University of Alaska Distance Education Steering Board

02 Nov 2004, 15:24:48


Critical Issues (Brainstorming)

Critical Issues (Categoriaer)

Goals and Objectives

Prioritize Strategic Goals

Action Items

Campus Communication Plans

Critical Issues (Brainstorming)

1. What are the critical issues we must address to create a system for access to higher education?

   Reliable access to the delivery system (videoconference, audioconference, internet based)

AMEN JOE! Some villages have very little if any internet access. HOW will this be overcome? I've witnessed some failure in my students due to their inability to access the necessary technical means... it has become a deterrent TO learning rather than an asset.

   Creating incentive for campuses to participate in delivery of distance courses.

   Tuition charges equitably distributed throughout system

   How is a student defined, home campus and academic campus? How will this effect how we, as an institution, federally report student headcount, enrollment, etc. How will this potentially effect reporting for grants?

   Make sure that ALL students have access to technology, even those in villages with 30 people.
Distribution of funds across maus and campuses.

   support faculty with instructional designer who kjnow technology and pedagogy

   1-800-uadisted ...that should be floating at the bottom of tv screens... it should be universally known, and, of course, there needs to be the backend...someone who answers that number who is helpful

   Acess to what? Acess for whom -- just AK or worldwide?

   Multiple campus have multiple start dates, drop dates, etc confusing students, staff and advisors. There needs to be some uniform structure.

we even have multiple versions of distance ed -- some distance ed courses are only available in the region - while some are statewide

   Define the market. Who are the students? How many are there? What are they interested in? What is the value added for society? (Putting resources in distance ed vs. other uses of the resources.

   figure out how we can count full-time students when they're taking a full load but from different MAUs

   If we ignore the differences of schedules among campuses, then how do we design classes that are deadline driven and have all students on the same page when they are engaging each other in discussions. If they are allowed to enroll at different times, how do you move the class forward together?

Should mention tuition between campuses. Student is supported at one MAU and wants to take acourse at anouther.

   Commitment to sufficient band width for the highest level of interactive capability

   In additional to faculty development of technology the staff the support them must receive development too.

   Invest $$ in course development and supporting faculty.

   Create incentives for instructors to teach web-based courses, versus audio or in-class courses.

   good advising available to all students

2. What are the critical issues we must address to create a system for access to higher education?

   student support

   Make an equal distribution of the tuition dollars

   and other fees!

   There must be commitment to sufficient tech support (on campus, in or near the delivery classroom, if offered in real time)

   technical support for faculty for creating quality courses

   faculty development to help more faculty create and teach more courses which improves access

Yes, funding for development. But also need to compare that with the market - need - for the course. Professors may want to develop something that is not wanted.

   Seamless transfer of credits across maus

   Should there be a campaign to recruit instructors with the tech skills to develop and teach distance courses? I'm finding a great deal of difficulty in finding instructors who are subject matter experts and can also run Blackboard.

3. What are the critical issues we must address to create a system for access to higher education?

   Cost sharing is important. Institutions providing student services should get a piece of the pie.

   Registration catalogs need to have better access directory information so that both students and staff know who is doing what. Advertise in many ways the shared university directories. Right now staff even have difficulty knowing who to contact to help students.

   How can we get programs to develop and advertize a three year course offering plan so that students can chart their course of study?

   more lobbying of the statewide legislature to develop a digital economy and a digital approach to education

4. What are the critical issues we must address to create a system for access to higher education?

   a common course management system

   A common course management system would be less confusing for students.

Don't we all have Blackboard?

   agree with #89 we need to have a simple navigation system for students to get to their courses

   Trust: UAA - UAF grievances may not be as easily resolved as implied in the Great Plains IDEA experience.

I'm interested in hearing more about how they sorted out the differences.

   Development of a broad system that includes classes with laboratory componets has special challenges and in some cases real risks to the student, eg chemistry or biology labs.

Yes, I am wrestling with that now. It may be a lab can't be done distance. How about a system to have most of a class by distance, then have the students come to campus for a week, say during Christmas or Summer, to do labs.

   #152, I disagree, if UAA-UAF-UAS grievances are too deep to be resolved, it will be because of individuals resisting. The great plains model crossing 10 states and 10 different institiutions, each with a seperate Board of Regents to answer to, is a much more difficult one to resolve than the simple issue of a handful of MAU's under one BOR

5. What are the critical issues we must address to create a system for access to higher education?

   training for students to be able to access and utilize distance delivery resources effectively

   How do we ensure that every distance course offered maintains a minimum standard of teaching excellence. There seems to be a great deal of ability for instructors to be "lazy" in: their interaction with students, the lack of quality in the materials they develop, and what they expect from their students.


   Academic assessment of student capabilities (writing skills, commutation skills, etc.)

   If standards are developed and introduced to institutions, then you have to trust that the standards will be applied by each institution.

   Agree with #85 we need to have standards and a way to identify courses and instructors who meet the standards

   for 105 and 85, when we get to standards, how do we apply them? are these different than the initial hiring standards when the individual is hired? How many standards will we apply to each other in order to ensure we're qualified to teach?

   Many institutions or campus are already requiring ASSET or Compass exams for students to determine academic needs.

   RE #85 totally agree - some standard for quality in distance teaching must be established

   Is it possible for Banner to block or flag students with problematic ASSET or Compass?

   Tenure and promotion are major motivators in the university setting, how will distance ed offerrings be weighted in such a system?

   for 85 - if we set standard for distance ed instructors -- we need to do the same for face-to-face instructors. (they can be lazy too!)

   #85 This is not a different issue from face to face instruction

   A FT faculty memebr complained that when she was asked to teach a distance course by UAA she received new instructor pay since she her time in with UAF was not recognized in the pay scale.

6. What are the critical issues we must address to create a system for access to higher education?

   Assessment tools to reliably assess what skills students are developing

   Students currently sign up for distance courses. Small rural campuses are not always aware or prepared to service the is just assumed that each campus has extra computers and staff to support the technology.

   Faculty incentive. Currently the effort expended in DE are not useful towards permotion and tenure.

   How can we determine which university should offer a course or degree if there is not enough enrollment to allow for two similar programs?

   better support for students taking courses at a distance

   Pull together all resourses to offer 24/7 tech support to students.

7. What are the critical issues we must address to create a system for access to higher education?

   Create a seemlees entrance for students to course registration and all other student services

   Workload issues--requiring involvement of unions

   How can we get 24/7 advising for students. Students may be coming to their studies from many different time zones.

   Can every campus agree to certain standards that instructors should comply with, ex. return student emails or phone calls within 24 hours, Have course materials that address different learning styles, communicate with each student in a class every week to inform them of how well they are doing or not doing and where they need to improve?

   Does any campus have workload policies in place?

8. What are the critical issues we must address to create a system for access to higher education?

   Programs offerred outside of the degree process--trying to get to the point of individualized learning based on the learner's needs

   Develop a means for development of programs to be delivered via distance and how to share the resources for those programs

   single point of contact web page

9. What are the critical issues we must address to create a system for access to higher education?

   support for campuses that support the student taking a course from a different location

   Keep up with the technology

   We need to make our systems as easy as possible... student friendly. What may be taken for granted in an urban setting can be verry difficult for our rural students

   make sure that all courses that are offered by distance can be seen by all students wanting to take a course by distance

   support for student groups to be formed, no matter where students are

   Mid-semester enrollment (in short courses): Banner implementations currently make this difficult.

   Egos are going to have to be set aside. It's going to have to be a "WE" attitude rather than a "MY" attitude. Are our professors, faculty, and support personnel wiling to do this?

   and try to figure out how our students can keep up with technology!

   eliminate the difference between distance and local students - focus on the learning regardless of student location and focus on the technology to enhance the learning

   Also are they ready to do this? Does it include changing the department or campus culture regarding education?

   How can we assure that faculty at rural campuses get an equal chance to teach distance courses that include students from the urban areas?

   student groups? IN what manner?

10. What are the critical issues we must address to create a system for access to higher education?

   common calendars?

   Encourage faculty to teach by distance and still make tenure

   apply system wide resources to system wide needs

   How to provide some of the social ineraction between students that is often a valuable part of calssroom instruction

   Fees: support of MAU course development are necessary. Consider course development costs of $30,000 to $80,000 (recent estimates I've heard).

   Re:. 126. Discussion boards with good questions can cause great interaction. Ask and instructional designer for tips on conduction good online discussions.

   #65 YES!

11. What are the critical issues we must address to create a system for access to higher education?

   accepting other courses from other MAUs

   Planning! Institutions must offer courses in a timely manner so that students can complete a course of study in a reasonable perion of time.

   Prerequisite checks should be automatic and not an awkward burden on individual instructors.

   Prerequisite checks should be automatic and not an awkward burden on individual instructors.

   banner needs to be more user friendly

   ensure that any system is accessible to special needs learners--learners with handicapps--such a system may be a valuable tool in delivering education to this population versus tradiditional calssroom instruction.

   Re 79, 80. Banner should be able to handle this when programed.

12. What are the critical issues we must address to create a system for access to higher education?

   course offerrings for the range of needs from single classes through a degree

   Workload: The answer to UAA faculty's shorthandedness is not to hire more faculty at UAF.

   With respect to distance learnng, what is appropriate at various levels (e.g. freshmen, sophomore to graduate student)?

   a concerted effort to work with providers to provide decent bandwidth

   Can we let the market determine the number of faculty at each campus, while at the same time make coordinated plans?

   Please, we need to consort semester dates across the MAU's - for shared courses and programs. This includes using same time block for audioconference offerings. Students currently have difficulty reaching a full schedule due to courses not following the same block/dates.

   Add instructional designers to local areas so that faculty can discuss design issues with them at any time.

13. What are the critical issues we must address to create a system for access to higher education?

   central information point for students, staff, faculty, and administrative issues

   Initiate a quality assurance process for courses offered via distance so that the best practices for distance education is followed.

   How is success measured? What campus gets credit for degrees earned by distance?

   How can we consistently hire quality instructors who understand how to effectively deliver a distance course.

   To what degree to faculty buy in to distance education?

   agree with #140, and we also need to find a way to recieve more student feedback on instructors, the current system is not always effective.

   I like the incentive question. If a campus develops and offers their own distance courses and do not need additional students to fill their classes, where's the incentive to open classes up to other campuses...especially if 20% of tuition is lost?

   #146 Important,because when faculty dont buy in, students notice

   Unite effort for scheduling and site support for video conferencing.

14. What are the critical issues we must address to create a system for access to higher education?

   Evaluation of course by students

   Governance: How can the MAU academic boards control curriculum?

   Academic issuse will remain with the colleges.

   #125 What does this mean?

   A course naming and numbering system that is consistent across MAU's, and in its absence, more aggressive work at developing articulaiton agreements and keeping them up to date across MAU's

   So what does that mean for issues such as academic dishonesty?

   program based development ofdistance courses and the programs belong to the academic unit at the originating MAU

15. What are the critical issues we must address to create a system for access to higher education?

   course offerrings that are based on the learner's schedule not the institution's of the faculty member's

   create a plan for offereing particualr programs so students can create a personal educational plan and be certain the courses will be availalbe during the entire sequence of coruses

   How wonderful for advisors to have course offering plans to help students with their educational plans.

   #123 This is a major challenge that has never been met in CRA--very dependent on available faculty.

   #149 that is why a disitance program is created - to share the resources i.e. faculty and technology so students can complete programs -but the incentive to play together must be there

16. What are the critical issues we must address to create a system for access to higher education?

   Find a way to solve the age old rivalries among campuses

   How to you provide acess to individuals at remote locations with very limited internet acess

   Better communication within the MAU and across the state

   Developing an equitable instructor workload compensation that includes new demands of tech delivery

   Re 99. Trust! Somebody needs to start the ball rolling.

   #113 PLEASE don't assume that "distance delivery" only means "internet." Currently, the ONLY ROBUST technology available to all rural stuents for live classes is the phone.

   A critical issue is the current emphasis on using videoconferencing to teach courses. In most cases, a talking head adds nothing to course content, and the content can be delivered more effectively in a variety of modes rather than video

   I agree with the "talking heads" person above. I an accomplish more in less time via straight audio conference and a well planned out class

   Agree with #99, we need to make an effort to stop "stealing" students, but still offer student support to those students who are not a specific campuses

   IT tech staff and support need to be doubled at campuses.

17. What are the critical issues we must address to create a system for access to higher education?

   Gain cooperation for development on programs - not individual courses.

   Scheduling of courses that are live.

   How does this enhance on students learn?

   How about offering more sections of courses so that they can be oriented to a variety of student learning styles

   Cooperation and collaboration are good, but in this institution, they are given lip service as other indicators are more important to the institution when measuring success

   Currently, the fact that UAS uses MBS causes problems for Rural Students. Would recommend that books for distance courses for shared courses come from the same place -CDE.

   #153 agree - the measure for success in this institution creates rivalry and competition and goes contrary to the principles of working collaboratively

   #160 Many students don't have credit cards or checking accounts in rural Alaska

   Is it unrealistic to have students follow the schedule of the instructor offering the course, rather than every instructor adjusting to the scheudle of the student?

18. What are the critical issues we must address to create a system for access to higher education?

   Registration restrictions, like prerequisites, should be automatic and not a burden on individual instructors after a class has begun.

   Assessment and quality. Quality and assessment.

   Can we have one Blackboard system?

   Stronger communication from Statewide on infrastructure issues. Is the university considering going to IP/telephone service? Rural sites miss the dial up access...ect..

   what mechanism will be used to admit someone to the higher education insititutions? SATs, highschool grades, or will people be able to take college classes without being admited in the traditional fashion?

19. What are the critical issues we must address to create a system for access to higher education?

   seamless access to the system (across institutions)

   Seamless access is important, this includes coordinated course schedules (start and end times for semester based courses)

   keep the trust among the people so that they can get past their turf issues

   Get past turf issues, but at the same time insure that campus can accuratly count students in thier region, as well as all they serve.

Final List of Critical Issues

Tool Name: Categorizer - Leader

1. Critical Issues

1. Assessment and quality control for coursework

2. Course-development support for faculty -- training, development, etc. Instructional designers who know technology and pedagogy

3. Adequate Technical Support for students -- a help desk that answers and FTF support in the field

4. Development of trust among campuses to allow the university components to work togteher

5. Uniform registration policies

6. Managing differences of start-date/end-date and class-time-blocks, and classes that are not semester length

7. Credit for tenure and promotion for faculty teaching distances classes

8. Equitable credit for workload of teaching distance courses

9. Incentives for collaboration rather than competition

10. Assuring student preparedness for a given class (prerequisites, assessments of competency, etc.)

11. Assuring quality of instructors

12. Keep the focus on Learning with technology as support, rather than focusing on technology.

13. Understand the market

14. Managing differences in course naming and numbering systems.

15. Equitable distribution of tuition and fees

16. 24 X 7 advising for students

17. Seamless transfer of credits across MAUs

18. Comman planning for programs, not just courses

19. Make a single source for information about all distance courses a student could take

20. User-friendly to the student - simple!

21. Establish an unambiguous definition for Access, and define who the system is to support

22. Address the needs of special needs learners

23. Student access to phone, internet, and computer technology

24. Training instructors to use appropriate pedagogy for the technology availalbe

25. Prioritzing which students should be allowed to enroll in which classes

26. Planning for distance education, sequencing courses for programs and degrees, and sharing planning


Goals and Objectives

Tool Name: Group Outliner - Leader

1. To develop a system through cross institutional collaboration that provides access ot the best education the university has to offer, regardless of students' locations schedules, or other limiting factors.

   One registration system instead of having students on different rosters, etc.

   1. Agreement on division of fees and costs.

   Collaboration and trust, not competition


   A single place that lists all distance courses

   collaboration & communication between MAUs

   Planning at the department/program level to insure development and delivery of courses and programs

   Resolution of faculty workload issues

   system planning so students can move through programs in a timely manner

   Buy in of everyone involved.

   common course/class schedule accross MAU's

   Equitable plan for distribution of tuition and credit to campuses

   A one stop entry point for students to register, get financial aid, and other student support services.

   Agreement on common semester dates, times, catalog services,

   full articulation of courses across MAU's

   have common classes, fees, personnel, and think as "one" university rather than separate entities

   2. acceptance of common courses across system.

   Publish course quality standards based on sound research

   Programing of Banner to faciltate systems (financial, course sharing, prerequistes and assessment, etc)

   Everyone everywhere must have the best technology to get the best education the university has to offer.

   Defining access -- what does it mean? For what purpose? To whom? Why?

   Resolution of academic quality issues(delivery, content, assessment, evaluation, etc.)

   deploy a system to rapidly translate course numbers and transfer course credits among the MAUs

   Remember that not all students are equal in ability to receive what otherwise might be thought of as a common for of technology, i.e. the Internet service

   Strengthen of distance budget and staffing across units.

   What does the "best education" mean?

   Development of a robust training and support program for faculty

   One point for student to get information, but recognize each campus/MAU has their own policies set in place.

   Comprehensive plan of integration with a specific list of what each campus will do

   Define programs, sub-programs, and courses for which there is a demonstrated need for distance delivered material.

   Degrees offerred are equivalent regardless of method earned--classroom or distance ed.

   Resolving home campus issues- building the business model that will support on-going distance education.

   How does this relate to "how people learn" -- assessment-centered? learning-centered? knowledge-centered? community-centered?

   have personnel to travel across the state to work with villages, IRA's, etc., to ensure that villages might have internet and technology accesses such as Starband, etc.

   recognition for faculty who teach distance courses in the tenure and review process, incentive for faculty to develop and teach courses for distance delivery and for professional development.

   Establish uniform standards for all courses regardless of medium offerred

   Governance (i.e., Faculty Senates) must endorse these inter-MAU services, regarding faculty approval of curriculum.

   Develop a catalog clearly outlining which 2, 4 and graduate degrees are available via distance.

   Intra-institutional cooperation and inter-insitutional cooperation without stifling creativity at all levels

   Define home-campus vs. academic campus

1.1. A student-centered, knowledge-focused approach to course development, scheduling, sequencing and marketing

   Marketing Initiative

   Figure out what we already have

1.2. Incentive plan for faculty, depts, campuses, students, to collaborate

   Establish Economic Agreements on resource sharing

1.3. Articulation agreements for courses offered by this system (easy for students)

1.4. Quality assurance for course design, delivery, and connectivity

1.5. Communication Plan for informing and getting feedback from stakeholders

1.6. 24/7 Support for students and prospective students

   Equitable access to good technical infrastructure

Prioritize Strategic Goals

Ballot Items

1. A student-centered, knowledge-focused approach to course development, scheduling, sequencing and marketing

   Marketing Initiative

   Figure out what we already have

2. Incentive plan for faculty, depts, campuses, students, to collaborate

   Establish Economic Agreements on resource sharing

3. Articulation agreements for courses offered by this system (easy for students)

4. Quality assurance for course design, delivery, and connectivity

5. Communication Plan for informing and getting feedback from stakeholders

6. 24/7 Support for students and prospective students

   Equitable access to good technical infrastructure


1. Priority

Polling Details

Cell Statistic: mean

Number of Ballots Cast: 16

Number of Ballots Abstained: 0


Polling Results Table

Cell Statistic: mean



Ballot Items


Polling Method:

Numeric Scale1

Allow Bypass:


A student-centered, knowledge-focused approach to course development, scheduling, sequencing and marketing


Incentive plan for faculty, depts, campuses, students, to collaborate


Articulation agreements for courses offered by this system (easy for students)


Quality assurance for course design, delivery, and connectivity


Communication Plan for informing and getting feedback from stakeholders


24/7 Support for students and prospective students


Vote Spreads

Column: Priority
Polling Method: Numeric Scale
Allow Bypass: Yes


Number of People Who Polled Each Value


Ballot Items











A student-centered, knowledge-focused approach to course development, scheduling, sequencing and marketing












Incentive plan for faculty, depts, campuses, students, to collaborate












Articulation agreements for courses offered by this system (easy for students)












Quality assurance for course design, delivery, and connectivity












Communication Plan for informing and getting feedback from stakeholders












24/7 Support for students and prospective students













Action Items

1. Communication Plan for informing and getting feedback from stakeholders

   Organize and conduct student/faculty "roundtables"

   focus groups of customers

   Create a dynamic web site that houses areas for work groups to post information and use as a repository for information

student satisfaction, what distance classes needed, tech support
completed before the summitt in the spring.

   Establish a campus Academic Steering For Distance Education that has cross institution representation (faculty, admin, student services, etc)

   Develop a website

   Establish a communication protocol with key state wide decision makers and board of regents particular to the work of this group

   Determine regional communication plans

   Use listservs to keep people within groups posted; use listservs among work groups posted

   create a set of outcomes survey questions associated with DE efficiency for statewide compilation

   make special effort, using listservs and websites, to keep the university community updated on the efforts of distance ed steering committee

   Re: 65: A web site to do what?

   Develop standard questionairs, similar to IASs, and ask all current distance students to recommend courses and material they would like to take. Tie to program and degrees, if possible.

   web site and administrator whose responsibility it is to maintain and disseminate the various data, answer questions, etc.

   As part of all distance learning offerrings request some standardized feedback about program offerrings

   re65 90, websites seem to be a popular fix, but how do you get the students/staff/faculty to regularly access and contribute to a website? That is needed for it to be effective, and so often we build the webstie, and no one comes

   set up an online forum at each campus to gather comments from campus stakeholders.

   Initiate a discussion of what is the "best education" and what "access" means. How may this be achieved in different ways?

   Use Alaska One to inform about distance classes

1.1. Team members

   Bill Butler

   Donna Schaad

1.1.1. Collect responses about the DE experience, the programs they want, the quality of support, etc.

   Quality of courses

   AMount of quality interaction with the instructor

   Did you gain the skills you thought you would from the course?

   perferred method of distance education, ie audio, blackboard, paperbased

   measure the comfort level the student has with the specified outcomes listed in the course syllabus

   Access to student services


   How the amount they learned in a distance course compared to an in-class course

   Survey all stakehlders

   what worked what did not

   ease of technology... did it help or hinder the educational process?

   survey results should be compiled, analyzed and given to some part of this distance ed team to be posted

   timely answers to questions

   Competancy of instructor to effectivly teach at a distance

   Collaborate with blackboard to send surveys to all students in blackboard system, discussion board open feedback doesn't get much response

   what was effective and ineffective about class

   What program is the student accepted into at the time of registration for this course

   Make public via web. Have CDE coallate, copy to the departments.

   What program are you in? What programs would you like to see?

   Focus groups to tease out greater understanding

   have current distance ed students asking them to include survey as a part of their current web course

   reliability of medium (e.g., Blackboard)

   What other courses did the student take at the same time as taking this course?

   source of distance ed historical documents...including student and faculty survey results:

   Ask Donna and others who may have surveys already developed.

2. A student-centered, knowledge-focused approach to course development, scheduling, sequencing and marketing

   Marketing Initiative

   Figure out what we already have

   One place on web where student can find what is offered on distance

   MAU Chancellors agree on set semester dates, registration dates and course scheduling time for shared courses.

   Find out what others have done world-wide?
Who are the competitors?

   Solicit and centrally publish 2-year course schedule from DE programs

   meeting with 3 mau registrar heads

   single sign on for distance no matter the MAU

   get student input!

   What are the needs of employers; what skills do they value? Do the offerings meet those needs?

   Course offering plan, course development plan, Program View and the ultimate Focused View.

   When getting student input, don't forget rural areas

   Review by departments of programs that might benefit from more distance courses. In return for a financial reward, have departments justify their expected increase in enrollments/degrees and relation to Alaska needs.

   Put up a place online that allows students to see the three-yeara course offering plans developed by the academic departments

   Establish focus group of all MAU components

   Within each MAU and each college/campus the major stumbling blocks.

   Develop a feedback mechanism between voiced student course requirements and the course development cycle

   Academic schedule is approved by faculty senate--meet with the 3 faculty senate presidents to promote agreement

   Who and how would courses/programs be marketed?

   Make the course development life-cycle visible across MAUs so that departments get an early indicator of development plans across the MAUs

   Use Alaska One to get info to villages

   Identify foundations for developing marketing and advertising plans

   mass copy and mass distribute the DVD we watched today throughout the university community

   involve students via distance learning network in the course development process

   Compose a group like this one of students to provide their perspective on these issues

   gather input from student services personnel

   select existing attempts to create unified distance program offerings i.e. nursing and use it as a pilot or model for this goal

   Market a brand image of what distance education is and what it offers.

   Meeting with MAU registrar heads

   Offer a single point of entry for students for disted at UA

   Have a phone number: 1-800-UADISTED ...widely distribute it- this assumes we can answer the phone calls effectively

   Develope a statewide alumni association that helps with student recruitment, program advisement and general coaching to assist students at the village level. Is there a common website that keeps track of UA graduates and where they currently are in the terms of career and location?

   Pete Pinney has developed comprehensive list of courses offered via distance for students to obtain Associate's Degree.

   lack of coding no incentive to code it or pull in other courses from other MAU or comm campus

   Proper coding of distance courses so they appear on the Gateway.

   Instead of "TBA" listed under room numbers and times in schedule, place N/A if this applies. UAF schedule does not allow this.

   Because each of the programs mentioned have worked from their perspective they have moderate successes and the challenges arise when they hit a systemwide issue i.e. sharing resources

   Create a single web site that lists all DE classes to be offered over the next two years

   Review other state's programs to see how they overcame distance issues and appliy their strategies.

   pick a program to implement this goal and all the issues discussed will surface and as each surfaces they will be addressed - it will be a small piece what campuses offer and non threatening to existence of the smaller campuses.

2.1. Team members

   Donna Schaad

   John Bruder

   Cathy LeCompte

   Holly Royce

   Charles Snare

   Heidi Simmons

   Tom Pennington

   Jason Ohler

2.1.1. Compile a state-wide inventory of DE offerings

   solict 2 or 3 year course offering plans from each department. Either link to that plan or compile them into a central place

   Check Gateway listing

   check banner coding... to make sure all courses are coded correctly

   Audit Gateway listings

   Not all campuses plan two or three years ahead. In rural areas we usually plan the majority of our classes one year to a semester ahead.

   Code the course to properly display on Banner to reflect availability by distance and the mode of delivery

   Not all campuses want their classes listed online. When choosing the VR/web on Banner it makes it availble to a student to register online.

   Chart how the money is distributed

   It's just not coding courses in banner correctly, it's also about all MAUs coding the same wlhen the courses are scheduled in banner. Right now that is not happening.

2.1.2. Review existing online programs like nursing, Early Childhood and abstract a structure and approach to creating another program, and document lessons learned

   watch the DVD

   Pay attention to the four principles: behave as equals, simplfy, low cost with high impact, good incentives for participation

   Check in with other states like Hawaii who have been successful

   Re 168: PACDE has a report on this. It's on the web site

2.1.3. Develop a laundry list of BANNER issues and present it to IT for rectification.

   Figure out a way to put some teeth behind the coding scheme

3. Quality assurance for course design, delivery, and connectivity

   Gather and publish best practices for course delivery

   Develop guidelines on appropriate uses of different technologies

   draft statewide DE quality guidelines

   Have a minimum set of standards for instructors to follow when teaching a distance course.

   Test delivery tools for distance courses across all the connectivity levels in Alaska from dial up to broadband

   distance seminar for best practices in distance ed

   Have minimum set of standards (participation, tests, interaction, etc) for students to follow when taking distance course.

   Tie the suggestions for course quality measures to student outcomes

   Collect best practices from practicing faculty

   With all development of courses, it should support the reputation that distance courses are challenging, meaningful and a top-notch way to earn an education.

   Assess from the students' perspective the utility of distance leaning programs in which they have participated

   Provide instructional design support. May need to hire more ID.

   guidelines and Course Content Guidelines for the various "like" courses

   Create a mechanism for sharing and receiving best practices between faculty

   Only hire instructors who are extremely dedicated. Distance courses often allow instructors to be lazy. Ex. willing to give each student in his/her course individual feedback on work each week.

   Review Orson Smith's UAA guidelines for recommendations for state-wide guidelines.

   who's doing the QA?

   Market a unified "Distance Education" program in which all courses have earned a great reputation and students and advisors wouldn't hesistate to enroll in any that are listed in the "Distance Ed Schedule."

   Ask faculty for their thoughts and concerns on quality assurance for course design

   Inventory connectivity across the state--involve GCI and AT&T

   Approach to enrolling and taking courses should feel integrated to the student. With the University of Phoenix, after students take their first class, they no longer have to navigate through the unknown of what's expected for each course. They spend their time learning the material, not learning new technology, where to get the book, whether or not they have to meet deadlines, etc.

   Create a task force to examine and develop recommendations for enhancing technological capabilities

   Expectations of students and instructors in distance ed courses have to be raised.

   find way to receive more indepth evaulations from students on instructors already teaching distance.

   Examine the issue of tech support for faculty and students

   What are the expections for distance teaching faculty?

   Look at ADETC's (Alaska Distance Education TEchnology Consortium) guidelines developed for acceptance of disted courses accessible through a Digital Comme

3.1. Team members

   Joe Mason

   Melissa Brown

   susie feero

   Mike Hawfield

   Curt Madison

   Orson Smith

   Bob Perkins

   Martin Leonard in Bethel per Heidi

3.1.1. Develop guidelines on appropriate uses of different technologies

   Cateloging what distance technologies are available

   What are people trying? What's working? What's not working?

   What is mis-incentivized (VTC?)

3.1.2. Establish Distributed work group methods among instructional designers

3.1.3. Establish a minimum set of standards for instructors to follow when teaching a distance course.

   Find a way to separate the issue of academic freedom from the issue of quality-of-pedagogy

   GuidelineET 2000

Campus Communication Plans

1. What is the message from this meeting?

   Distance education is an important component of course delivery within UA, and it is important to develop collaborative incentives to encourage cooperation among MAU's and other administrative units within the statewide system

   Generating questions.

There was a fear that something was going to be shoved down our throats but we have generated a lot of new questions to be answered

   The message from this meeting is that it is possible for multiple instituitons to collaborate for the delivery of programs via distance and I have a dvd the proves it.

   The University has determined that distance education has value and is willing to put money and organization towards the effort.

   The university is committed to developing a coordinated distance education delivery network.

   Distance Education can be effective, integrated, and consistently meaningful.

   We all share common issues and a desire to help students succeed in the distance environment

   There is now an inter-MAU vision for distance education that serves everyone: To develop a system through cross-institutional collaboration that provides access to the best education the university has to offer, regardless of students' location, schedule, or other limiting factors.

   The university is committed to over come obstacles that we havn't before, promoting trust and collaborations between MAUs.

   UA administration wants solutions and will be tryin gto implement them.

   Distance education has been an ad hoc effort for years separated by departmental and MAU lines.. This committee is an effort to overcome the loss effeciency from not sharing.

   That the steering committee is looking into various ways to expedite, combine, and work harmoniously with the other UA facilties to improve and broaden the distance education possibilities within the system, making DE students friendly, etc.

   The vision impacts all areas: IT, academics, finance officers, etc.

   UA already has a lot of distance education, much as the individual efforts of the instructors. Faculty, programs and campuses need to coordinate and adminsitrators need to facilitate joint efforts to improve and expand distance education efforts.

   There will be a consorted effort for the MAU's to work together for the best of our students.

   Commmon DE problems and opportunities may have shared solutions and actions that benefit all. More effort to explore the possibilities is worthwhile.

   Not solutions shoved down your throats

2. How should this message be reported back to campus?

   Formal meeting and discussion, e-mail, flyer in mailboxes

   To distance education committee members to disperse

   Establish an on-campus group to support your efforts of communication on your campus.

   report to the campus director or Chancellor

   via email

   Should report the results of the meeting through a number of channels, the more channels the better.

   call the department heads to let them know you are a contact for distance education questions

   Each MAU should undertake a deliberate process for communicating about the issues discussed at this meeting and for the future - i.e. UAA example

   Be nice to have a report to give to the director.... disseminate word by us

   All existing committees, work groups and task force at each MAU that is involved in distance education should receive a report from their representative on this committee.



   Academic Steering Committee for Distance Education (faculty group, like at UAA)

   Run through Provost to campus weekly publication.

   Faculty Governance (Senate, GAB, UAB,...)

   campus TLTR and email

   Group membership added to and amended as needed. Chancellors allow new people to be appointed and or attend as needed.

   The statewide decision makers should reinforce the value of this process to the chancellors and provosts

3. How shall we get information back from the campusus?

   wiki, discussion board postings

   use weekly audio conferences

   Report what you on-campus committee is doing back to this group.

   listserves, audios

   make a blog around specific topics

   via US

   Through existing distance education committee

   talk with the registrar and bring the comments to the group

   Governance and Academic Steering Committee for DE (faculty group, like at UAA)

   There already is a statewide registrars meeting, present and gather info from them.

   send any documents developed at your campus to CDE for posting on the Steering Board website

   Ask for email responses.

   Solicit information from numerous sources--facutly senate, deans & directors, direct solicitation from faculty and staff, course evaluations, etc.

   regular meetings of this group and work groups - predetermined and not changed so that busy schedule do not effect attendance.