Center for Instruction & Research Technology

Center for Instruction & Research Technology

2015 A N N U A L

R E P O R T

Table of Contents

A support unit in Academic Affairs,

Director’s Message

3

CIRT Services

5

Team Reports

6

CIRT by the Numbers 2014 – 2015

16

Publications and Recognition

17

2015 – 2016 Strategic Action Items

19

the mission of the Center for Instruction & Research Technology (CIRT) is to offer expertise, resources, and training to assist faculty in ways that enable them to develop greater capacities for using technology for teaching and research. CIRT also disseminates ideas, frameworks, and materials that apply pedagogical knowledge to the teaching and learning process.

www.unf.edu/cirt www.facebook.com/cirtunf (904) 620-3927

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

2

Director’s Message The Center for Instruction & Research Technology

to DL. CIRT staff and services are now located in

(CIRT) was established in 1995 within Academic

both Building 1 and Building 10. This growth and

Affairs as part of a comprehensive faculty center.

diversification of services and staff afforded us the

The first full-time director was hired in 2000 and

opportunity to establish new areas for faculty use

CIRT soon emerged as an educational technology

during the past year. One area is a video recording

Deb Miller

center where faculty could go to get support,

studio, complete with specialized lighting and

Director

check out equipment, consult on projects, work on

green-screen technology. The ability to have a

course development, and explore new ideas.

permanent video recording space is a huge boon and should be a great convenience for faculty. We also developed the Online Learning Laboratory (OLL), housed in the old Faculty Commons. The OLL provides a state-of-the-art facility to support online learning. The design of the room allows faculty to easily create high-quality online materials that combine audio or video with content. Faculty only need to bring a flash drive with and push a button to record a lecture or an annotated calculation on a white board. The space will also be used for faculty workshops and experimentation with new technologies. Both of these new areas are located in Building 10, along with the instructional design team and administrative services.

The start of the University’s distance learning (DL) initiative in 2011 prompted an accelerated growth of CIRT’s staff to meet faculty needs and to develop new types of support for those engaged in the conversion of courses and complete programs

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

3

Director’s Message

CIRT is now organized into four functional teams

development series and are available to consult on

providing a broad array of services:

a variety of instructional design topics.

The Creative Team focuses on supporting

Distance Learning Student Services (DLSS)

teaching and research technologies. This includes

provides a single point of contact for students in

project consultation, media development, general

fully online degree programs and is a resource for

instructional technology assistance, and the rest of

students in distance learning courses. Through a

the core CIRT services.

comprehensive website, distance learners have access to a variety of student services, such as

The Online Learning Support Team provides

advising, tutoring, financial aid, registration, and

faculty Blackboard support, answering the phone,

career services, as well as resources, such as

responding to emails, and providing individual and

policies, forms, and tutorials.

group training to faculty on the use of Blackboard As a department, CIRT remains committed to

and other online tools.

providing faculty with the highest quality services The Instructional Design Team works with

and to our mission of offering expertise, resources,

faculty on the development of distance learning

and training to assist faculty in ways that enable

courses and fully online degree programs. In

them to develop greater capacities for using

addition to their direct work with faculty on

technology for teaching and research. 

course development, they deliver our TOL faculty

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

4

CIRT Services Instruction and Research • Instructional technology integration • Blackboard® and online learning support • Distance learning • Instructional design • Scantron test reporting and analysis • Classroom clickers • Project consultation • Web-delivered forms and surveys • Data analysis software support

Media • Slide and transparency scanning • Digital audio and video production • Graphic design • Learning object design and creation • Customized Google maps and tours • 3D Printing • Preparation of images and figures for publication • Research poster development and printing

Equipment • Laptops • Tablets and readers • Digital cameras, camcorders and tripods • Projectors • Digital voice recorders • GoPro camera • External drives

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

5

Team Reports CREATIVE TEAM

3D Services This academic year yielded several successful

Dave Wilson Assistant Director CIRT Lab

The Creative Team provides teaching and research

3D projects, including a collaboration with

technology support to faculty through project

Dr. Peter Bacopoulos in Civil Engineering on

consultation, media development, and general

the creation of 3D models of the Atlantic and

instructional technology assistance. Key services

Gulf Coast bathymetry (ocean elevation) from

include equipment lending, video production, 3D

research data. Dr. Bacopoulos used the plastic

scanning and printing, graphic design, online

models to illustrate the shape of the ocean floor

survey tool, and classroom response (clicker)

at presentations and in the classroom. These

system.

bathymetry models were also published as interactive PDFs for online viewing and use in

Interactions by Major Service Type Publication Clickers Website Development Project Consultation 3D Printing Survey Development Application Support Equipment Poster Dev/Printing Audio/Video Graphic Design

Blackboard.

33 37 43 46

New Clicker System CIRT worked with the Campus Technology Committee to identify a new clicker system in 2014 and supported the University’s transition to

72 92

the new solution during the past academic year. In

132 132 136

Fall 2015, we worked with the vendor to help 730 students exchange their old clickers for the new

242 254 25

75

125

175

225

275

Figure 1

NXT clickers at no cost. In addition to workshops throughout the year on the new system, we hosted a lunch and learn event in Spring 2015 featuring biology professor and NSF grantee Dr. Tamar Goulet from the University of Mississippi discussing how clickers can be used effectively to

During the past year the team grew to five full-

engage students.

time staff members, built a new video studio, added 3D scanning, and redesigned the CIRT

Online Survey Tool – Qualtrics

newsletter. The Creative Team provided a variety

CIRT provides training and support to the

of services to 310 unique faculty. Figure 1 depicts

University community in Qualtrics, the online

interactions by major service type.

survey tool. UNF currently has 1,156 Qualtrics

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

6

Team Reports users, an increase of 345 users since June

The video is compelling, with testimonials from

2014. Of the 4756 surveys in Qualtrics, 243

faculty and students, and depictions of the unique

have more than 10 responses. This year, the

opportunities students have both on campus

Advanced Creating and Managing Online Surveys

and in the community. The video is shown at all

and Qualtrics Reporting Tools workshops were

auditions and during orientation.

redesigned and a workshop was created for the new offline survey tool feature. We also supported

The other exciting news this year was the creation

the Public Opinion Research Lab’s (PORL) use

of a video studio, complete with dedicated

of this new offline feature for their Player’s

cameras, professional lighting and a green screen.

Championship survey project, assisting with survey

This space has already been utilized to produce

set up, training survey staff, and checking out

high-quality interviews and videos for faculty and

iPads for use in data collection. PORL collected

academic units across campus. Green screen

more than 2500 responses during TPC.

technology is being used in video introductions, module overviews, and course announcements to

Design Services

elevate the quality of those materials and increase

CIRT also offers comprehensive design services for

engagement, particularly in distance learning

the faculty and academic units. For the inaugural

courses.

Yamasee Conference, we provided design services to Dr. Bossy, organizer of this two-day event on the

CIRT News

history and archaeology of the Yamasee Indians.

CIRT’s newsletter, published twice each Fall and

The event was held at Flagler College in St.

Spring semester, was updated and rebranded this

Augustine and featured 13 of the most prominent

year. Introduced in January 2015, CIRT News has

scholars of Southeastern Indians, Spanish Florida,

already surpassed previous publication statistics,

and British South Carolina. Print and electronic

boasting a 35% unique open rate in its first issue,

materials were developed and published, including

and a 44% unique open rate in the March issue.

recruiting posters, a conference website, program,

This increase positively aligns with feedback

signage, and nametags.

from faculty members that they find the new look engaging and enjoy the publication’s content.

Video Services Several large video projects were completed this year. One example is the recruiting video produced for the Flagship Music Program.

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

7

Team Reports INSTRUCTIONAL DESIGN TEAM

learning courses, and supported UNF’s Quality Matters Implementation Plan. Also, as UNF is

The Instructional Design Team provides support

becoming known nationally for the quality of

and consultation for the development and delivery

its distance learning offerings, the Instructional

of high-quality distance learning courses. This is

Design team regularly attends and presents at

Kevin Hulen

accomplished through the Teaching Online (TOL)

national conferences.

Assistant Director

Seminars and individual meetings with faculty.

Online Course Development

We consult regularly with faculty members on the

Teaching Online Seminars

conversion of courses to online formats, to identify

CIRT provides a full faculty development model to

course objectives and supporting activities, to

support the development and delivery of online

propose solutions for instructional challenges, and

courses. TOL6100 is a hybrid 8-week course that

to recommend tools that will help faculty meet

prepares faculty to develop and deliver high-quality

instructional goals.

online courses. TOL5100, which launched in 2012 is a fully online, instructor led course that prepares

TOL5100 and TOL6100 Completion

instructors to deliver online courses and is aimed 10

2007

primarily at part-time faculty. Enrollment in the TOL seminars has grown considerably over the past

6

2008

several years, as shown in Figure 2.

9

2010

We constantly strive to gather feedback and 20

2011 2012

redesign our faculty development. As a result, 55

11

2013

face series of workshops to a blended course

45

25

46

2014 2015 10

20

30 TOL6100

Figure 2

that combines face-to-face discussion, individual 59

consultation, and online activities into a format that

42

35

0

TOL6100 has evolved from a weeklong face-to-

40

is flexible and accessible for faculty. At the end of

50

60

70

this past year, we also broke TOL6100 apart to separate training from course development and

TOL5100

address campus concerns about their grouping.

During the past year, the team has provided more

TOL6100 will now focus on preparing faculty

than 200 hours of consultation, facilitated two

members to develop online courses and TOL7100

TOL6100 seminars for 48 faculty participants,

will provide structured support during course

directly developed 33 program-based distance

development.

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

8

Team Reports Consultations

of the template in their own course development.

The instructional designers are available to consult

At least 92 courses were delivered using the

with faculty members on common pedagogical,

template this past year. Adoption or adaption of

logistical, and technological strategies used

this template provides learners with consistent

to design and deliver effective online courses

and predictable navigation in a course, along with

that promote student learning. Consultations

curated links to support resources. Its use also

are distributed fairly evenly between faculty

increases the likelihood that a course is accessible

developing courses for fully online programs and

to all learners through the implementation of

faculty developing individual courses. Through

Universal Design of Learning (UDL) principles.

consultations, we are able to support and guide

Students in courses that utilize the template

course development from planning through

reported high levels of satisfaction with the format

delivery.

and design of their courses in a mid-term survey as shown in Table 2.

Distance Learning Course Template CIRT developed a Blackboard course template that CIRT provides an array of instructional design services to support UNF faculty with the systematic process of designing, developing, and delivering instructional materials. To meet the

incorporates best practices for course navigation, accessibility, and technology use. The template is the structural foundation for courses developed in the fully online programs and faculty members from across the campus have adopted all or part

needs of our faculty we have a group of highly motivated and experienced instructional designers.

Table 1 Instructional Design Consultations 2014-2015 Consultations Fully Online Programs

88 (43%)

Individual Courses

116 (57%) Total

204

Distinct Faculty Members Fully Online Programs

25 (33%)

Individual Courses

51 (67%)

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

9

Team Reports Quality Matters Implementation

rubric standards is supported by literature from

The University’s Distance Learning Strategic Plan

the field.  The University’s QM Implementation Plan

includes goals for maintaining quality assurance

identifies goals for training faculty and staff in the

of distance learning courses. To meet that goal,

use of the rubric and for both internal and national

the Quality Matters (QM) rubric was adopted as

course reviews. During the 2014-2015 academic

a resource in the development and review of the

year, 50 courses completed an internal QM review and 5 courses were submitted for and received the prestigious national review. Initial course reviews were conducted by trained instructional design and administrative staff, and going forward, the more than 10 UNF faculty members who have completed the necessary training this year will be conducting internal course reviews. This speaks to the dedication of faculty to UNF’s commitment to provide students with high-quality online courses.

University’s online course offerings. The Quality Matters Rubric is based on relevant research and was initially developed based on a review of the literature, the expertise of experienced practitioners and existing standard sets. Each of the specific Table 2 Midterm Survey of Students in 22 DL Courses, n=1000

Agree

Disagree

(1) Course navigation is clear and user friendly?

98%

2%

(2) Course schedule clearly outlines all of the assignments and when they are due?

97%

2%

(3) Syllabus, schedule, and instructor information were easy to locate?

98%

1%

(4) Criteria used to evaluate participation in online discussions are clearly stated?

94%

5%

(5) Criteria used to evaluate the course assignments are clearly stated?

97%

2%

(6) Expectations of my participation in this course are clearly stated?

97%

2%

(7) Organization of the course is consistent, making it easy to locate course materials?

96%

3%

* Percentages may not equal 100 percent due to rounding or non-response.

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

10

Team Reports ONLINE LEARNING SUPPORT TEAM

Blackboard Support and Training During the past academic year, CIRT assisted

Ross Bell Assistant Director Online Learning Support

The Online Learning Support Team (OLS Team)

573 unique faculty members in more than 3400

provides centralized Blackboard support, training,

support interactions, as shown in Figure 3. These

and course building assistance for faculty. They

interactions include assistance with course set up,

answer phones and respond to emails, providing

tool deployment, test publishing, conversion and

answers or routing inquires to the appropriate

upload of narrated PowerPoint, general technical

CIRT staff member. This team provides an

support, and much more. Weekend email support

exceedingly high level of care and support so

hours were added (10 am to 3 pm) this year to

that faculty can focus on teaching and learning

further improve service to faculty. Blackboard

instead of technical issues. The OLS team is also

training is available in face-to-face workshops,

responsible for documentation and training of the

in an online self-paced course (TOL4100), and

use of Blackboard, management of 3rd party tools

by individual appointment. CIRT also develops

and integrations, promoting the development of

and publishes instructor guides and other

new functionality in Blackboard, and managing

documentation, primarily through our searchable

and supporting the online proctoring solution for

knowledgebase, to provide self-service support.

distance learning courses at the University. Blackboard Administration

Support Numbers by Month

CIRT also serves as the functional owner of the Blackboard Learning Management system

June July August September October November December January February March April May

150 142

343 316

and its ancillary tools, including Collaborate,

261 124 93 135 104 164 120 140 98 185 143 143

0

Respondus, Sharestream, TurningPoint, and the

572

164

327

various publisher integrations. The Bb Team is

256

co-led by CIRT and ITS’s Enterprise Systems and includes representation from the Help Desk and

268 256

the Registrar’s office. This group meets regularly to manage maintenance, updates, new tools,

271 299

150 Support Interactions

300

security and stability, future proofing, and overall

450 Unique Instructors

600

campus experience with Blackboard. These decisions are guided by the input we receive from faculty about their needs and pain points on a daily

Figure 3

basis, as well as more structured interactions with

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

11

Team Reports constituent groups on campus. Bb Team regularly

myWings Grade Transfer Tool

reports to and invites input from the Campus

The myWings Grade Transfer Tool is a UNF-

Technology Committee, the Distance Learning

developed enhancement that allows instructors

Committee, and the University Technology

to transfer grades from Blackboard to myWings

Committee. CIRT also works directly with faculty

for final grade submission. Using faculty feedback

members and departments to investigate and test

and working in conjunction with the Registrar’s

new integrations by request.

Office, this tool was redesigned last year, resulting in a smoother and more fool-proof experience for

Online Proctoring Service

instructors. The myWings Grade Transfer Tool 2.0

Remote Proctor Now (RPN) is a proctoring service

was rolled out in Fall 2014 and its popularity and

for distance learning students taking exams

adoption has increased each semester since.

online. Proctors authenticate student identity and monitor student activity via webcam and computer screen. CIRT provides instructor support for the implementation of this service in distance learning course. 25 instructors delivered 70 exams using RPN last year, for a total of 2362 exams taken.

Remote Proctor NOW Exams Summer 2013

133

Fall 2013

213

Spring 2014

96

Summer 2014

234

Fall 2014

1033

Spring 2015

1095 0

200

400

600

800

1000

1200

Figure 4

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

12

Team Reports DISTANCE LEARNING STUDENT SERVICES

departments, working closely with student and academic service units, as well as Enrollment Services.

Distance Learning Student Services (DLSS) is a new functional area in CIRT. As the distance

DLSS also supports DL faculty in developing

Katharine Brown

learning initiative continues to increase the

Assistant Director

numbers of students in fully online programs and

DL Student Services

individual courses, the DLSS team provides a

innovative approaches to improve student success in online courses, partnering with other CIRT teams to provide faculty and staff workshops on

single point of contact for those students. Through a centralized website, distance learners have

tools and strategies that support student retention and engagement. As a result, the Brooks College

access to a variety of student services, including advising, tutoring, financial aid, registration, and career services. The site also pulls together a

of Health and the Academic Center for Excellence are using Bb Collaborate to advise students online, providing an alternate means for accessing

number of important resources for these students,

academic advisors.

such as policies, forms, and tutorials. DLSS collaborated with the University Registrar The DLSS team is responsible for the coordination, development and direction of support services for distance learning students and acts as a liaison between the distance learning unit and other

this year to compile exceptions to existing policies pertaining to students in online acceleratedterm degree programs in a single regulation. The regulation addresses policies on student application, admission, matriculation, and fee remittance and clarifies existing policies relative to the accelerated format of the academic term in a single document. DL@UNF Website A major CIRT effort over the past year has been the development of the University’s distance learning website. The site provides timely information and links for prospective and current DL students, consolidating pertinent information and links to a variety of distance learning resources such as

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

13

Team Reports academic services, advising, advising resources,

Faculty are encouraged to require SOLO

policies, campus resources, UNF’s catalog,

completion in their courses as appropriate to

FloridaShines, and the SREB Electronic Campus.

improve retention. 4,808 students have completed

In addition to serving as a hub for students, the

SOLO since its introduction in 2014.

site contains a section that gathers faculty DL Smarthinking®

resources relative into a single page.

UNF provides online tutoring services through Student Online Learning Orientation (SOLO)

Smarthinking®, a Pearson Education service, as a

SOLO is designed to prepare students with

resource for students in fully online, accelerated-

some of the challenges associated with distance

term programs. This service provides

Research has shown that requiring

learning. The orientation

students to complete training before

contains two main areas of

participating in a fully online course

focus: effective strategies for

improves retention in those courses.

online learning, and a basic

Smarthinking Usage by Subject – Spring 2015 Writing (All Subjects) 2% Statistics 8%

overview of the Blackboard

Advanced Statistics 7% Essay Center 10%

Learn system. Research has shown that requiring students to complete training before participating in a fully online course improves retention in those courses (Bozarth, Chapman, & La Monica, 2004; Jones, 2013; Mensch, 2009). A centralized orientation specific to distance learning also frees faculty from

Nursing Essays 39%

having to provide individual orientations in each course,

Grammar & Document Review 34%

Figure 5

allowing more time for course content and learning activities.

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

14

Team Reports

UNF provides online tutoring services through Smarthinking®, a Pearson Education service for students in fully online programs.

students with services similar to those provided

during the previous academic year. The Distance

on campus through the ACE Tutoring Center and

Learning Student Survey was administered to that

the Writing Center. The service is integrated into

population in Fall 2013 and Fall 2014. The data

Blackboard and enabled for courses in the four

indicate that UNF students are satisfied with their

online accelerated-term degree programs. First

DL course experiences and are likely to take more

introduced to students in Spring 2015, 9% of the

DL courses. There is a slight preference for hybrid

students in those programs utilized 28.5 hours of

courses over traditional or fully online modalities.

tutoring services in the first two accelerated-terms

Selected statistics from the 2014 sample (n=502)

in the subject areas shown in Figure 5.

are shown in Table 3. •• 81% were “very satisfied” or “generally

Distance Learning Student Survey

satisfied” with their DL courses.

A goal of UNF’s 2012-2017 Strategic Plan for

•• 81% would “definitely” or “possibly” enroll in

Distance Learning is to develop and implement

another DL course.

a process to regularly gather student feedback regarding distance learning. In service of that goal, the Distance Learning Survey is given annually to all students enrolled in a DL course Table 3. Distance Learning Student Survey Student modality preference

Agree

Disagree

Face-to-face, minimal web

32%

2%

Equal mix of face-to-face and web content

38%

2%

Fully online

29%

1%

Student Reasons for choosing a DL course

5%

Schedule “fit”

72%

2%

Flexibility of content access

70%

2%

Convenience of not coming to campus

55%

3%

References Bozarth, J., Chapman, D. D., & LaMonica, L. (2004). Preparing for distance learning: Designing an online student orientation course. Educational Technology & Society, 7 (1), 87-106. Jones, K. (2013). Developing and implementing a mandatory online student orientation. Journal of Asynchronous Learning Networks, 17(1), 43-45. Mensch, S. (2009, September). Improving distance education through student online orientation classes. Presented at the Academic and Business Research Institute Conference, Orlando, FL. C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

15

CIRT by the Numbers 2014 – 2015

CIRT provides a variety of services from equipment checkout to high-level project consultation. Here’s a look at some fast facts from the past year.

}

510 poster prints 1156 Qualtrics users 35 workshops 126 video recorder checkouts 258 laptop checkouts 1363 non-Blackboard faculty interactions 4945 Blackboard support interactions 4109 Blackboard courses 293 Sharestream courses 48 faculty completed TOL6100 34 faculty TOL5100 82 faculty completed TOL4100 8 faculty completed the national Master Online Teacher (MOT) certification 200 hours of instructional design consultation with 76 unique faculty 4 fully online degree programs completed development 92 courses implemented CIRTs DL course template 50 courses completed a UNF-based Quality Matters course review 5 courses completed a national Quality Matters course review 4808 students completed SOLO 39 Smarthinking® sessions

92 participants, 19 presentations, and 1 keynote at the 2014 Academic Technology Innovation Symposium

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

16

Publications and Recognition Recent Publications and Presentations L’Ecuyer R. (2015). Online Course as Digital Narrative Presented at the 11th Annual Innovations in Online Learning Conference. San Antonio, TX.

Hulen K., Lerman J., L’Ecuyer R., Fuller J. (2015) A Systematic Approach To Converting An Entire Degree Program To Fully Online.Presented at the 8th Annual Emerging Technologies For Online Learning Conference. Dallas, TX.   Miller, D., Lerman, J. (2014) Developing Faculty Experts in Distance Learning: Unanticipated Benefits. Presented at the 20th Annual Online Learning Consortium International Conference. Orlando, FL.   Hulen, K. (2014). Actual Representation of the Planned Curriculum (ARPC). Online Learning Consortium Effective PracticezttRetrieved from http://onlinelearningconsortium.org/effective_practices/actualrepresentation-planned-curriculum-arpc.

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

17

Publications and Recognition UNF in the News Distance Learning: The Case for Quality Deb Miller, director of UNF’s Center for Instruction and Research Technology (CIRT), and Julie Fuller, CIRT coordinator of instructional design, discuss online course design, instruction and faculty development in the May issue of Delta’s SKY magazine. The interviews begin on page 90.

UNF is ranked #3 among hundreds of accredited online nursing schools in the country by Affordable Colleges Online, for exceptional curriculum, cost, resources, and accessibility. More information can be found here

UNF is ranked #55 among the top colleges and universities in the country for “Best Online Bachelor’s Programs,” which includes data from more than 1,200 distance-education degree programs nationwide. More information can be found here.

UNF is ranked in the Top 75 in the country for “Best Online Graduate Education Programs,” which includes data of nearly 1,000 distance education programs nationwide. More information can be found here.

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

18

2015 – 2016 Strategic Action Items 1. Develop and deploy a 3D scanning service that enables faculty to create digital models of physical objects for use in teaching and research. Supports Academic Affairs Goals 4 & 5 (BOG Metric 5.1) 2. Consolidate and redesign the LMS support model in order to provide an improved and consistent support experience for all of UNF’s users, regardless of role. Supports Academic Affairs Goal 2 (BOG Metric 2.9) 3. Establish a flexible training facility to support online learning and to serve as an incubator for testing enhanced pedagogical paradigms. Supports Academic Affairs Goals 2 & 4 (BOG Metrics 2.9 and 5.1) 4. Establish content recording spaces to support online learning. Supports Academic Affairs Goals 2 & 4 (BOG Metrics 2.9 and 5.1) 5. Create an instructional design liaison program to provide communication channels, develop relationships, and promote dialogue between instructional design professionals and the academic communities they serve. Supports Academic Affairs Goal 2 (BOG Metric 2.9) 6. Develop and deploy infrastructure and support resources for synchronous distance learning. Supports Academic Affairs Goal 2 (BOG Metric 2.9) 7. Increase faculty use of online tools that provide early warnings to students and promote retention. Supports Academic Affairs Goal 2 (BOG Metrics 2.1-2.5 & 2.9) 8. Define processes and support structures to facilitate content accessibility in online courses. Supports Academic Affairs Goal 2 (BOG Metric 2.9)

C E N T E R

F O R

I N S T R U C T I O N

A N D

R E S E A R C H

T E C H N O L O G Y

19

Center for Instruction & Research Technology

(904) 620-3927 www.unf.edu/cirt www.facebook.com/cirtunf