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Education Master Plan Goal 7 Taskforce. Broward Community College March 2, 2006. A Context for Flexible Learning @ BCC. Enrollment projections show growth that can’t easily be accommodated given current scheduling and facility availability.
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Education Master Plan Goal 7 Taskforce Broward Community College March 2, 2006
A Context for Flexible Learning @ BCC • Enrollment projections show growth that can’t easily be accommodated given current scheduling and facility availability. • Students increasingly will expect flexible and convenient learning alternatives. • E-learning sections fill first. • Competitors are nimble in this area and, in key cases, far ahead: • U of Phoenix, Kaplan, Devry, Keiser, Saint Leo • E-learning techniques are transportable to all parts of the curricula.
BCC E-learning EnrollmentsFully On-line, Blended and WebCT-assisted
Goal 7—Course Delivery(from EMP web site) • Strategy 1a: Develop a comprehensive strategic e-learning plan to select, develop and deliver e-learning programs, degrees. • data-driven • credit and non-credit options • Significant impact (enrollments, facilities) • Strategy 1b: Transform e-learning course design & development process • Reusable learning objects approach • Pre-assessment; instruction; post-assessment; remediation • Master Courses • Strategy 2: Professional development • Learning competencies • Unbundling of content into learning objects tied to competencies • Re-use of learning objects in a variety of contexts
Strategic E-learning Plan • 3 year plan drafted by 7/1/06 • To be created by special task force • Academic Deans; ITPC; Academic & Student support services • To strategically positions e-learning as critically important to BCC • Task Force to draft plan elements • Select certificates & degrees • De-bundle and create new courses • Prepare for SACS substantive change • Assess impact on existing processes and policies
Suggested Strategies • Select high priority programs/certificates for eLearning delivery • De-bundle high priority courses identified in #1 into learning objects and re-combine into Master Courses • Re-engineer course development process for new courses. • SACS quality assurance processes • E-learning’s impact on procedures, policies, and contracts
Strategy #1 Select high priority programs/certificates for eLearning delivery (handout)
Course Development Strategies • Strategy 2: De-bundle high priority courses identified in #1 into learning objects and re-combine into Master Courses • Strategy 3: Re-engineer course development process for new courses. (demo)
Strategy 4:Best Practices for Electronically Offered Degree and Certificate Programs Southern Association of Colleges and Schools
Institutional Context and Commitment • What are the institution’s policies concerning the establishment, organization, funding and management of electronically-offered programs? • Do they reflect ongoing commitment to such programs?
Strategy #5 E-learning’s impact on procedures, policies, and contracts