Presented at the eLearning Guild's Learning Solutions Conference, March 19, 2014, in Orlando, FL.

1. NECB eLearning
Higher Ed Online:
Moving from Learning
to Performance

2. • Small, 100% Online Institution
• Rich history
– Founded 1909 as American Banking Institute
• 9 degree programs
– 4 undergrad
– 5 grad
• Over 150 classes

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Paradigm of Higher Ed
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congue massa. Fusce posuere, magna sed pulvinar ultricies, purus lectus malesuada
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turpis egestas. Proin pharetra nonummy pede. Mauris et orci.
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massa. Fusce posuere, magna sed pulvinar ultricies, purus lectus malesuada libero, sit
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Rules
1. I know it. You don’t.
Shut up and listen.
2. This will be on the test.
3. We’ve always done it
this way.

4. Just because
you taught it,
doesn’t mean
they caught it

5. It’s even worse online

6. Boring content

7. Puts learners to sleep.
Where’s
the
learning?

8. • Collection of dry,
boring courses
• Off-site &
decentralized faculty
• Limited resources
• Entrenched paradigm
• New LMS rolling out

9. As we all know So how do we go
from this
to this?

10. MEETTHEPIGPILOTS
We make pigs fly!
Naomi
Jean
Jason
Kara

11. To create courses so good that students
talk about them outside of class:
– bringing new ideas to the workplace
– excited about what they are learning
– eager to discover more

12. Start with the Basics of ID
Define your problem
• Examine “what is”
• Define what you want
• Identify the gap
Know your people
GAP
What is Goal

13. Traditional Ground/Online College
Course Development
Dr. Harry’s Version
Dr. Gonzales’ Version
Dr. Augmendson’s Version
Bioethics101
“Everyone did what was right in his own eyes…..”
Bible. English Standard Version. (2011)..Judges 21:25b

14. Master
Course
Faculty SME
Instructional Designer
Program Chair
NECB’s Best-in-Class Protocols:
- eLearning Instructional Design Expertise
- Master course strategy
- Team approach during design process
- Systematic approach and templates
Course Design Processes
Effective
Content
Branded Template
A cord of three strands is not easily broken.
Ecclesiastes 4:12

15. It All Begins with
Good Instructional Design
What is Design?
Providing meaning to a mass of
unrelated needs, ideas, words and
pictures – it is the designer’s job to
select and fit this material together
and make it interesting.
-Paul Rand

16. Plan
Design
Develop
Evaluate
Phase1:Planning

17. “At the end of this course,
what should students be
able to know and do?”
Begin with the end in mind.

18. Always Align with Goal
Explicit outcomes ensure students KNOW & DO

19. Planned, Aligned Assessment
Demonstrates students KNOW & CAN DO

20. Assessment Must Be Authentic
At the end of this course, students will
be able to read and analyze a balance
sheet and make recommendations for
appropriate actions.

21. Phase2:Design
Plan
Design
Develop
Evaluate

22. Know Your People
Design for the Working Adult
Why does this matter to me?

23. • Apply multiple methods of instruction to connect
curricular concepts to useful knowledge and skills
• Collaboration Tools to encourage student, group, and
faculty interaction
• Utilize technology to provide relevant and timely
information and to enhance the learning experience
Apply methods that work!

24. NECB Best-in-Class Protocols
Multiple Methods
LearnIt
Reading
Lecture
Video
Prezi
Podcasts
Research
DiscussIt
Peer &
Professor
interaction
Share a story
Locate an
example
Invite a guest
ApplyIt
Write a paper
Solve a problem
Create a puzzle
Design an
infographic
Complete a
project
Make a
mindmap

25. Encourage Collaboration

26. Incorporate Labs & Simulations

27. Bloom’s Digital
Taxonomy Pyramid
Continue to Leverage More
Web 2.0 Technologies

28. Implement Technology Advances
https://necb.instructure.com/courses/1100113/discussion_topics/2339772?module_item_id=9108767

29. AsynchronousSolutions
• One-Stop Shop
• Needs-based discussion boards
• Current announcements
• Article feeds
• Cloud storage of files
Student Resource Center
Faculty Commons

30. • 100% remote
• Contractors
• Varying skill
level
• No formal
training

31. To engage faculty with things that matter:
– bringing new ideas to the workplace
– excited about what they are learning
– eager to discover more
– make the student experience valuable
– provide just in time solutions

32. SynchronousSolutions
• Humanized Webinars
– Pictures Connected People
– Encourage Video Feedback
• Content that Matters
– Using LMS
– Engaging in Discussion
– Library Updates
• Breakout Groups
• Call for Needs
• Varied Presenters

33. Faculty Open Forum

34. Did We Meet Our Goal?
“At the end of this course, what
should students be able to know
and do?”
Do they know it?
Can they do it?

35. StudentView

36. Lessons Learned
• People resist change
• Ownership is fuzzy
• Provide things to drive
them to the CoP
• Never, never, never
give up

37. In the inestimable
wisdom of the musical
philosopher, Miles Davis,
So what?

38. Takeaways
• Evaluate stakeholders
according to their needs.
• Provide options for transfer
of learning
• Help them DO not just
know

39. To say that something
is designed means it
has intentions that go
beyond its function.
Otherwise it’s just
planning.
– Ayse Birsel
Jean Marrapodi
jean.marrapodi@necb.edu
C: 401-440-6165
O: 617-603-6907
T: @jmarrapodi
elearning@necb.edu
T: @NECBelearning
NECB eLearning