance access to online programming with these initiatives:
A. Marketing . Implement a major, multi-faceted marketing program to increase awareness among target audiences of the learning opportunities available through Michigan community colleges and the MCCVLC, including conducting appropriate needs assessments
B. Individual Support . Create and implement mini-courses and online learning “fairs” on how to be a successful college student in the online environment . Develop remedial and developmental online programming to prepare students for college courses and/or programs of study.
C. Technical Access . Partner with major ISPs and others to provide Internet service to low-income community college students at no or low cost . Partner with corporations or foundations to purchase computers and software at cost or provide “loaner” laptops for low income students . Provide training programs for coordinators of community technology centers and local public libraries.
D. Financial Aid . Provide on-line links to local, state and national scholarship sources and applications for each.
E. Disability . Create a plan of action to ensure the learning management system is ADA compliant . Offer training to faculty and staff to ensure accessibility for all
10 2. Comprehensive, High-Quality, Next Generation Learning Opportunities
Most current online courses and programs are considered “first generation” technology— they utilize a single technology and while available online, are still very text-oriented. Some MCCVLC development teams are beginning to experiment with integration of “next-generation” technologies. Other curriculum developers have identified programs that blend the best features of online learning with critical activities that are still best done in person – typically laboratory and clinical experiences. For both “blended learning” and “multiple technology” programs, the next level of sophistication needs to be developed, supported and integrated. Development of "Next Generation" learning activities will undoubtedly be more time and resource intensive than initial course re- purposing efforts. It will be particularly challenging to develop the vast number of next generation learning modules and online learning activities for the 800 plus online courses offered by Michigan community colleges without further collaboration. Fortunately, progress is being made around the country in efforts to create repositories of shareable, re-usable "learning objects".
Through the MCCVLC, Michigan community colleges may become familiar with various initiatives currently underway that may be described as "open knowledge" initiatives. They may also benefit by participating in one or more of these initiatives, and piloting the deployment of open content from a "library" of shareable learning objects.
A. MCCVLC Data Warehousing . Develop a “library” of sharable, reusable learning objects available to incorporate into multiple programs or courses . Establish shared databases of online instructors, courses offered in other distance learning formats, and comprehensive learning opportunities. . Share historical data to advance what methods work, discard what has failed, or revise to make it work . Post a warehouse of Best Practices in Online Learning
B. Course Design and Development . Enhance online course technology to develop next generation online and unique hybrid (blended technology) courses and programs that: Add simulations to online courses where appropriate Add audio and video to online courses Develop more courses available on CD-ROM Add open-entry/open-exit formats . Allow students to demonstrate learning in a variety of ways . Ensure all community college programs are available online to the extent that it is educationally appropriate Identify courses and programs not online and establish a plan and timeline for placing online
11 3. Faculty Development
If online learners are to have access to a comprehensive array of community college learning opportunities, many more courses and occupational programs must be made available to them online. Accordingly, many more faculty must have the opportunity to attend training focusing on the pedagogy, hardware and software of online learning environments. Additionally, support may be necessary for design and development work.
A. Comprehensive Training Program . Faculty training in the use of learning content managements systems . Faculty training focusing on the pedagogy of the online learning environment . Faculty training in the use of new tools to manipulate “reusable learning objects”
B. Technical and instructional design support for faculty developing first and second generation courses and programs of study
4. Comprehensive, High-Quality Support Services
As increasing numbers of students enroll in online courses and participate in online learning activities incorporated into traditional classes, the need for online academic and student support services is steadily increasing. Educators experienced in online learning generally agree for these support services to be effective and useful to students, they must be available primarily online, must be conveniently accessible from the student’s online learning environment, and should be as consistent as possible with the services a student might receive in person on campus.
Access to services for online learners, however, is often problematic for the following three reasons: First, while individual support services professionals at some colleges have a remarkable understanding of how modern information technologies can be adapted and applied to the provision of online support services, they seldom have the time or resources to realize this vision. In other cases, while administrators and support services staff understand the need for online services, the necessary vision for their development is lacking. Finally, even when the necessary services are actually available online, students have no knowledge of that fact, as their online learning environment lacks the persistent linkages to the support services environment.
The MCCVLC will leverage the expertise from Michigan community colleges and the resources made available through a grant to MCCA from the US Department of Education Fund for the Improvement of Postsecondary Education (FIPSE), to provide high-quality online services: orientation for online learners, off-campus access to library resources, online academic advising, online tutoring, access to test proctoring and help desk services.
12 A. Develop/Enhance Distributed Student Support Services . Create a student advisory panel to provide guidance and input to the development of online student services Library services Bookstore Help Desk/Technical Support services available 24x7x365 Career advising and placement services Tutoring services Admissions/registration Financial aid Test proctoring Orientation to online learning
B. Enhance MCCVLC Student Web Site . Develop enhanced MCCVLC web site . Enhance the MCCVLC administrative web site, including the addition of course and program transfer
C. Academic and Student Services Staff Development . Provide professional development for student support staff in conjunction with state organizations . Enhance the MCCVLC administrative website, including the addition of course and program transfer equivalency . Develop an enhanced MCCVLC student website including an E- commerce registration system
5. Program Evaluation and Enhancement
The MCCVLC and its participating colleges must develop comprehensive methods of assessing student learning, student satisfaction and overall effectiveness of the MCCVLC. Development of these assessments may, once again, be breaking new ground. It will be much more efficient to develop these methodologies collaboratively, rather than by individual college. An example of what may be collaboratively accomplished in this regard is the MCCVLC Online Course Guidelines and Rubric (see Appendix B), which were designed to assist member institutions with developing online courses of quality. These guidelines will be refined and revised as college faculty and staff gain experience in designing and delivering online courses and programs.
In addition, collaborative development and acquisition of appropriate technologies for course redesign and development and web-based tools would result in positive economies of scale and provide consistency for online learners as they take courses from a variety of community colleges. An example of such collaboration in technology acquisition is the recently completed Request for Proposal (RFP) for a Learning Content Management System (LCMS). The results of this collaborative RFP are provided in Appendix C.
13 A. Assist colleges in responding to the reporting requirements of the Higher Learning Commission of the North Central Association . Student satisfaction surveys of online learners . Facilitating assessment of student outcomes in online courses Student learning outcomes Course assessment Outcomes Program assessment Outcomes; Institutional assessment and integration of online learning into mainstream college academic processes. . Review and revise the MCCVLC Online Course Guidelines and Rubric . Edit and submit the necessary reports to the Higher Learning Commission of the North Central Association
B. Sharing of Tools and Services . Collaborate with the Michigan Virtual University in the utilization and development of tools, services, and models of operation . Provide faculty with a suite of technology tools and services available through MCCVLC or its partner institutions . Develop processes for cooperative technology purchases
C. Collecting Data . Collect and disseminate data to assist colleges with enrollment projections and enrollment management . Collect and disseminate information regarding college plans for course and program offerings
6. National and International Leadership in Innovation
As an innovator in collaborative programming, the MCCVLC must continue its leadership in enhancing the national dialogue and sharing of knowledge regarding quality learning in online environments. Structured forums for sharing leading practices need the support and participation of Michigan community colleges and the MCCVLC.
Recognition is also an important factor in increasing awareness and enhancing further innovation. Currently within Michigan community colleges, no formal recognition mechanisms exist for outstanding online students, for innovations in student services, faculty excellence, or other leading edge innovations.
Modern information technologies are reaching levels of accessibility and robustness such that international collaboration in occupational programming becomes increasingly possible. International collaboration has the potential to benefit students around the world, certainly, but Michigan community college students as well. Foreign students frequently contact the MCCVLC, indicating how advantageous it would be for them to take an online course from a college in the US. Meanwhile, Michigan community
14 college students increasingly recognize that their daily lives are no longer isolated from the economies and cultures of the rest of the world.
An initiative that could have enormous potential value is to explore opportunities for national and international delivery of MCCVLC courses and programs, as well as to increase the global awareness of Michigan community college students. Such exploration may result in opportunities that prove mutually beneficial to Michigan community colleges and collaborating foreign institutions, as well as students here and abroad.
A. Innovation . Convene a “think tank” of diverse people to gather new ideas . Work with other organizations (state, national and international) to identify, test and promote appropriate innovations
B. Information Clearinghouse . Maintain a research clearinghouse of best practices . Disseminate information regularly to the public, faculty, staff and students on upcoming changes and innovative practices
C. Recognition . Reward/recognize innovations in student services . Develop Michigan “Bellwether” awards and conference . Sponsor a student-driven award for faculty excellence in online teaching . Recognize outstanding online students . Forward leading edge innovations of MCCVLC and its work to those organizations recognizing excellence at the national level
D. National and International Programming & Dissemination . Explore opportunities for sharing Michigan’s community college research and programs with clients in states or nations where the transaction will be mutually beneficial to both students and Michigan’s community colleges
15 Indicators of Success
1. Access for All
The barriers of access will be removed for students not currently or not well- served by the existing system, including those who are bound by geography, disability, time constraints, economic constraints and/or lack of access to technology.
As measured by: a. Numbers of students participating in online courses; retention rates b. Number who fit definitions of target online audience c. Number of students with different home and provider colleges d. Survey of students regarding how online learning could better serve their needs - sampling of whole universe of Michigan community college online learners e. Survey of Pell Grant students regarding how their needs could be met through the MCCVLC
2. Comprehensive, High-Quality, Next Generation Learning Opportunities
Comprehensive, high-quality, and next-generation learning opportunities will be available and provided in multiple formats to better meet the needs of learners.
As measured by: a. Number of courses and programs offered through MCCVLC in comparison to the total number of courses and programs offered by Michigan community colleges b. Number of jointly developed and shared programs c. Survey of student and faculty satisfaction with quality of courses and programs d. Utilization of multiple technology formats in the delivery of courses and programs
3. Faculty Development
As measured by: a. Numbers of faculty participating in professional development activities b. Survey of faculty regarding satisfaction with professional development options
4. Comprehensive, High Quality Support Services
The MCCVLC will facilitate seamless, comprehensive, high-quality, distributed support services that enable students at every Michigan community college to meet their educational and career goals.
16 As measured by: a. Survey of student and staff satisfaction with online support services b. Establishment of matrix that displays face-to-face and online student support services at each of Michigan’s community colleges in each of the support areas listed.
5. Program Evaluation and Enhancement
The MCCVLC will facilitate effective collaboration in assessment activities and professional development opportunities between and among Michigan community colleges.
As measured by: a. Results of student satisfaction surveys b. Development of a collaborative program to assess student learning in online courses c. Satisfaction of participants with professional development workshops offered through the MCCVLC d. Satisfaction of faculty and staff with MCCVLC Course Guidelines and Rubric e. A multi-College review of student outcome assessment, course outcome assessment, program outcome assessment, and Institutional assessment of on-line courses
6. National and International Leadership in Innovation
The MCCVLC will function as a change agent by exploring and promoting the implementation of innovations that will benefit learners.
As measured by: a. National recognition of MCCVLC as a leader and a model for others to emulate b. Establishment of benchmarks for leading practices among online learning providers c. Delivery of programs nationally and internationally d. Survey of faculty and staff regarding how MCCVLC has facilitated change in their organizations.
17 Accomplishing Collaborative Objectives: Action Steps, Timelines and Responsibilities
MCCVLC Long Range Plan – Action Plan Strategy #1 – Access for All Action Steps Timeline Responsibility A. Marketing Develop, implement and Identify target markets / strategies Complete 03/04 VLC Staff & Advisory evaluate a major, multi- Council faceted marketing plan to Identify implementation organizations & outsource Complete 08/04 VLC Staff increase awareness Implement marketing plan Complete 08/05 Consultant Staff B. Individual Support: Online mini-course on how Develop online orientation – FIPSE Project Complete 8/05 FIPSE Orientation to be a successful student Committee Online learning Fair/Exhibit Select Design/Development Committee from Complete 8/03 VLC Staff Advisory Council Product Development Complete 8/04 Committee Develop, implement and Developmental Math Course: evaluate remedial & Develop selection/delivery process Complete 09/03 VLC Staff developmental online Select faculty to work on project Complete 12/03 VLC Staff programming. Course development/ delivery Complete 08/04 Selected Faculty Developmental Writing Course: Develop selection/delivery process Complete 09/03 VLC Staff Select faculty to work on project Complete 12/03 VLC Staff Course development/ delivery Complete 08/04 Selected Faculty C. Technical Access Partner with ISPs Establish and complete introductory meetings Complete 12/03 VLC Staff w/major ISPs to discuss vision. Define next steps Complete 01/04 VLC Staff & Advisory Council Partner w/corporations or Establish and complete introductory meetings Complete 12/03 VLC Staff foundations to purchase w/major corporations and foundations to discuss computers for low income vision. VLC Staff & Advisory students Define next steps Complete 01/04 Council Provide training for Committee to Define training needs Complete 12/03 VLC Adv Council coordinators of community Develop training Complete 06/04 Consultant Staff technology centers. Set Training Schedule Complete 06/04 VLC Staff Complete Training Complete 08/05 Consultant Staff
18 D. Financial Aid a. Providing links to Collect scholarship information Complete 04/03 Fin Aid Officers scholarship and other Add information to VLC Student web site Complete 06/03 VLC Staff funding sources. E. Disability LMS compliance w/ADA Develop VLC policy for colleges assurance of ADA Complete 07/03 Advisory Council compliance Develop training course on Hire knowledgeable developer Complete 12/03 VLC Staff ADA compliant online Course developed Complete 03/04 Consultant Staff courses Develop/offer Train the Hire knowledgeable developer/trainer Complete 04/04 VLC Staff Trainer workshops Offer workshops Complete 08/05 Consultant Staff Strategy #2 – Comprehensive, High-Quality, Next Generation Action Plan Timeline Responsibility Learning Opportunities A. MCCVLC Data Warehousing Develop a “library” of Hire development firm to construct LO library Complete 12/03 VLC Staff sharable, reusable learning Construct, upgrading & maintenance the LO library Complete 08/05 Consultant Staff objects available to incorporate into multiple programs/courses. Provide training for faculty Hire trainer to develop and delivery Complete 06/04 VLC Staff on use of library and Delivery 3 workshops per year Complete 08/05 Consultant Staff learning objects Post a warehouse of Best Solicit Best Practices work from membership and Complete yearly VLC Staff and Advisory Practices in Online Learning post to MCCVLC Administrative web site Council B. Course Design/Development Provide resources for faculty Establish guidelines and selection process for Complete 09/03 VLC Staff & Advisory work on upgrading courses application of resources Council and/or development of Announcement of available resources Complete 11/03 VLC Staff shareable learning content. Awarding mini-grant resources Complete yearly VLC Staff Individual dissemination activity Complete yearly VLC Staff Ensure all community Survey cc programs, what is currently online, and Complete 08/03 VLC Staff and Advisory college programs are what can be developed online. Council available online to the extent Analysis of data to determine program gaps Complete 09/03 VLC Staff that it is educationally Issue RFP to address the program gaps Complete 10/03 VLC Staff appropriate. Blended program development Complete 08/05 community colleges
19 Strategy #3 – Faculty Development Action Plan Timeline Responsibility A. Comprehensive Training Program Provide training in the use of Develop yearly training schedule Complete yearly VLC Staff learning content Selection of trainers Complete yearly VLC Staff management systems and Facilitate training sessions Complete yearly VLC Staff software tools. Comprehensive faculty Develop yearly training schedule Complete yearly VLC Staff training on pedagogy of Selection of trainers Complete yearly VLC Staff online learning environment. Facilitate training sessions Complete yearly VLC Staff B. Technical/Instructional Design Support Provide technical support for Hire technical support Complete yearly VLC Staff LCMS software Strategy #4 - Comprehensive, High- Action Plan Timeline Responsible Quality Support Services A. Develop/enhance distributed student support services Create a student advisory VLC Advisory council will identify a student rep Complete 03/03 and then Advisory Council panel to provide guidance yearly at fall Develop/moderate VLC student advisory panel Complete yearly VLC Staff discussion forum B. Enhanced MCCVLC Website Develop, implement and Identify all needed enhancements: survey students Complete 08/03 VLC Staff evaluate an enhanced Identify all needed enhancements: enrollment MCCVLC student web site administrators meeting Complete 12/03 VLC Staff including an e-commerce Development & deployment of new enhancements registration system. Complete 06/04 Consultant Staff Develop, implement and All needed enhancements identified Complete 06/04 FIPSE Academic evaluate an enhanced Development & deployment of new enhancements Complete 08/04 Advisors group MCCVLC Administrator Consultant Staff website including the addition of course and transfer equivalencies C. Academic & Student Services Staff Development Provide professional Schedule workshop/training Complete each spring VLC Staff development for student Coordinate development/delivery of training for each support Staff student services organization Complete 08/05 Consultant Staff
20 Strategy #5 – Program Evaluation Action Plan Timeline Responsible and Enhancement A. Assist Colleges in responding to HLC requirements Student satisfaction surveys Design survey Complete 03/03 VLC Staff Implement survey Complete 06/03 Consultant Staff Facilitating assessment of Design action plan Complete Spring 2003 VLC Staff & Assessment student outcomes in online Implement Pilot Project Begin Fall 2003 Task Force courses Submitting reports to the Write VLC Strategic Plan report April 2003 VLC Staff and Advisory HLC Council Write Assessment Plan report April 2005 VLC Staff and Advisory Council
B. Sharing of Tools & Services Procurement of web-based Survey institutions for needs Complete yearly VLC Adv Council tools Work w/MVU and others to collaborate on development or procurement of needed tools, Complete yearly as VLC Staff services, etc. needed Provide faculty w/suite of Survey faculty/Staff needs for software Complete 10/03 VLC Adv Council tech tools Establish guidelines for dissemination of software Facilitate access of software Complete 10/03 VLC Staff
Yearly VLC Staff Develop statewide RFP’s for Determine technology needs Yearly VLC Adv Council collaborative technology Institute RFP process As needed VLC Staff and VLC Adv purchases Council C. Collecting Data Collect and disseminate data Survey colleges to ascertain what data is needed Complete 12/03 VLC Advisory Council to assist colleges with Conduct data collection as required Yearly & VLC Staff enrollment projections & Disseminate data via web Yearly VLC Staff enrollment management Identify and disseminate Identify college program development initiatives Yearly VLC Advisory Council college program Disseminate college program plans Yearly & VLC Staff development initiatives
21 Strategy #6 – National & Action Plan Timeline Responsible International Leadership in Innovation A. Innovation Convene a “think-tank” of Develop conference Complete 04/04 VLC Advisory Council diverse people to gather new VLC Advisory Council ideas Host Conference Complete 09/05 & VLC Staff Disseminate findings from Publish findings from conference Complete 11/05 VLC Staff conference B. Information Clearinghouse Maintain a research Solicit research findings Yearly VLC Staff & ITC clearinghouse of leading Publish findings in a variety of ways Yearly VLC Staff & ITC practices Disseminate information Sponsor Peer-to-Peer Exploration among state Yearly VLC Staff & ITC regularly on innovative systems practices Conduct National Alliance Summits Yearly VLC Staff & ITC Conduct research on matters of importance to statewide distance learning initiatives. Yearly VLC Staff & ITC C. Recognition Develop annual Michigan Establish Conference Planning committee Yearly – Conference VLC Advisory Council “Bellwether” awards and Develop awards process planned for Fall 04, Fall and VLC Staff conference Develop conference 05, Fall 06 D. National & International Delivery Explore opportunities for Establish exploration committee and objectives Complete 06/04 VLC Governing sharing Michigan’s Committee community college research Committee development of projects Complete 06/05 VLC Advisory Council and programs with clients in & VLC Staff states or nations where the Pilot project demonstration Complete 06/06 VLC Staff transaction will be mutually beneficial to students and Michigan’s community colleges Note: In all cases where “Consultant Staff” is identified as responsible for an activity, this may indicate a third-party organization or contracted services from one or more Michigan community colleges.
22 Financing & Budgetary Plan
At a time when demand for online programming continues to increase while state appropriations for Michigan community colleges are declining, a viable financing and budgetary plan for online programming becomes critical. Such planning is taking place at individual colleges as well as at the Michigan Community College Association; efforts to coordinate such financial planning continue.
For the individual colleges, which have collectively developed over 800 online courses and more than a score of online programs recently, first-hand experience with the financial requirements of online programming are becoming better understood. Initial expenses of developing online programs are significant, including costs for course development, faculty and staff professional development, technical infrastructure deployment, and the development of online student and academic support capacity. In many cases, colleges have been able to minimize these expenses by participating in MCCVLC collaborative initiatives.
Michigan community colleges are also discovering that once initial development is accomplished, however, the long-term financial model for online programming is not significantly different from that of many traditional programs. While it is certainly the case that online programs involve expenses for new technologies and support staff to manage the online courses, it is equally true that these programs incur no expenses for other categories of expenses such as facilities and parking as well as related facilities staff. Student and academic support services must likewise be provided in a new, online format, but again there is no evidence that providing these services in a different format will prove any more costly on an on-going basis than the traditional delivery methods. Most colleges are recognizing that, just as with traditional courses, the costs of online courses are most directly correlated to such issues as class size and faculty composition. This suggests that offering online programs of study will not present the institutions with substantially increased financial burdens once the programs have been developed and that sustaining them may be commensurate with sustaining other programs.
While Michigan community colleges expect to be able to deliver locally developed online programs of study at costs similar to those of traditional programs, great potential exists to share courses and programs among members of the collaborative. Certainly, the potential of shared programming will enhance access for students around Michigan, but it may also contribute to the financial viability of online programming in several ways. For colleges that have developed and are making available online programming (particularly occupational courses and programs of study, which are often costly to develop and deliver) enrolling students from other “home” colleges will generate additional tuition revenue at no additional cost (assuming available capacity in the courses and/or programs). At the same time, colleges face increasing demand for specialty, occupational programming, which is often difficult to develop and hard to cost-justify for the typical small numbers of students. To the extent that local community demand can be met by
23 providing access to online programming from collaborating colleges, program development costs can be minimized.
Michigan community colleges recognize the financial benefits of collaboration – not just in collaborative programming and revenue generation, but in sharing expenses of professional development and provision of support services as well. There are, however, costs associated with this collaboration, and the MCCA Board of Directors continue to maintain financial and budgetary plans to sustain the collaborative over the next several years.
It is worthwhile to note that the trustees and presidents involved in the initial planning for the MCCVLC recognized that the chosen organizational design would present challenges for financing on-going collaborative operations. Had the decision been made to establish a separate “Michigan virtual community college” independent of the 28 publicly-funded community colleges, then a state appropriation could have been sought to provide on- going financing to support such a stand-alone venture. It was the case then, and continues to be the case today, that the disadvantages of such a design for the MCCVLC would out-weigh any potential advantages.
As the leadership of Michigan community colleges look to the future, it is evident that students will expect that information technology and the Internet will be incorporated into the core activities of each college – instruction and support services – and that doing so will continue to pose a challenge. An organizational design that largely defers these challenges to a proxy organization (a “virtual consortium”), while having a certain appeal and perhaps efficacy in the short term, would only delay the necessary diffusion of change throughout the institutions that established the MCCVLC. Rather, with the MCCVLC dependent on college faculty and staff for courses and support services for students, the role of the collaborative becomes one of facilitation of innovation, and in that role the collaborative continues to respond to the priorities of the colleges. Thus, Michigan community colleges continue to support a collaborative organization that is limited in size and scope, and is funded as needed by association assessments. To that end, MCCVLC operations will take advantage of the existing infrastructure of the Michigan Community College Association to keep staffing, facilities and overhead needs minimal.
It is also the case that beyond basic MCCVLC operations, collaborative activities are expected to vary in response to the collective needs of member colleges as well as grant funding available. It is noteworthy that a four-year grant to MCCA from the W.K. Kellogg Foundation for online program development will end during the upcoming fiscal year. While this grant provided significant support for program development at Michigan community colleges and professional development for college faculty and staff, it was not a source of operating funds for the MCCVLC and so its expiration will not materially impact the sustainability of collaborative operations. The 2003-04 fiscal year will also mark the end of a grant from the Michigan Virtual University, however, which did provide the MCCVLC with operating funds. The loss of this revenue will be only partially offset by a recently awarded grant from the U.S. Department of Education –
24 Fund for the Improvement of Postsecondary Education (FISPE), which will contribute to the budget for this fiscal year and the next two fiscal years. Thus, without an increase in member college assessment for the MCCVLC, it will be difficult for the MCCVLC to continue facilitating collaborative programming at the level desired by the membership.
In recognition of this changing fiscal situation for the collaborative, budget planning for the 2003-04 fiscal year has proceeded to the MCCA Executive Committee. The Executive Committee has final budgeting responsibility for the entire association and all association projects (including the MCCVLC), and will be forwarding to the full MCCA Board of Directors at their April 2003 meeting a recommendation to increase the MCCVLC assessment by fifty percent. Together will a reorganization of staff responsibilities at the association, this proposed budget will sustain MCCVLC operations and infrastructure. A fifty percent increase in the MCCVLC assessment is significant in light of declining revenues at Michigan community colleges, and is an indication of the continued support for sustaining collaborative efforts in online programming.
The MCCA Executive Committee has also indicated a commitment to ensure adequate funding for collaborative activities in future years, although requirements for future assessment levels cannot be stated with any certainty at this time. Collaborative initiatives in online learning present very realistic opportunities for grant support from both public and private sources, and any such grants would impact both expenditures and revenues of the collaborative. For example, the MCCA has recently submitted a request to the W.K. Kellogg Foundation to support the development of “Next Generation Learning Opportunities”; the initial response from the foundation was positive. Certainly, a significant aspect of this collaborative is the commitment by Michigan community college leadership (both trustees and presidents) to sustain the MCCVLC, and in doing so, continuing to make online educational opportunities available to Michigan learners.
Beyond basic operation of the collaborative and FIPSE and other grant-funded initiatives, there are many opportunities to enhance online programming collaboratively. Some projects may be accomplished via the in-kind contributions of member colleges – such as the recently completed Request for Proposal (RFP) for a Learning Content Management System (LCMS). The completion of this collaborative RFP was accomplished with resources (including a great deal of staff and faculty time) largely provided by member colleges. The outcome of the collaborative RFP is a recommendation providing Michigan community colleges with an option for colleges seeking to replace their existing LCMS – a system provided by Blackboard. Other collaborative initiatives may involve cost sharing among participating colleges (professional development activities are an obvious example).
Whether grant-funded, funded by college assessment or accomplished with in-kind resources, Michigan community colleges are recognizing the continuing financial benefits of collaboration in online programming, and anticipate continuing that collaboration in future years.
25 Collaborative Roles and Responsibilities
From the initial planning meetings for this collaborative project among the members of the Michigan Community College Association, it has been the expectation that the MCCVLC organization and infrastructure would remain limited in size. Since MCCVLC operations commenced in the summer of 1999 with a pilot project, the collaborative has maintained offices in the MCCA building with a staff of three:
Executive Director Director of Academic Programs Coordinator of Student Services
The success of the collaborative over the past four years has demonstrated that this minimalist approach to staffing and infrastructure can, in fact, be successful. (It should be noted, however, that the responsibilities of the MCCVLC staff do not include programming or maintenance of the MCCVLC servers – such responsibilities are out- sourced to qualified firms/individuals.) As the MCCA staff, the MCCVLC Advisory Council and the MCCVLC Governing Committee look to the future, there is no reason to expect that maintaining collaborative activities will require additional staff. In fact, as the project progresses from a “start-up” phase to what may be characterized as a “maintenance” phase, and additional operational tasks are automated, it may be possible for MCCVLC staff responsibilities to be consolidated and FTE levels reduced.
While the adoption of the “provider college” / “home college” model makes self-evident the importance of faculty at the member colleges in providing programming, in fact, all aspects of this collaborative are decentralized and success is dependent on college staff. In some cases, the CEO of each college has been formally asked to identify a representative to the collaborative – such as the Advisory Council representative and alternates as well as the official contact for accreditation activities. In other cases, such as a recently completed Request for Proposal for a Learning Content Management System, collaborative activities are undertaken by ad hoc committees. Plans for the collaborative development of academic and student support services through the FIPSE grant were prepared with the expectation of significant participation from each Michigan community college.
Thus, even though collaborative activities continue to increase (quantitatively) as measured by numbers of courses offered through the collaborative or numbers of student enrollments, the nature of the systems necessary to support such growth are in place. MCCVLC staff will continue to facilitate communications among member colleges, manage system enhancements, serve as a clearinghouse for assessment activities as appropriate and coordinate professional development activities. The roles and responsibilities of MCCVLC staff and college staff seem to be effectively assigned and not expected to change significantly.
26 Appendix
Appendix A MCCVLC Memorandum of Understanding
Appendix B MCCVLC Online Course Guidelines and Rubric
Appendix C MCCVLC Learning Content Management System Recommendation
27 Appendix A Memorandum of Understanding
Michigan Community College Virtual Learning Collaborative
The well-being of our society and the foundation of our economy is a well-educated citizenry, and as technology is incorporated into every aspect of our lives, post-secondary education becomes increasingly vital to Michigan and its residents. Extending convenient, affordable access to higher education opportunities has been a long-standing mission of Michigan Community Colleges. This collaborative project will leverage the unique advantages afforded by technology to offer learning opportunities to Michigan residents any time and any place.
Purpose
The purpose of this memorandum of understanding is to establish the general framework for collaboration among Michigan Community Colleges in support of technology-mediated courses and to serve as a formal consortium agreement among member colleges in order that students can receive financial assistance while enrolled in courses offered through the collaborative.
Membership
Participation in this collaborative is open to all members of the Michigan Community College Association. Eligibility for participation is also contingent on maintaining accreditation by the Higher Learning Commission of the North Central Association. The extent to which participating colleges choose to engage in the activities, beyond those basic commitments included in this memorandum of understanding, will be at the sole discretion of each participating institution.
Governance
The Michigan Community College Virtual Learning Collaborative will be sponsored by and operated under the legal authority of the Michigan Community College Association. The MCCA Executive Committee will have the authority to: Approve consortium agreement(s) Appoint the governing committee for the collaborative
The governing committee of the MCCVLC will include members who currently serve as trustees or presidents of Michigan community colleges; the Executive Committee will attempt to maintain a balance between presidents and trustees on this committee. No more than one member from any college shall serve concurrently on the governing committee. The president of MCCA will serve as a standing committee member. Responsibilities of the governing committee include: Approve MCCVLC strategic plans, budgets and audits Select and contract/appoint staff leadership Consider issues of MCCVLC policy and make policy recommendations to the MCCA Board of Directors Recommend the financial structure, including membership dues, to the MCCA Board of Directors
28 Financial Support
Annual membership fees will be recommended by the MCCVLC Governing Committee to the MCCA Executive Committee for adoption by the MCCA Board of Directors.
Fund Procurement
The MCCVLC will provide member colleges with the capacity to compete for funds available from a variety of sources to assist in the development of collaborative programs and services. External funding will be pursued and received by the Michigan Community College Association.
Member Participation
Michigan community colleges have long recognized that successful learning is the result of appropriate student services in support of quality programs of instruction. There is currently no reason to expect that support services will not be equally critical to the success of students enrolled in technology-mediated courses. Thus, this memorandum of understanding will define the role of the college providing the technology-mediated instruction as the “provider” college, while many student support services will be provided by the “home” college. Examples of student services that may be more effectively provided by the home college are: Access to library resources Test proctoring Access to and support for technology / computers Advising / counseling
Every member college will be expected to serve as the home college for any student who would select it as their home college. All technology-mediated courses intended for general availability throughout the state shall be made available to learners through the MCCVLC.
Degrees and Certificates
It shall be a common goal of the member colleges of the MCCVLC to collaboratively develop programs of study which may be completed primarily through enrollment in technology-mediated courses. Development of such programs of study will be consistent with guidelines for online programs of study as described in the appendix; these guidelines may be amended from time to time by the MCCVLC governing committee upon recommendation of the MCCVLC staff. It shall be the role of the degree-granting college to make such online programs of study available. It is anticipated that students seeking degrees and certificates from member colleges may select courses from multiple provider colleges, and that credits earned for completion of such courses taken through the MCCVLC will fulfill any residency requirements of the program of study.
Articulation Agreement
As a condition of this memorandum of understanding, all member colleges will participate in an articulation agreement as described in the attached appendix. In order to effect this agreement, each member college will participate in a collaborative process to establish and maintain an on- line database of courses to be offered by provider colleges through the collaborative and the equivalent course at each MCCVLC member college. The articulation agreement detailed in the appendix may be amended from time to time by the MCCVLC governing committee upon recommendation of the MCCVLC staff.
29 Financial Aid Agreement
As a condition of this memorandum of understanding, all member colleges will participate in a financial aid consortium agreement as describe in the attached appendix. Federal student aid eligibility regulations (34 CFR & 600.9, April 5, 1988) require this agreement. The financial aid consortium agreement will take effect with the summer semester of 1999 (the semester beginning on or after May 1, 1999). The financial aid consortium agreement detailed in the appendix may be amended from time to time by the MCCVLC governing committee upon recommendation of the MCCVLC staff and the Michigan Community College Student Services Association and/or the Michigan Student Financial Aid Association.
Promotion of the Collaborative
In order to promote awareness of learning opportunities available through the MCCVLC, each member college may include relevant information about the collaborative in official college communications, both on-line and in print.
Common Tuition Structure
In order to facilitate student enrollment in courses offered by provider colleges through the collaborative, a common tuition structure will be established. This common tuition structure is described in the Appendix and may be revised from time to time by the MCCVLC governing committee upon the recommendation of the MCCVLC staff.
No additional fees will be assessed in addition to the tuition listed in the Appendix. For purposes of assessing tuition to students enrolled in courses offered through this collaborative, anyone residing within any one of the twenty-eight public community college districts in Michigan will be charged the in-district tuition rate, all other Michigan residents will qualify for the out-district tuition rate.
Tuition Revenue Sharing
Inasmuch as it is anticipated that both the provider college and the home college will contribute significantly to the success of students enrolled through the collaborative, it is appropriate to share the revenue generated by those enrollments. Tuition revenue will be shared in the following proportions: Provider college 70% Home college 20% MCCVLC 10%
Terms of this Agreement
This agreement will serve as the basis for conducting operations of the MCCVLC through December 31, 2005. It may be altered and/or extended upon approval of the MCCA Board of Directors.
______Date: ______
______Date: ______
30 Appendix
MCCVLC Financial Aid Consortium Agreement
This agreement among the Michigan community college members of the Michigan Community College Virtual Learning Collaborative is to facilitate concurrently enrolled students receipt of student financial assistance funds. Federal eligibility regulations (34 CFR & 600.9, April 5, 1988) require this agreement. This consortium agreement will take effect upon the signature of the President or designee of each participating member college and will govern the terms of delivery of student aid funds to students seeking financial assistance. This consortium agreement will be modified as required by any changes to Federal eligibility requirements or regulations or by mutual agreement of the participating member colleges.
The MCCVLC financial aid consortium agreement includes the following provisions:
1. A student seeking financial aid under this agreement must designate the educational credential and program that they are seeking and the institution from which they are seeking the credential. Such an institution shall be designated as the “degree-granting” college;
2. The institution providing the instruction for such courses as covered under this agreement shall be designated as the “provider” college;
3. The provider college shall provide timely information on student enrollment, expense budgets, academic performance by term, and other information as requested related to these matters to the degree-granting college;
4. Student Status Confirmation Reporting (SSCR) to the national Student Loan Data System (NSLDS) shall be the responsibility of the degree-granting college; Enrollment status shall be reported on the basis of the total credits accepted by the degree-granting college in which the student is enrolled at participating institutions. Enrollment status information will be exchanged at a time and in a manner agreed upon through the auspices of the Michigan Community College Virtual Learning Collaborative (MCCVLC);
5. Students shall submit all required forms for financial assistance to the degree-granting college. The degree-granting college shall determine special circumstances and be responsible for all professional judgment decisions and determinations related to the student, and may request the collaboration and assistance of the provider college(s) where appropriate;
6. Materials for required student loan interviews shall be provided by the degree-granting college until a common form and procedure can be agreed upon;
7. Satisfactory academic progress standards shall be those of the degree-granting college;
8. Institutional refund procedures shall be those of the provider for each course enrolled in at the provider college(s). Federal refund calculations and reporting shall be the responsibility of the degree-granting college for each student enrolled;
9. Disbursement of financial aid funds shall be the responsibility of the degree-granting college. Financial aid will be disbursed by semester on the basis of the student’s enrolled status as of the date designated by the degree-granting college;
10. The degree-granting college for each student is responsible for verification. Verification policies and procedures shall be those of the degree-granting college.
31 Michigan Community College Virtual Learning Collaborative
Articulation Agreement
This agreement among the members of the Michigan Community College Virtual Learning Collaborative is to facilitate the transfer of courses that students may take through the collaborative. The college identified as the degree-granting college for each student (the college which offers the program of study in which the student is enrolled and will confer the certificate or degree for that student) will give appropriate credit for courses taken at “provider” colleges on the same basis as if the degree-granting college had provided that portion of the instructional program itself. The assumption underlying this agreement is that the degree-granting college has found the instruction of the provider college to be equivalent to, and a completely acceptable substitute for, its own instruction.
The degree-granting college may decline to give credit for courses not completed satisfactorily by a student. The degree-granting college is encouraged to include grades received in courses taken under this articulation agreement in the calculation of the student grade point average.
In order to effect this agreement, each member college will participate in a collaborative process to establish and maintain an on-line database of courses to be offered by provider colleges through the collaborative and the equivalent course at each MCCVLC member college. The content of this database will be available on-line to prospective students, as well as to administrators, faculty, advisors and staff from all member colleges. The responsibility of participating colleges will be to maintain current and accurate information in the on-line database regarding the transferability of courses offered by the provider colleges through the collaborative. Each member will identify an official contact at the college to be responsible for providing information on transferability, and will ensure that the official contact has regular access to electronic mail and access to the Internet.
Michigan Community College Virtual Learning Collaborative
Common Tuition Structure
In order to facilitate student enrollment in courses offered by provider colleges through the collaborative, a common tuition structure will be established. Tuition rates will be: In-district $95/credit Out-district $135/credit Out-state $175/credit
Tuition rates will be reviewed periodically by the MCCVLC staff and the Michigan Community College Business Officers Association; recommendations for revision will be forwarded to the MCCVLC Governing Committee as appropriate.
32 Michigan Community College Virtual Learning Collaborative
Guidelines for Online Programs of Study
These guidelines identify the issues that colleges should be expected to address in the development of online programs of study to be offered through the MCCVLC:
Online Program Development Guidelines
The program of study is consistent with the mission of the college The program is consistent with faculty and staff expertise A clear need for this program has been identified The outcomes of this program have been clearly identified Completion of this program of study will result in appropriate credentials for students The college will commit to the allocation of resources necessary for program continuation Financial resources Human resources Technology resources All required external approvals have been obtained All required internal approvals (college curriculum approval process & Board of Trustees) have been obtained
Curriculum Design and Development Guidelines
The program is developed by academically qualified faculty The program is designed to achieve clear and measurable outcomes Curriculum development and instructional design are appropriate to online programs of study and online courses, and are consistent with current best practices The program is managed and overseen by administrators with knowledge of the issues related to online and distance learning The program is a complete program of study, with all necessary components (clinical, laboratory, skills development, and/or skills demonstration) addressed within the program The program fosters "community" by incorporating interaction, utilizing technologies appropriate to the program and students. The program will provide for both instructor- student interaction and student-student interaction (as appropriate to the curriculum) Program availability over time is clearly described, including the date of initial availability of the program as well as the notification that will be provided to enrolled students in the event that the college needs to terminate the program Appropriate institutional policies are in place to address the following issues: o Copyright o Intellectual Property o Acceptable Use of network and technology resources o FERPA and other student privacy and/or confidentiality policies o Americans with Disabilities Act o Policies and procedures for complaint resolution appropriate for online students
33 Faculty Support for Online Programming
The college ensures that faculty developing the courses that constitute this program are adequately prepared The college ensures that faculty teaching the courses that constitute this program are adequately prepared Appropriate faculty support services are in place for course delivery
Student Support Services for Online Programs of Study
Program development addresses these services for online students: Authoritative program information will be available online: o Requirements for program completion (including any activities that may not be completed online) o Program costs o Technology requirements Program advisement information o Name and title of program advisor(s) o E-mail address of program advisor(s) o Phone number of program advisor(s) Program admission requirements and procedures Access to required software, media and/or other course materials Financial aid for students enrolled in program Help desk for any program-specific technologies Student services that are accessible from the "Home College" through the MCCVLC: Library access Orientation Help desk for general assistance Test proctoring Tutoring services (note that various home colleges may not have tutors available for all the courses included within each online program of study) Placement services
Program Assessment
The program includes a clearly articulated program assessment plan that includes assessment of program outcomes identified in program development Program assessment includes a plan for course-level assessment consistent with the institutional assessment plan and appropriate to online courses The program includes a plan for regular program review, including a plan to update and/or improve the program o to keep the program content current o to maintain consistency with evolving "best practices" in online learning
34 35 Appendix B
Online Course Development Guidelines and Rubric
Introduction and Task Force Recommendations
Purpose The guidelines identify the issues that faculty at Michigan community colleges should address when developing online courses to be offered through the MCCVLC. By appropriately addressing these guidelines all members of the MCCVLC can be assured that the Articulation Agreement can be utilized without additional scrutiny and all members are assured that the courses on the MCCVLC website are of the highest quality and provide exceptional learning experiences for their students.
Development These guidelines have been developed based on reviews of guidelines and other documents from The American Council on Education, The Higher Education Program and Policy Council of the American Federation of Teachers, The North Central Association Higher Learning Commission, American Association of Higher Education, and The Michigan Virtual University. Additional input was received during the ETOM Higgins Lake Retreat on May 29-30, 2001.
Use A Task Force of MCCVLC Advisory Council members and faculty have designed a rubric to accompany the guidelines. The MCCVLC Online Course Guidelines and Rubric are intended to assist member institutions with developing online courses of quality. Member institutions may elect to utilize these guidelines in a variety of ways. This instrument may be utilized as a self-assessment tool by faculty when developing courses for offering online. The instrument can be used to review courses already developed. The instrument can be also used as a tool for peer-to-peer review of courses within an institution or with other institutions.
Recommendations The Task Force that developed the Rubric for the Guidelines strongly supports a recommendation for each institution to have in place a process of quality control for online courses. If institutions do not wish to utilize the MCCVLC Guidelines, then it is recommended that the institutions develop an alternative plan of action that may more appropriately assist them in assessing quality in the courses they offer through the MCCVLC.
36 Guidelines Rubric Course Beginning Developing Accomplished Exemplary Score Outcomes: 1 2 3 4 All competencies are All competencies are clearly Some of the competencies clearly stated, yet all of the stated; written at the application Competencies do not are clearly stated but focus competencies do not use level or above; and emphasize Learning outcomes convey the intended more on facts rather than action verbs to describe application of major knowledge, (competencies) are outcomes of the what the learner will be what the learner will be skills, and/or attitudes using clearly stated. learning experience in able to do upon successful able to do, for example, appropriate action verbs to clear terms. completion of the learning they use non-action verbs communicate what learners will experience. such as understand, know, be able to do as a result of the or learn. learning experience. All competencies are All competencies are observable Some of the competencies observable and – the instructor and learner will are observable and measurable by the Learning outcomes be able to see a product and/or measurable; however, due instructor; however, some (competencies) are Competencies are process upon completion of the to use of non-action verbs competencies could be observable, neither observable nor learning experience; all or describing more than improved upon to better measurable and measurable. competencies are measurable - one learning outcome per communicate to the achievable. the instructor is able to measure competency, some are student the process or the quality of the product or weak. product to be observed process. and measured.
All competencies represent Some of the competencies skills that the learner would represent knowledge, use outside of the Learning outcomes Competencies do not skills, or attitudes/values classroom, but could be All competencies clearly (competencies) are correlate with real world that the learner would use improved upon to better represent knowledge, skills, or closely correlated with performance outside the context of the correlate with real world attitudes/values that the learner real world expectations, but rather course. Some performance expectations would use outside the context of performance relate only to specific competencies relate only (for example, application of the course. expectations. in-class performance. to specific in-class the skill may not extend performance. past an educational context).
37 Course Beginning Developing Accomplished Exemplary
Construction: 1 2 3 4 Course content, outcomes, practice and assessment are Course contains at least Course content, outcomes, Course content, consistent; the relationship three of the four Course contains all four practice and assessment outcomes, practice among them is clearly indicated; elements; some elements; consistency is are consistent with each and assessment are outcomes may be linked to consistency may be generally indicated. other and clearly linked consistent. institutional outcomes or target implied. together. standards in the field (when applicable). Course materials are presented in a variety of Presentation of materials ways, and students are Course uses powerful visuals and Course materials are Presentation of uses more than one able to select methods to well-organized print; direct, presented to materials uses primarily method (e.g. print, visual, suit their vicarious, and virtual accommodate multiple one methodology (e.g. experiential). Applications abilities/preferences. experiences; and tasks requiring learning styles. print) to real-life situations may Applications to real-life applications to real-life situations. be presented. situations are presented; student tasks sometimes require application. Material is appropriately Material is chunked Course requires chunked, interspersed with Material is appropriately chunked [divided, organized] into Presentation of students to read activities that require both with frequent required practices appropriate sections for content fosters active materials and respond recall and some application and learning strategies that learning audience; includes learning opportunities. to instructor's posted (e.g. identifying examples, involve both recall and basic recall exercises and questions. deriving examples, practice application. practice. applications) Course design includes, for each lesson: Lessons/modules have Course design Course design includes motivational techniques, an organized format includes the most elements in many Course design includes objectives and include some basic necessary lessons. Some elements, most or all elements in overview, events: e.g. objectives, components of such as motivational most or all lessons. Each demonstration or information, information, and successful instruction techniques, or practice, element is mostly practice or exploration assessment. However, at the module/lesson may not be as complete as complete. with feedback; numerous critical events level. necessary a summary/ are missing. transfer, and assessment.
38 Course contains a list of the prerequisite skills and In addition to overall expectations Course contains a list of knowledge, expectations of and directions, each activity, Course contains a list of prerequisite skills, a Course instructions each activity, the expected assignment, exercise, etc. prerequisite skills and description of each activity, and definitions are level of participation and clearly indicates what students learning objectives grading criteria and a clear. time commitment, and need to do, how they should (usually in Syllabus). general description of specific instructions on how submit results, any special course requirements. to proceed and learn the instructions, etc. material. Course Beginning Developing Accomplished Exemplary Interaction: 1 2 3 4 Course requirements clearly state that students are required to interact with each other and with Course requirements state the instructor, a designated that students are required timeframe for the interaction is Course requirements state Course interaction Course requirements to interact within a stated, directions for how to that students are required requirements are state that students are designated timeframe, how participate in the interaction, to interact within a clearly stated. required to interact. the interaction will take standards for the quality or designated timeframe. place (what tools will be expectations of the interaction used for the interaction) are set, and the outcomes of those interactions are noted (will the student receive points for the interaction) Course is designed so Course is designed so students are required students are required to Course is designed so students answer questions about or answer questions about or Course is designed so are required to answer questions apply what was learned for apply what was learned for A variety of that students are about or apply what was learned the most important learning all learning objectives. The opportunities are encouraged to ask for all learning objectives. objectives. The method of method of interaction designed for questions and the Multiple methods of interaction interaction varies varies depending on what interaction between instructor to respond are available for the most depending on what is most is most effective for the instructor-student. using one or two important learning objectives. effective for the learning learning objective. Some of methods of interaction. Much of the instructor feedback objective. The instructor the instructor feedback has has been automated. promptly provides been automated. All feedback. feedback is prompt.
39 Course guidelines state that the Course guidelines state instructor will provide feedback that the instructor will within a designated timeframe, a clear description of how the task Course guidelines state provide feedback to the Course guidelines state of providing feedback will be Clear standards are that the instructor will students within a specified that the instructor is accomplished (how will the set for instructors' provide feedback to the amount of time, and a clear required to provide student receive the feedback- response to students. students in a timely description of how the task feedback to the student. email, discussion board, etc), and manner. of providing feedback will be accomplished the specific types of feedback that will be submitted – example: feedback on assignments, on class participation, etc. Learning activities are developed Learning activities are that support instructor to student developed that support interaction, (instructor instructor to student participates in discussion with Learning activities are Learning activities are in Learning activities are in interaction, (instructor students via a discussion board developed to foster place that foster student place to support student to participates in discussion or virtual chat room), student to instructor-student, to content interaction content interaction, and it is with students via a content interaction, and student- student-content and, but do not support suggested that students discussion board or virtual to-student interaction is where appropriate, student to student, or interact with each other to chat room), student to supported, where appropriate, student-student instructor to student complete the learning content interaction, and and required as part of the interaction. interaction activities. where appropriate student course (collaborative projects, -to-student interaction is group assignments, discussion encouraged. board and/or virtual chat assignments). Course Beginning Developing Accomplished Exemplary Assessment: 1 2 3 4 Assessment methods are designed to include the Assessment methods are Assessment methods appropriate designed to include the Assessment methods are Assessment methods are not appropriate measurements for those appropriate measurements for designed to reflect the are appropriate to the measurements for those competencies stated in those competencies stated in stated course outcomes, outcomes, activities outcomes/ course outcomes, to course outcomes, to reinforce the but do not correlate well and technologies. competencies stated in reinforce the learning learning activities and are with learning activities. the course. activities and but do not considerate of the available address the available technologies. technologies.
40 Assessment of student learning is established and is given in a Assessment of student time-period that supports the Assessment of student Assessment of student learning is established and student’s learning (soon after learning is established learning is established and is given in a time-period learning activities have taken Assessment of but is given at times that is progressing that supports student place). Assessments are student learning is do not support student toward timely learning. Assessments are designed so that they are timely, appropriate learning (extended assessments but is not designed with student appropriate and responsive to the and responsive to the periods have passed supportive to the needs of population in mind needs of the individual learner, needs of the individual between learning diverse learners (assessments may be (ex. alternative measures may learner. activities and (assessments are given in developed to support the be taken for students with special assessments). one format) special needs of individual needs, assessments are learners). designed to reflect the student population and that meet the needs of diverse learning styles) Assessment of student achievement is Assessment of Assessment of student Assessment of student Assessment of student implemented and there is student achievement achievement is achievement is implemented and achievement is some comparison to stated is conducted by implemented and there is a the student’s performance implemented but there learning outcomes but still comparing student correlation between the demonstrates cohesiveness is a lack of reflection on lacks an appropriate performance to the student’s performance and between the stated learning the intended learning connection between the intended learning the stated learning outcomes and the given outcomes. student’s performance and outcomes. outcomes. assessment. the stated learning outcomes. Policies and procedures are in Policies and procedures Polices and procedures place in the course site, are Policies and Policies and procedures are in place in the course are in place in the easily located, provide clarity to procedures ensure the are in place in the course site, are easily located, and course site but are the reader regarding their integrity of the site, are easily located, but provide clarity to the reader vague and not easily responsibility, and reflect the student's work. lack clarity. regarding their located. institution's policies to ensure the responsibility. integrity of student’s work.
41 Student’s achievement of stated learning outcomes is documented and provided to the student as Student’s achievement of feedback on their learning Student’s achievement of stated learning outcomes is activities and assessments, and Achievement of Student’s achievement stated learning outcomes is observed within their is documented in the course site learning outcomes is of stated learning reflected in their learning activities and their where it is accessible to the documented. outcomes is implied. activities and their assessments, and is instructor. (May include use of a assessments. documented in the rubric that demonstrates what appropriate area. achievement will look like and requires both student and instructor input.) Course Beginning Developing Accomplished Exemplary Technologies: 1 2 3 4 A variety of technologies are evident for the specific course outcomes. In addition to the Online Distance Platform, specific CD-ROM, web-site URL’s, chat The Online Distance and instant messaging, course Platform is identified as The Online Distance packs, course cartridges, Only the Online part of a plan which will Platform is identified along .portable document format (.pdf), Technologies Distance Platform (e.g. utilize alternative with some use of power point, html, xml, real- employed are Blackboard 5) is technologies at hand to alternative technology. audio, real-slideshow, quicktime, appropriate for the identified as the course achieve the learning There is little discussion on flash, and other plug-ins are course outcomes. technology using this as required by the course the use of these identified. This would be a one-size fits all model. outcomes. There is no technologies. information imparted to the specific technology tied to student on the syllabus or first a specific outcome. day handout. There would be opportunities to discuss the use of these technologies as they specifically relate to the various outcomes of the course.
42 Course Materials indicate the Course Materials minimum student technology (Syllabus, First Day requirements and offer assistance to Course Materials Handouts, Web Site, include orientation and testing of the Student minimum The expectation is that (Syllabus, First Day Printed) indicate the student’s technology either from a technology student will enroll in Handout) indicate the minimum student distance or through workshops. requirements are online course with student technology requirements for Also, included is a contingency plan accurately and clearly necessary technology to requirements in a broad technology and offer in case the technology fails either stated. be successful. sense. assistance with technology the student or the faculty. “What if” questions (FAQ, counselor, scenarios are spelled out for the helpdesk). student, so that there are no surprises. Course Beginning Developing Accomplished Exemplary Resources: 1 2 3 4 Course resources are Course resources are accessible Course resources are accessible to the learner with all of the downloads identified Course resources are Course resources are accessible to the learner in with the majority of the and made available to the student. accessible to the part of the learning in a a limited manner, with downloads available to This includes active download, CD- learners (all static manner with none some downloads not dial-up modems. Some ROM, library loan, bookstore downloads are identified or made available to dial-up capacity exists to place availability, and use of special identified and made available to the modems due to their these in the resource software and hardware to make available to student) student. complex structure. center (library) on CD- them available to physically ROMs. challenged students. Course resources have Course resources have Course resources are fully in been tested against a been tested against text- Course resources are accordance with the ADA and are Course resources have limited level of text-based based and voice-command in accordance with the fully accessible to all students. not been tested to be in or voice-command software and discrepancies Americans with Instructions are available on the site compliance with ADA. software for visually identified and fixes Disabilities Act. instructing those with disabilities on impaired or hearing implemented to correct for how to access all course resources. impaired students. most of these. There are guidelines & procedures There are guidelines and Preparation and/or that are reviewed by appropriately There is very little There are guidelines and procedures that are used adoption of textbooks qualified people on a regular basis. coordination in the procedures in place for and reviewed by and other instructional The Online & distance education selection of instructional selecting and adopting appropriately qualified materials have input faculty have a strong role in materials and textbooks and instructional people. These include from appropriately selecting these materials. There is a textbooks. materials. instructors and faculty that qualified people. plan for choosing alternate texts as teach online. required.
43 College materials are analyzed for appropriate reading levels. College materials are Students with ADA related issues College materials that are identified as appropriate for There is no process for are directed to resources that are Reading level of made available by the the student audience at a identifying the reading appropriate for them. Students instructional materials various publishing houses specific reading level. level of the instructional with learning issues as identified is identified. are at higher education These are identified in the materials. in ASSET/COMPASS or other reading levels. Course syllabus or First assessment instruments are Day Handout. counseled appropriately before enrolling in online courses. Course Beginning Developing Accomplished Exemplary Maintenance: 1 2 3 4 The learning design is evaluated on a regular basis for The learning design is The learning design is The learning design is No evaluation of the effectiveness from both student evaluated regularly for evaluated for effectiveness evaluated for effectiveness learning design exists and instruction perspectives. The effectiveness: both from the perspective of the from both student and except perhaps at the results of this evaluation are tied student and faculty member prior to instruction perspectives onset of the online to a continuous review and instruction delivery of the first iteration prior to and including the course development. improvement of the course. components. of the course. first iteration of the course. These reviews are part of the documentation of the course. A written plan is in place for review of the course on a regular basis with the focus on continual A basic overview and improvement. Normally, this checklist is in place. would be a self-assessment Review occurs initially with A written plan is in place instrument or checklist that a the first iteration of the No plan is in place. and the course is reviewed faculty member would use to Plan is in place for course, and is left with the Review is at the faculty on an annual or longer identify issues with the course. continual review and faculty to correct for the discretion with basis with some Students would provide feedback improvement of next iteration of the course. improvement provided requirement to implement with course evaluations and course. Students provide on an as needed basis. the changes that have survey instruments. Normally, evaluations of the course been identified, the course would undergo greater which may be reviewed review during its first iteration with the faculty member online. and their supervisor. A peer review process might be in place to assist faculty with issues that arise in the course.
44 Course Beginning Developing Accomplished Exemplary Development and 1 2 3 4 Support: Training opportunities are Faculty do not have Faculty have access to some Faculty have been informal and consist of Faculty are provided both access to any informal formal Online Teaching provided with peer-to-peer assistance informal and formal training or formal training Certification program and appropriate training and observations with no opportunities and just-in- opportunities or technical support is provided at and technical support. additional technical time technical support. technical support. all levels of course development. support. Faculty have access to Faculty access to Faculty have access Faculty have access to infrastructure and have a Faculty have access to technical infrastructure to appropriate infrastructure and have a computer at their campus appropriate technical is limited to certain technical computer at their campus office only, and restrictive infrastructure both at the office computer laboratories infrastructure. office only. access to infrastructure and at home. on campus. from home. Faculty have limited access to an instructional Qualified instructional No instructional Faculty have access to Faculty have consistent access to designer during course designers have an designer input is instructional designer instructional designer during all development, mainly as a appropriate role in available during course during all phases of course phases of course development review process when course development. development. development. and implementation. course development is completed.
45 Appendix C MCCVLC Committee Recommendation Learning Content Management System
January 28, 2003
Dear Colleague,
Please join us in expressing our appreciation to those who participated on the evaluation committee for the MCCA Request for Proposal for a learning content management system (LCMS). Working together, the evaluation process was far more comprehensive and thorough than any of us would have been able to do independently.
For those who were able to join us on Thursday, January 23, 2003, the information presented was very enlightening. It was a long day, but we felt it was very worthwhile to hear directly from the vendors. Perhaps even more valuable was the opportunity to discuss these systems with knowledgeable colleagues after the presentations were complete. Those who stayed through the whole day to participate in this discussion deserve a special 'thank you'!
To summarize, the group acknowledged that there are community colleges in Michigan that are pleased with the Blackboard product, for it is a very good LCMS. For many distance learning programs, Blackboard is the best fit for the size and scope of their programs. A level one license at $7,500 annually is fiscally a sound decision.
For those who participated in the RFP, the discussions of many very experienced server administrators and online faculty provided us with a much more complete perspective of the Blackboard product line and the Bb business model. Several points on which consensus emerged:
1. Bb is fairly easy to use and administer 2. Bb v5.5 is a good, stable platform 3. Bb v6.0 is unstable and should be installed with caution 4. Bb tech support is currently inadequate (though a Bb VP indicated that it WILL improve) 5. Bb level one represents a good value; the versions of Bb with added functionality many colleges are seeking are much more expensive and perhaps not such a good value
Thus, for those colleges sufficiently dissatisfied with some aspect of the Bb product that they are seeking an alternative platform, it is the recommendation of the RFP review team to support the use of Educator by UCompass. Colleges that choose to transition to Educator may do so on a timeline that is appropriate for each college, and may be confident that in this change, they are selecting a platform that has undergone thorough review and is appropriate for Michigan community college online programming. Further, professional development and student support for this platform will be available from the MCCVLC.
46 Bob Lowrie from St. Clair spent considerable time reviewing Educator, and offered these observations:
The Educator system will offer the widest array of software features at an affordable price. Our students will find the system to be user friendly and complete. Faculty will be able to concentrate fully on the art of education and not struggle with the tasks of managing technology. Administrators will also benefit from the open architecture and flexibility that the system provides. From its website, the vendor states that it is "dedicated to building e-learning enterprises of the highest possible quality." By every indication and testimony provided, this is what we see to be true.
From a technical perspective, the Educator system will always be updated through a strategy of continuous improvement. No more will there be problematic implementations of major software releases as with other products. The Educator will receive software enhancements and needed corrections the moment they are available. All of this will be managed fully by the vendor behind the scenes. The vendor will also track system performance and mirror activities to a backup site as a safeguard. It was clearly demonstrated that this vendor ranks the highest in administrative and technical support.
To manage in the transition from our current learning management system to Educator, the vendor provides a wide variety of options and software tools. Existing course content may be processed in a batch mode or individually. Educator supports the adoption of course cartridges where content is provided by textbook publishers via the Internet. Educator also has an internal system of course layout templates to expedite course design or redesign.
Based on the consensus that emerged from the discussion by the group on January 23, a recommendation for an alternative to Blackboard will be made to Michigan's community colleges on Friday, January 31, 2003. That recommendation will be for the Educator product from Ucompass.
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