creating and implementing an online orientation from the ground up
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Creating and Implementing an Online Orientation from the Ground Up. Clay Adams Assistant Dean for New Student Programs Duke University [email protected] Katie Granholm Assistant Director of Orientation and the Transfer Experience University of Minnesota, Twin Cities [email protected]

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Presentation Transcript
slide2

Clay Adams

Assistant Dean for New Student Programs

Duke University

[email protected]

Katie Granholm

Assistant Director of Orientation and the Transfer Experience

University of Minnesota, Twin Cities

[email protected]

Jessica Hale, Ed.D

Professional Services Faculty

Washtenaw Community College

[email protected]

slide3

Mission:

The mission of the National Orientation Directors Association is to provide education, leadership and professional development in the fields of college student orientation, transition and retention

Core Values:

Community, Diversity, Integrity, Learning, Scholarship, Service.

slide4

NODA Home Office

University of Minnesota

1313 Fifth Street SE

Suite 323A

Minneapolis, MN 55414

Toll free: 866-521-NODA or 612-627-0150

612-627-0153 (fax)

[email protected]

www.nodaweb.org

slide5

Learning Outcomes

Engage in discussion of the key components of online orientation creation.

Interact with orientation professionals who have experience with successful online orientation programs.

Create a plan for implementing your own online orientation.

slide6

Introduction and Background

  • The goal of orientation is to help students integrate socially and academically into college environment (Tinto, 1975)
  • Over the last few decades orientation programs have experienced rapid growth and evolved to meet the changing needs of students (Strumpf, Sharer, & Wawrzynski, 2003)
  • Online education is growing at a rate that far outpaces face-to-face higher education (Allen & Seaman, 2009)
  • Online orientations are emerging as an acceptable means to facilitate the transition process
slide7

Online Orientation : A web-based orientation program that occurs synchronously or asynchronously

slide8

Current Online Orientation Practices

  • Online Orientation programs are utilized at all types of institutions 
  • Used for many different student populations
  • Utilize various platforms
    • Synchronous
    • Asynchronous
  • Three Primary Types of Online Orientation Programs (Page, 2009)
    • Pre-Orientation
    • Replacement
    • Hybrid
slide9

Relevant theories:

  • Participatory Learning (Shirky, 2008)
  • Active Learning (Astin, 1999)
  • Web 2.0 (Yuen, 2010)
  • Concept of Cognitive Surplus (Shirky, 2010)

Take Home Point:

  • Learning is an interactive and participatory process facilitated by media
slide10

Overview of the Planning Process

  • Set Goals
  • Identify Key Players and Collaborators
  • Evaluate Resources
  • Explore the Technology
  • Develop a Process and Timeline
  • Create an Assessment Plan
  • Maintain and Revise
slide11

Set Goals

  • What is the purpose of your online orientation?
  • What population(s) will the online orientation serve?
  • How will the online orientation relate to existing programs?
  • How will you make your online orientation participatory and interactive?
  • What are your learning outcomes?
slide15

Identify Key Players and Collaborations

  • Who needs to involved to make an effective online orientation a reality?
    • Internal
      • Your office
      • College constituents
      • Departmental partners
      • Web Services/Information Technology
    • External
      • New students
      • Parents and supporters
      • Sponsors
    • Other
slide18

Evaluate Resources

  • What resources are available?
    • Immediate vs. long-term
    • Internal vs. external
  • What is your budget?
    • Start-up costs
    • Maintenance costs
  • What human resources are needed?
    • Editing, graphic design, web design, programmer, etc.
slide21

Explore the Technology

  • What capabilities do you require based on your goals?
    • Customization
    • Participation tracking
    • Interactive components like videos, quizzes, etc.
  • What type of platform will you use?
    • Synchronous vs. Asynchronous
  • What products/tech support is available through your institution?
    • In-house vs. third party vendor
slide24

Develop a Process and Timeline

  • How will content be developed and edited?
    • Content driven by your learning outcomes
    • Individual vs. collective process
  • Is special expertise needed?
    • Graphic design, web design, database building
    • If so, what does this timeline look like?
  • When will online orientation be available?
    • Allow time for usability testing, editing, demonstration, etc.
slide28

Create an Assessment Plan

  • What determines success?
    • Accomplishment of learning outcomes, participation rate, etc.
  • How will success be measured?
  • When will success be measured?
  • What do you need to know?
    • May be driven by stakeholders/campus constituencies
  • What methods of evaluation will you use?
    • Online questionnaire, paper form, follow-up survey, focus groups, usability testing, etc.
    • Does the evaluation method align with desired outcomes?
slide31

Maintain and Revise

  • How will content be maintained?
    • What is involved in this process?
    • What is the timeline?
    • Who is responsible?
  • How will technology be maintained?
    • What is the process?
    • What is the timeline?
    • Who is responsible?
  • How often will major revisions take place?
slide34

Tips for Success

  • Set clear goals
  • Identify key players and collaborators early
  • Evaluate resources
  • Explore technological options
  • Create an assessment plan during product development
  • Plan a staged implementation
  • Build an exaggerated timeline
slide35

Learning Outcomes Revisited

Engaged in discussion of the key components of online orientation creation.

Interacted with orientation professionals who have experience with successful online orientation programs.

Created a plan for implementing your own online orientation.

slide36

References

  • Allen, I.E., & Seaman, J. (2009). Learning on demand: Online education in the United States, 2009. Needham, MA: Sloan-C. Retrieved from http://www.sloan-c.org/resources/survey04a.asp
  • Astin, A. W. (1999). Student involvement: A developmental theory for higher education. Journal of College Student Development, 40(5), 518-529.
  • Page, D. (2009). Online orientation program research summary. Minneapolis, MN: National Orientation Directors Association.
  • Shirky, C. (2008) . Here comes everybody: The power of organisation without organisations . London: Allen Lane.
  • Shirky, C. (2010). In Tantor Media. (Ed.), Cognitive surplus [sound recording]. Old Saybrook, Conn. : Tantor Media.
  • Strumpf, G., Wawrzynski, M., & Sharer, G. (2003). 20 years of trends and issues in orientation programs. In (Eds). Designing successful transitions: A guide for orienting students to college. The Freshman Year Experience Monograph Series. South Carolina University, Columbia. National Resource Center for the Freshman Year Experience. National Orientation Directors Association.
  • Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of

Educational Research, 45(1), 89–125.

  • Yuen, S.C. (2010). Collective intelligence and e-learning 2.0 : Implications of web-based communities and networking . In Yuen S. C. (Ed.), Hershey, PA : Information Science Reference.
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