Instructional Technology Conference 2008

Title: Converting an Online C++ Course From WebCT to Desire to Learn (D2L)

Name: Dr. Ken R. Adcock & Mr. Syed Hasnain

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Abstract:
The Tennessee Board of Regents (TBR) selected D2L as a course management system (CMS) replacement for WebCT after a lengthy and formalized evaluation processes. Coupled with changing the CMS was a directive to adopt a new quality management system. The quality standard adopted was based on the Quality Matters product that was developed from a three-year grant by the Fund for the Improvement of Postsecondary Education (FIPSE). Demonstrated will be the resulting D2L version of the course and an overview of the resulting course structure. Discussed also will be the challenges encountered with this effort and the lessons learned and probably soon forgotten.

Description:
A decision was made in late 2006 by TBR to award the contract for the system wide CMS to D2L. WebCT had been the CMS used by the Regents Online Degree Program (RODP) as well as the majority of the colleges and universities in the system since the beginning of RODP in 2000. This change was viewed by many as to not just convert from one CMS to another, rather an opportunity to greatly improve existing courses.

From the very beginning, the quality standards for RODP courses were excellent. (This is my somewhat biased opinion.) There were system wide standards for course content, navigation processes, use of colors, etc. In addition, there were standards for frequency of student contact, requirements for responses to emails/discussion boards, and examination security to name just a few of the areas of concern. There were also provisions for peer reviews and for general over site from the RODP staff. Never-the-less, some felt that not only RODP but all online offerings from TBR institutions needed more formal and nationally recognized quality standards.

After some evaluation, RODP senior personnel chose the Quality Matters (QM) program that originated from the MarylandOnline program. The following description was pulled from a document developed by Gary Storts the Director of the TBR Instructional Design Center.

The QM toolset and process are:

• Based in national standards of best practices, the research literature and instructional design principles
• Designed to promote student learning
• Integral to continuous quality improvement
• Part of a faculty-driven, collegial peer review process

One must remember that developers were notified in the 2007 spring semester of these new objectives. Subsequently, decisions were made by the various RODP committees that all courses were to be ready by the upcoming fall semester! That is WebCT would cease to be used for course in the fall. A few courses were selected to be converted to D2L for the summer and the remainder in fall.

The proposed schedule was not only ambitious but impossible if the courses were to be ready using D2L and also QM. Developers were provided a standard- course template that was consistent with QM standards. The template was in modules with a getting started module and then modules of each of the main content areas in the course.

The Getting Started module contained

1. A video message from your instructor
2. Instructor contact information
3. Course syllabus
4. Course expectations
5. RODP student success guidelines
6. Get help ( ADA, technical support, tutoring, mentors, etc.)
7. How to check your progress
8. A flash video of using the Microsoft Visual C++ .NET compiler

The Programming in C++ contains twelve (12) modules covering the course scope as described in the syllabus. Each of the content modules contained the following areas that pertained to the appropriate content area:

1. Overview
2. Learning Outcomes
3. Resources
4. Flash Video
5. Assignments
6. Summary & Reflection.

The midterm examination is provided following module 7 and the final examination following module 12. The course calendar provides dates for all assignments as well as the appropriate examinations.

The revised Programming in C++ course has room for improvement. Only partial QM criteria were addressed in the accelerated time frame. For example, determining if the stated module outcomes are addressed in the assignments and examinations needs to be confirmed. There was a peer review within RODP of the course conversions before they were released to the developer. The QM criteria requires that a full review be done with not only one's peers, but with one external review from outside the system. Due to time requirements, this was not attempted.

The D2L conversion has not been perfect but has gone remarkably well. The learning curve is steep but it is a highly flexible and rich product. The adoption and acceptance of QM has added complexity and structure to the RODP online environment. (QM is slated to be adopted for all the colleges and universities for use in individual campus online courses.) The above is how most faculty members spent their summer in 2007!

Session Type: Lecture/Presentation

Contact information/affiliation:
Dr. Ken R. Adcock
Professor-Business & Management
Cleveland State Community College
3535 Adkisson Dr.
P.O. Box 3570
Cleveland, TN 37320-3570
kadcock@clevelandstatecc.edu
(423) 473-2488
(423) 478-6258 (fax)

Mr. Syed Hasnain
Director of Training and Technical Services
Tennessee Board of Regents
Suite 682, Genesco Building
1415 Murfreesboro Road
Nashville, TN
Syed.Hasnain@tbr.edu
(615) 366-3974
(615) 366-3986 (fax)

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