Online Task Force Recommendations

1. Online Task ForceRecommendations I Can See Clearly Now… The Online Task Force Band A Place to Start… Ting Ho John J. Cali School of Music Montclair State University hoti@mail.montclair.edu

2. Advantages for Students • Parking is never a problem • Allows students to work at any time, 24/7, and without regard to dress • Allows students who want to attend your University the opportunity to do so • Allows students to connect with other students from different parts of the country or the world • Allows students to become a part of a “community of practice” enhancing a feeling of belonging to a group of people with similar interests • Provides an often more efficient learning environment for students with disabilities • Allows students to continue discussions beyond time constraints of a f2f classroom • Provides students an opportunity to improve communication skills • Allows students to not miss class work when ill

3. Disadvantages for Students • Requires the student to be extremely self-disciplined • Requires the student to have access to and facility with digital technology • Requires the student to be willing to communicate through written rather than oral media (but this is changing rapidly) • Requires the student into a physically isolated mode of interaction

4. Advantages for Teachers • Parking is never a problem • Allows teachers to work at any time, 24/7, and without regard to dress • Allows teachers to arrange lessons to suit their particular teaching style • Allows teachers to tailor lessons to suit their students’ needs • Allows teachers to continue with course procedures even when ill • Using hyperlinks provides quick movement among course elements • Allows teachers to create short “lessons” and links to a full piece of music or to particular points in the music • Allows teachers to integrate online materials from publishers and others (also for f2f courses as well) • Allows teachers another opportunity for funding, as government agencies and private funding sources seek to encourage ways of narrowing the technology divide among different economic and cultural strata

5. Disadvantages for Teachers • Requires the teacher to be detailed oriented • Requires constant monitoring either by the teacher or an assistant • May require the teacher to restructure the course content or teaching style • Requires the teacher to appreciate the technology

6. Online Task Force Recommendations • Definitions • Determining quality standards • Developing online programs and courses • Pandemic continuity plan

7. Definitions • Distance Learning • Online Course • Hybrid Course • Face-to-Face (f2f)

8. Determining Quality Standards • Quality standards for online/hybrid course design depend on the quality of the learning objectives and the quality of the learning outcomes • Quality standards are THE SAME for all courses offered at Montclair State, both f2f and online/hybrid • The faculty member should be the final arbiter of course design, while the Instructional Design team can suggest efficient alternatives for delivering aspects of the course

9. Developing online programs and courses • Provide online courses/programs as an alternative, not a replacement to traditional face-to-face courses/programs • Restructure existing programs so that they can also be offered as online accelerated programs • Encourage collaborative learning environments • Promote the use of digitalcontent versus printed material which will not only facilitate ease of access to scholarship but also reveal new ways to link data. • Provide means for students to assesstheir readiness for online/hybrid coursework

10. Course Design • The ADDIE Model • Creation • Implementation • Assessment

11. Creation • Are you focusing on course objectives and course content, NOT the technology (which should be the responsibility of your Instructional Designer)? • Is your Instructional Designer aware of or researching a variety of available programs to help meet the needs of your content? • Are you meeting frequently with your Instructional Designer?

12. Creation (cont’d) • CONTENT considerations • Are you aware of the different types of courses that can be delivered online, especially in your discipline? • Are you aware of different types of learning activities designed to address different learning styles? • Are you facile with “chat” capabilities of your technology, used to help develop a bond between teacher and learners, and among learners themselves • Have you explored a variety of technologies that can be used to deliver music performances?

13. Creation (cont’d) • FORMAT considerations • Are you clear in your own mind where the learning will be taking place (i.e., in the content, in the assignments or in the quiz)? • Are you clear in identifying objectives of each Module? • Are you clear in describing your assignments? • Are you careful in constructing your assessment tools? • Are you careful not to assume anything, especially how students will understand what content you’re presenting?

14. Creation (cont’d) • FORMAT considerations (cont’d) • Are you redundant? (It’s a good thing) • Are you careful in your use of language? • Are you making pages too dense? • Are you watching your print size, to anticipate delivery on smaller screens (e.g., iPod, cell phone, Blackberry, mini-laptop)? • Are you careful to make titles conform where ever they appear?

15. Creation (cont’d) • PERIPHERALS • Are you using a traditional textbook or course materials? • Are you intending to incorporate listening projects in your course, and if so, have you researched how students will obtain access to the required recordings?

16. Implementation • Issues with the computer system— • Are you meticulous, since the computer is not forgiving? • Does having students print out materials really save any trees? • Did you beta test your course?

17. Implementation (cont’d) • Issues with students • Did you allow time for students to get used to the mechanics of your course format? • Have you prepared your students with ways to ask questions? • Are you connecting frequently and responding promptly? • Will you be bothered if students fulfill assignments with completed assignments from another course? • Are you cognizant of ways students can “cheat” on their work?

18. Assessment • What assessment tools are provided by your content delivery system? • Are you practicing vigilante assessment? • Do your students have the same level of motivation to learn the material as you are to give it to them?

19. In conclusion, it’s strongly encouraged thata faculty member… • Work with an Instructional Designer, remembering that the faculty member is the final arbiter of course content and design • Set aside enough time to incorporate all phases of the online/hybrid course • Make certain that students test their readiness for online course delivery • Incorporate a pandemic continuity plan