Digital Preparedness & Remediation

Digital Preparedness and Remediation

Description

This project will enhance student success by identifying and rectifying pitfalls commonly faced by students engaging with online/hybrid classes. These pitfalls may occur in the instructional or student services space and may apply to students taking classes fully online or in a blended/hybrid modality. Primary focus will reside on (a) student communication/engagement; and (b) student preparedness/remediation for online/hybrid instruction.

Outcomes/Objectives
  • Enhanced student communication, engagement and coaching peripheral to the online/hybrid classroom.
  • Lower technical barriers to student success
  • Build student technical skills needed for online/hybrid success (digital literacy)
  • Build students’ use of effective/independent learning habits.

We will pursue a new set of goals annually.

Deliverables for 2012/2013 include:

  • Clearly define digital literacy skills required to take an online/hybrid course, and develop associated student resources
  • Clearly define the effective learning habits needed for online success, and develop associated student resources
  • Connect/integrate with SOAR regarding LaneOnline material, communications, and orientation. Produce information materials.
  • Recommend pop-up registration nags in myLane – students enrolling in online/hybrid prompted with *are you ready?* content – leads to self-test(s) & preparedness resources.
  • Explore hybrid and online icons for myLane and print schedules to clearly id course format for students.
  • Develop a CRM system for coaching/guiding LaneOnline students throughout the course of a term – welcome email (getting started), midterm email (how’s it going?), final email (LaneOnline evaluative survey).
  • Revise LaneOnline web site content to be fully student-centric.
  • Revise Moodle login page/portal to be more student-centric – resources, guides, and engagement.
  • Revise the Moodle test-drivecourse. Promote the test-drive more prominently. Establish a Badge for the course/student eportfolio.
  • Create online Moodle compatibility test.
  • Produce/promote student testimonial videos – the good, bad, and ugly of online/hybrid – peer-to-peer.
  • Refine and more broadly market the *are you ready for online* self-test
  • Explore Mozilla OpenBadge infrastructure as a component of eportfolios and student preparedness, i.e. Digital Literacy Badge / Online Preparedness Badge.
  • Explore/promote Moodle 2.0 auto emails for non-participating students.
  • Explore opt-in lesson options for faculty to incorporate into courses which focus on Moodle help, Moodle intro, netiquette, etc.
  • Refine web info about LCC labs, tech tutoring, and support pathways
  • Explore options for student technology access – i.e. lab access on weekends and evenings, DTC labs, etc.
  • Explore options for long-term student laptop check-out
  • Explore 1-credit courses or learning modules (curriculum development) focused on digital literacy and effective learning habits. If students remediate – where do we send them?
Project Lead

Brad Hinson