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Guidelines for Online Teaching  
California State Polytechnic University, Pomona 
 
[Draft] 
October 1, 2010 
 
 
 
 
 
 
 

Prepared by the eLearning Advisory Board & Faculty Fellows in collboration with:
the Academic Senate, Academic Affairs and eLearning Liaisons and staff

 

eLearning Advisory Board members 
Anne Marie Craig  
Sandy Dixon 
Mikhail Gershfeld  
Donald St. Hilaire 
Barbara Hoeling 
Christy Stevens  
Eileen Wallis 
Wei Yu 
Shawn Irvin 
Christopher Mathews  
Dave Lyon 
Bedan Kamau 
April McKettrick 
Pauline Salim 
Karen Brzoska 
Hye Ok Park 

College of Agriculture 
College of Education and Integrative Studies 
College of Engineering 
Collins College of Hospitality Management 
College of Science 
University Library 
College of Letters, Arts and Social Sciences 
College of Business 
Student, ASI Representative 
Graduate Student 
I&IT Systems 
I&IT eLearning  
I&IT eLearning  
I&IT eLearning  
I&IT eLearning 
I&IT eLearning, Chair 

eLearning Faculty Fellows 
John Edlund  
Katherine A. Kantardjieff 
Xin Liu 
Shahnaz Lotfipour 
David Lord 
Ed Merritt 
Peggy Perry 
Nancy Prince‐Cohen 
Anne Wohlcke 
Lin Wu  

College of Letters, Arts and Social Sciences, Editor‐in‐chief 
College of Science 
College of Business 
College of Education and Integrative Studies 
College of Letters, Arts and Social Sciences 
Collins College of Hospitality Management 
College of Agriculture 
College of Education and Integrative Studies 
College of Letters, Arts and Social Sciences 
College of Letters, Arts and Social Sciences 

eLearning Liaisons and Staff 
Jason Beers 
Daniel Smith 
Bo Soh 
Erick Zelaya 

I&IT eLearning  
I&IT eLearning  
I&IT eLearning  
I&IT eLearning 

Other Advisors and Contributors 
Lisa Alex, Chair of Academic Senate 
Stephanie Doda 
Jean Gipe 
Carol Heins‐Gonzales 
Lisa Rotunni 
 

College of Science 
Chief Information Officer 
College of Agriculture 
I&IT Support  
Academic Affairs 

Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]



I.


1



Introduction........................................................................................................................................... 3


Objectives .............................................................................................................................................................................. 3


II.
 Online
or
Hybrid
Course
Definitions ....................................................................................................... 3

Course
Scheduling
Standards
&
Definitions .......................................................................................................................... 4


III.


Process
for
Designating
Instructional
Mode........................................................................................ 5


Scheduling
Principles ............................................................................................................................................................. 5

Process
for
Designating
Course
Mode
of
Instruction ............................................................................................................ 5

Faculty ............................................................................................................................................................................... 5


IV.


Faculty
Development
Support
for
Transforming
Courses
into
Online/Hybrid
Format .......................... 5


Summer/Winter
Institutes
for
Immersive
Course
Building
Workshop.................................................................................. 5

Faculty
Institute
for
Online
and
Hybrid
Course
Development
(Online)................................................................................. 6

Workshops............................................................................................................................................................................. 6

Faculty
Blackboard
Interactive
Tutorials ............................................................................................................................... 6

Drop‐in
Support
and
Personal
Consultation.......................................................................................................................... 6


V.
 Applying
Sound
Pedagogy
and
Instructional
Design
Principles
to
Online
Learning
(Learning‐Centered

Approaches) ................................................................................................................................................. 6

ECAR
Study ............................................................................................................................................................................ 7

Horizon
Report ...................................................................................................................................................................... 7

Course
Redesign
Rubric ......................................................................................................................................................... 7

Syllabus.................................................................................................................................................................................. 7

Academic
Senate:
AS‐2291‐089/AA
Update
of
University
Course
Syllabus
Policy ............................................................. 7

Faculty
Center:
Suggested
Syllabus
Format....................................................................................................................... 7

U.S.
Copyright
Law
&
Fair
Use
Guidelines ............................................................................................................................. 7

Cal
Poly
Pomona:
Copyright
Website ................................................................................................................................ 7

U.S.
Copyright
Office:
Website........................................................................................................................................... 7

Accessibility
and
Universal
Design
for
Learning .................................................................................................................... 8

Accessibility........................................................................................................................................................................ 8

Universal
Design
for
Learning............................................................................................................................................ 8

Resources........................................................................................................................................................................... 8

Library
and
Electronic
Resources........................................................................................................................................... 8

eResources
&
Services........................................................................................................................................................ 8

Subject
Librarians .............................................................................................................................................................. 8

Instructional
Services ......................................................................................................................................................... 9


VI.


People
Support
Mechanism................................................................................................................ 9


eLearning
Advisory
Board...................................................................................................................................................... 9

eLearning
Faculty
Fellows.................................................................................................................................................... 10

eLearning
Liaisons ............................................................................................................................................................... 10


VII.


eLearning
Support
for
Faculty............................................................................................................10


Where
do
faculty
go
for
help? ............................................................................................................................................. 10

Online............................................................................................................................................................................... 10

In‐person.......................................................................................................................................................................... 11


Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]


2




Learning
Management
Systems
(LMS) ................................................................................................................................ 11

Blackboard....................................................................................................................................................................... 11

Media
Production
Support .................................................................................................................................................. 11

Video
Duplication............................................................................................................................................................. 11

Video
Streaming .............................................................................................................................................................. 12

Video
Production ............................................................................................................................................................. 12

Video
Conferencing.......................................................................................................................................................... 12

Audio
Recording............................................................................................................................................................... 12

Tools
and
Technologies ....................................................................................................................................................... 12

Self‐readiness
Survey
‐
Is
eTeaching
for
you?...................................................................................................................... 12


VIII.
 eLearning
Support
for
Students .........................................................................................................13

Where
do
students
go
to
get
help? ..................................................................................................................................... 13

Online............................................................................................................................................................................... 13

In‐person.......................................................................................................................................................................... 13

Online
Course
Evaluations................................................................................................................................................... 13

Student
Surveys
on
Online
Learning.................................................................................................................................... 13

Self‐readiness
Surveys
‐
Is
eLearning
for
you?..................................................................................................................... 13


IX.


Assessment
of
Student
Learning
Outcomes .......................................................................................14


Assessment
Strategies ......................................................................................................................................................... 14

ePortfolio............................................................................................................................................................................. 14

Student
Personal
ePortfolios............................................................................................................................................ 14

Faculty
Research
on
Comparison
of
Student
Learning
Outcomes
between
Instruction
Modes....................................... 15


X.
 Business/Education
Continuity
Plan
for
eLearning ................................................................................15

Business
Continuity
Plan
for
Cal
Poly
Pomona
(2010) ......................................................................................................... 16

Educational
Continuity ........................................................................................................................................................ 16


XI.


Research
on
Online
Teaching
&
Learning ...........................................................................................16


National
Reports.................................................................................................................................................................. 16

ED.gov
–
U.S.
Department
of
Education
Office
of
Educational
Technology
(OET) ........................................................... 16

Educause
Review ............................................................................................................................................................. 16

Sloan
Consortium............................................................................................................................................................. 17


XII.











Resources
Referenced
or
Cited ..........................................................................................................18


Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]



3



Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona

I.


Introduction


In
May,
1996,
the
Academic
Senate
of
the
California
State
University
unanimously
adopted
the
“Principles
Regarding

Technology
Mediated
Instruction
in
the
CSU”
and
urged
campus
Academic
Senates
to
endorse
these
principles
and

develop
local
policies
and
procedures
consistent
with
them.

It
also
resolved
that
the
guidelines
should
address
such

areas
as
course
selection,
instructional
design,
access
to
learning
resources
(e.g.,
library
holdings),
instructional

methodology,
student‐faculty
interaction,
and
assessment
and
accreditation
(AS‐2321‐96).

In
a
presentation
made
to
the
Committee
on
Educational
Policy
of
the
CSU
Board
of
Trustees

in
May
2009
the
CSU
Chief

Academic
Officer
acknowledged
and
reaffirmed
the
strategic
importance
of
online
education
through
a
variety
of

technology‐mediated
instructional
models,
namely
technology‐enhanced
courses,
hybrid
courses,
and
fully
online

courses
and
degree
programs
in
the
CSU.


The
Draft
Technology
Plan
2010,
entitled
Transforming
American
Education:
Learning
Powered
by
Technology,
by
the

Office
of
Educational
Technology,
U.S.
Department
of
Education,
proposes
a
model
that
is
“engaging
and
empowering

learning
experiences
for
all
learners.”

It
states,

Many
students’
lives
today
are
filled
with
technology
that
gives
them
mobile
access
to
information
and
resources

24/7,
enables
them
to
create
multimedia
content
and
share
it
with
the
world,
and
allows
them
to
participate
in

online
social
networks
where
people
from
all
over
the
world
share
ideas,
collaborate,
and
learn
new
things.

Just
as
leveraging
technology
can
help
us
improve
learning
and
assessment,
the
model
of
21st
century
learning

calls
for
using
technology
to
help
build
the
capacity
of
educators
by
enabling
a
shift
to
a
model
of
connected

teaching….In
connected
teaching,
teaching
is
a
team
activity.

This
document,
Guidelines
for
Online
Teaching
at
California
State
Polytechnic
University,
Pomona,
is
to
serve
as
a

resource
for
faculty
interested
in
teaching
online
courses,
principles
and
strategies
for
successful
online
instruction,
and

definitions
and
explanations
of
important
terms
and
concepts.

Online
teaching
and
online
courses
in
this
document

refers
to
all
credit‐bearing
courses,
course
sections,
and
programs
offered
through
online
learning
at
Cal
Poly
Pomona.


Objectives









II.


To
guide
faculty
new
to
online,
hybrid
or
technology‐enhanced
teaching

To
clearly
define
modes
of
instruction
and
course
scheduling
standards

To
help
departments
and
faculty
designate
their
courses
in
the
class
schedule
appropriately

To
propose
standards
for
quality
assurance

To
set
expectations
for
students
taking
online
and/or
hybrid
courses

To
help
faculty
gain
an
understanding
of
support
services
available
to
faculty

To
provide
institutional
support
for
online
course
development


Online
or
Hybrid
Course
Definitions


The
definitions
described
in
the
2006
ITG
Online/Hybrid
Course
Scheduling
Standards
provided
a
framework
to
establish

instructional
mode
designation.
However
these
definitions
left
room
for
multiple
interpretations.
We
recommend
the

following
definitions
be
adopted
as
they
can
provide
more
precise
guidelines.


Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]



4



Course
Scheduling
Standards
&
Definitions

Proposed
Course
Designations

When
enrolling
in
online
or
hybrid
courses,
students
need
to
know:

• if
they
need
to
have
access
to
a
computer
with
Internet
connectivity

• if
the
class
is
100%
online
or
not

• if
they
need
to
be
available
for
synchronous
interaction
anytime
during
the
quarter


Based
on
these
considerations
we
have
defined
6
categories
that
will
assist
our
students
in
making
informed
enrollment

decisions.
These
designations
have
been
designed
to
work
with
PeopleSoft
and
require
minimum
modifications
to
be

implemented.



Process
for
Designation

Decisions
on
course
designations
will
be
made
at
the
Department
level
by
the
faculty
in
a
process
defined
by
the
faculty

of
that
department
based
on
the
following
table:


Face-toFace (FF):

Course meets face-to-face for all of the course contact hours prescribed by the
course type and units. Syllabus/grades may be posted online.

WebAssisted
(WA):

Course meets face-to-face for all of the course contact hours prescribed for the
course type and units. Syllabus/grades are posted online. Some course
materials/activities are online and require active student access.

Hybrid (HY):

Course uses both classroom and online instructional modes and meets face-to-face
for 25%-75% of the course contact hours prescribed by the course type and units.
Students are expected to attend face-to-face meetings at prescribed times and to
actively engage course materials/activities online.

Local
Online(OL):

100% of the course instruction is delivered online. Scheduled face-to-face
meetings may be required for orientation and student evaluation.

Online
Synchronous
(OS):

100% of the course instruction is delivered online. Students enrolled must access
some portions of course content at specific pre-arranged times to participate
interactively with others. Scheduled face-to-face meetings may be required for
orientation and student evaluation.

Fully
Online(OF):

100% of the course instruction is delivered online. Students enrolled may access
course content on a flexible schedule and do not need to be on campus for any
portion of course work or evaluation.

Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]



5



III.
 Process
for
Designating
Instructional
Mode

Scheduling
Principles





Courses
are
scheduled
into
instructional
space
only
as
needed
for
in
person
meetings.

Courses
are
scheduled
so
that
students’
schedules
are
blocked
only
as
needed
for
in
person
meetings.

Hybrid
and
on‐line
courses
are
entered
into
PeopleSoft
in
a
standard
way
for
all
disciplines.


Process
for
Designating
Course
Mode
of
Instruction

Faculty







Consult
the
flowchart
on
instructional
modes
to
determine
and
reflect
how
you
plan
to
teach
your
course(s)
in
a

given
quarter:
Face‐to‐face
(FF),
Web‐assisted
(WA),
Hybrid
(HY),
Local
Online
(OL),
Online
Synchronous
(OS),

Fully
Online
(OF).

Contact
your
Department
Scheduler
as
early
as
possible
and
notify
whether
a
course
is
being
taught:
Face‐to‐
face
(FF),
Web‐assisted
(WA),
Hybrid
(HY),
Local
Online
(OL),
Online
Synchronous
(OS),
Fully
Online
(OF).

Departments
approve
the
faculty
designation
of
the
mode
of
course
instruction

Identify
online
&
hybrid
courses
in
the
Schedule
of
Classes
in
PeopleSoft
‐
Include
a
standard
note
composed
of

the
following
elements,
as
applicable:

o Orientation
meeting
required
(include
date,
time,
and
location)

o Midterm
exam
meeting(s)
(include
date,
time,
and
location)

o Final
exam
meeting
(include
date,
time,
and
location)
or
Final
exam
online

o Contact
(dept.
or
name,
phone)
for
more
information


IV.
 Faculty
Development
Support
for
Transforming
Courses
into
Online/Hybrid

Format

eLearning
provides
support
to
faculty
for
the
development
of
and
teaching
with
online
or
hybrid
courses
and
digital

learning
materials.

Existing
lecture
notes
or
materials
will
be
converted
and/or
redesigned
into
an
appropriate
digital

format
in
a
collaborative
production
process
between
the
faculty
and
the
instructional
design
team
in
eLearning.
Faculty

who
are
interested
may
contact
eLearning
to
request
such
assistance
at

http://www.csupomona.edu/~elearning/instructionaldesign.shtml.


Faculty
development
workshops
and
institutes
are
available
to
assist
faculty
who
wish
to
learn
more
about
the
process

or
do
it
themselves
as
follows:



Summer/Winter
Institutes
for
Immersive
Course
Building
Workshop

The
Summer/Winter
Institute
takes
a
comprehensive
and
systematic
approach
to
the
integration
of
instructional

technologies
into
teaching
and
learning
with
sound
pedagogy.
The
core
of
the
Institute
is
an
immersive,
week‐long
series

of
in‐depth
workshops,
technology
skills
sessions,
hands‐on
course
development
work,
and
faculty
group
discussions.


The
Institute
program
covers:




Pedagogy,
Learning
Outcomes,
and
Course
Redesign
Rubric

Blackboard
Overview,
Managing
Course
Content,
Creating
and
Managing
Assignments,
Assessing
and
Evaluating

Student
Performance,
Engaging
Students
through
Discussion
Board
and
Groups,
Tools
to
Enhance
Student


Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]



6



Collaboration,
Managing
Grades
Using
Gradecenter,
Extending
Classroom
Communication
(Wimba),
and
Course

Building
in
Blackboard

• Accessible
Technology
Awareness
&
Training,
Copyright
and
Fair
Use
Guidelines,
and
Integrating
Digital
Library

Resources

• Using
other
tools
and
technologies
including,
but
not
limited
to,
Adobe
Connect,
Echo360
Lecture
Capture,

SoftChalk,
etc.

• Tour
of
the
Video
Production
facilities
in
MediaVision

• Tour
of
Studio6
for
faculty

Faculty
members
receive
a
Certificate
of
Completion,
signed
by
the
University
President,
at
the
conclusion
of
the

Institute.

Each
of
the
faculty
participants
gets
paired
up
with
an
Instructional
Designer
who
works
with
the
faculty

throughout
the
course
development
and
production
phase.
Faculty
may
also
receive
a
special
stipend
upon
completion

of
the
course
development
work,
depending
on
the
funding
availability.


Faculty
Institute
for
Online
and
Hybrid
Course
Development
(Online)

In
order
to
accommodate
faculty
who
are
not
able
to
attend
a
week‐long
Summer
or
Winter
Institute
in
person,
an

eLearning
Institute
is
also
available
in
a
fully
online
format.

[http://www.csupomona.edu/elearning/fiohcd.shtml]



Workshops

Other
types
of
workshops
are
offered
by
eLearning
to
meet
varying
schedules
and
needs
of
faculty:






Quarterly
Mini
Institute
[Beginners
and
Advanced
Users]
–
Multi‐track
sessions
in
1
Day

Monthly
Introduction
to
Online/Hybrid
Teaching
[Beginners]
–
3
hour
Workshop

Blackboard
Quick
Start
[Beginners]
–
1.5
hour
Workshop

Beyond
the
Basics
–
Topical
discussion
and
learning
forum
[Advanced
users]
–
1.5
hour
Workshop


Faculty
Blackboard
Interactive
Tutorials

eLearning
has
interactive
tutorials
and
how‐to
guides
online
for
Blackboard.

See
section
VII
for
more
information.


Drop‐in
Support
and
Personal
Consultation

Faculty
may
drop
in
to
receive
assistance
and/or
make
appointments
for
personal
consultation
visits
with
Instructional

Designers
in
Studio
6
(Bldg.
98
C6‐13)
anytime
during
the
operational
hours,
9
a.m.
to
5
p.m.
during
the
academic
year.


See
section
VII
for
more
information.


V.
 Applying
Sound
Pedagogy
and
Instructional
Design
Principles
to
Online

Learning
(Learning‐Centered
Approaches)

I&IT
eLearning
provides
instructional
design
services
to
assist
faculty
in
redesigning
existing
courses
or
parts
of
courses

or
designing
new
courses
for
online
learning,
hybrid
(partially
online,
partially
face‐to‐face)
or
web‐assisted
courses
(as

supplement
to
a
traditional
course).


The
instructional
designer
further
helps
the
faculty
address
their
pedagogical
challenges
by
employing
sound
teaching,

learning,
and
design
practices;
incorporating
current
and
appropriate
electronic
media;
and
partnering
with
other

campus
resources
to
enhance
the
project.

Below
is
a
list
of
resources
and
best
practice
examples
that
integrate
both

online
pedagogy
and
eLearning
technologies
to
achieve
student
success.


Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]


7





ECAR
Study

“EDUCAUSE
is
a
nonprofit
association
whose
mission
is
to
advance
higher
education
by
promoting
the
intelligent
use
of

information
technology.
EDUCAUSE
helps
those
who
lead,
manage,
and
use
information
resources
to
shape
strategic

decisions
at
every
level.
A
comprehensive
range
of
resources
and
activities
is
available
to
all
interested
employees
at

EDUCAUSE
member
organizations,
with
special
opportunities
open
to
designated
member
representatives.”


[http://www.educause.edu/ecar]



Horizon
Report


“The
annual
Horizon
Report
is
a
series
of
qualitative
research
identifying
emerging
technologies
and
is
produced
as
part

of
a
collaboration
between
the
New
Media
Consortium
(NMC)
and
the
EDUCAUSE
Learning
Initiative
(ELI),
an
EDUCAUSE

program.”

[http://wp.nmc.org/horizon2010/]


Course
Redesign
Rubric

In
transforming
a
classroom‐based
course
into
an
online
or
hybrid
format,
it
is
critical
to
consider
what
a
high
quality

online
course
may
look
like.

Cal
Poly
Pomona
has
adapted
the
course
design
rubric
created
by
CSU
Chico.
Our
adapted

version
that
is
used
to
provide
guidance
and
standards
in
course
development
can
be
used
by
individual
faculty
as
a
self‐
assessment
tool
and
by
departments
as
a
quality
assurance
instrument.

The
rubric
is
available
at:

http://www.csupomona.edu/elearning/ip_si2010_rubric.shtml


The
ROI
(Rubric
for
Online
Instruction)
Website
at
CSU
Chico
provides
principles
and
components
of
the
course
redesign

rubric:





Learner
Support
&
Resource

Online
Organization
&
Design

Instructional
Design
&
Delivery






Assessment
&
Evaluation
of
Student
Learning

Innovation
Teaching
with
Technology

Faculty
Use
of
Student
Feedback


Syllabus

Academic
Senate:
AS‐2291‐089/AA
Update
of
University
Course
Syllabus
Policy

Approved
01/21/2009

[http://www.academic.csupomona.edu/senate/docs/aa001078ref.pdf]


Faculty
Center:
Suggested
Syllabus
Format

The
Faculty
Center
for
Professional
Development
has
provided
an
accessible
syllabus
template
available
for
all
faculty
to

use.

[http://www.csupomona.edu/facultycenter/cpp3/FacultyCenter/syllabus_template.docx]


U.S.
Copyright
Law
&
Fair
Use
Guidelines

Cal
Poly
Pomona:
Copyright
Website

[http://www.csupomona.edu/copyright]



U.S.
Copyright
Office:
Website

[http://www.copyright.gov]



Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]



8



Accessibility
and
Universal
Design
for
Learning

Accessibility

Accessibility
is
about
giving
equal
access
to
everyone.

"It
is
the
policy
of
the
CSU
to
make
information
technology

resources
and
services
accessible
to
all
CSU
students,
faculty,
staff
and
the
general
public
regardless
of
disability."


Continuing
compliance
with
the
various
federal
and
state
disability
laws
rests
upon
the
assumption
that
current

compliance
efforts
are
retained
and
periodically
updated
to
respond
to
changing
conditions
and
to
address
unforeseen

events
as
they
occur.
The
CSU
provides
system
wide
program
accessibility
to
all
students,
faculty,
staff,
and
visitors.


Universal
Design
for
Learning

Universal
design
is
an
approach
to
designing
course
instruction,
materials,
and
content
to
benefit
people
of
all
learning

styles
without
adaptation
or
retrofitting.
Universal
design
provides
equal
access
to
learning,
not
simply
equal
access
to

information.
Universal
design
allows
the
student
to
control
the
method
of
accessing
information
while
the
teacher

monitors
the
learning
process
and
initiates
any
beneficial
methods.


Resources









ADA
Section
508

‐
http://www.section508.gov/


CSU
ATI
Executive
Order
(Rev.
2010)
‐
http://www.calstate.edu/AcadAff/codedmemos/AA‐2010‐13.shtml


How
to
make
your
course
materials
accessible
http://www.csupomona.edu/accessibility/im.shtml


Cal
Poly’s
Accessibility
page

‐
http://www.csupomona.edu/accessibility/


CSU
Accessibility
Technology
Initiative
‐
http://www.calstate.edu/accessibility/

Disability
Resource
Center
–
http://www.csupomona.edu/drc


Universal
Design
for
Learning
‐
http://www.csupomona.edu/facultycenter/facultyResources_UDL.shtml



Library
and
Electronic
Resources


eResources
&
Services

The
University
Library
provides
many
valuable
resources
and
services
for
faculty
teaching
in
online
and
hybrid

environments.
Resources
include
a
wide
variety
of
databases
containing
high‐quality
materials
such
as
scholarly
articles,

books,
reports,
statistics,
and
other
information
that
are
not
freely
available
on
the
web.
Librarians
can
help
faculty

integrate
these
online
resources
into
Blackboard
in
a
number
of
ways,
including
importing
discipline
specific
research

portals
into
courses.
Research
portals
group
together
materials
and
services
that
are
relevant
to
specific
disciplines
or

courses
and
make
them
easily
accessible
to
students
within
the
Blackboard
environment.
Additionally,
librarians
can

help
faculty
create
reading
lists
that
link
directly
to
articles
in
library
databases.
Alternatively,
faculty
who
have
other

reading
materials
that
they
would
like
to
put
in
their
Blackboard
courses,
but
are
unsure
how
to
do
so,
can
contact
the

library’s
eReserve
[http://www.csupomona.edu/library/circulation/ereserve.html]
staff
for
assistance.


Subject
Librarians


Each
college
and/or
department
has
a
librarian
who
can
help
students,
faculty,
and
staff
with
their
research
needs.


Subject
librarians
are
available
to
work
with
faculty
on
teaching
and
learning
projects,
such
as:






Designing
or
revising
library
research
assignments
to
ensure
that
they
are
up‐to‐date
and
aligned
with
current

library
resources.

Constructing
instructional
course
guides
and
tutorials
that
meet
the
research
needs
of
students.











Integrating
instruction
in
research
skills
and
other
information
literacy
competencies
into
courses
and
programs.

Assisting
faculty
in
embedding
library
resources
and
tools
into
their
Blackboard
courses.


Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]



A
list
of
subject
librarians
can
be
found
at:
https://www.csupomona.edu/library/about/specialistsbydepartment.html


9



Instructional
Services

The
Library's
Instruction
Program
consists
of
a
team
of
library
faculty
and
staff
with
teaching
expertise
who
not
only
help

students
learn
how
to
navigate
the
University
Library’s
physical
and
virtual
spaces
but
also
collaborate
with
classroom

faculty
to
foster
students’
information
literacy
competencies.
Librarians
design
face‐to‐face
instruction
sessions
and

online
tutorials
and
guides
that
are
tailored
to
specific
courses,
research
assignments,
and
stages
in
the
research

process.
For
example,
librarians
are
available
to
teach
students
how
to:








Select
and
refine
a
topic

Develop
search
strategies
and
use

advanced
searching
techniques


Find
books

Find
articles


Find
statistics


Find
government
information









Use
specific
databases


Find
and
use
the
best
web
resources


Find
and
distinguish
between
primary
and

secondary
sources


Distinguish
between
scholarly
and
popular

materials


Use
sources
ethically,
avoiding
plagiarism



Sign‐up
for
a
face‐to‐face
library
instruction
session
for
your
class
by
filling
out
the
library’s
instruction
request
form

(http://www.csupomona.edu/library/reference/libinst.html)
or
contacting
the
subject
librarian

(http://www.csupomona.edu/library/about/subjectspecialists.html)
for
your
department.

Also,
browse
the
library’s

collection
of
self‐paced
online
tutorials,
video
tours,
and
subject
guides,
which
provide
24/7
research
help
to
students

(http://www.csupomona.edu/library/tutorials/).
Faculty
can
link
to
them
from
their
webpages,
their
syllabi,
or
from

Blackboard.
Many
of
the
tutorials
contain
quizzes
and
certificates
of
completion,
making
it
possible
to
incorporate
them

into
classes
as
homework
assignments,
extra
credit,
or
part
of
students'
class
participation
grade.


VI.
 People
Support
Mechanism

eLearning
has
implemented
a
three‐pronged
approach
designed
to
align
our
services
with
Academic
Colleges
by

establishing:





eLearning
Advisory
Board


eLearning
Faculty
Fellows
Program

eLearning
Liaisons
to
Colleges
Program


eLearning
Advisory
Board


The
eLearning
Advisory
Board
is
comprised
of
faculty
representatives
from
each
college
elected
through
the
Senate,

academic
administrators,
department
chairs,
student
representatives,
and
eLearning
members,
and
serves
in
an

advisory
role
to
bridge
the
gap
between
the
I&IT
division
and
the
academic
side
of
the
university.

Similar
committees

convened
at
other
4‐year
institutions
have
proven
invaluable
according
to
a
Sloan
Online
Commission
report:


Repeatedly,
institutional
participants
described
the
benefits
of
forming
a
task
force
or
advisory
committee
to

prepare
their
campus
for
online
learning.
They
stressed
that
the
most
productive
composition
of
this
cross‐
cutting
group
would
include:
representatives
from
academic
affairs,
faculty—particularly
those
already

experienced
in
online
learning,
deans
and
department
chairs,
representatives
from
faculty
and
student
support


Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]



10



units,
information
technology
specialists,
and
representatives
from
other
areas
of
the
university
that
would
be

directly
or
indirectly
impacted
by
online
learning
(Online
Learning
as
a
Strategic
Asset,
p.
14).



eLearning
Faculty
Fellows


Faculty
eLearning
Fellows,
recognized
for
their
outstanding
practices
in
online
teaching
and
learning,
represent

academic
colleges
and
provide
a
range
of
training
opportunities
to
their
faculty
peers.
Faculty
Fellows
participate
in
the

monthly
meetings
of
the
eLearning
Advisory
Board
and
eLearning
Liaisons.



The
eLearning
Advisory
Board
and
Faculty
Fellows
work
in
collaboration
with
each
other
to
foster:








Recognition
for
faculty
who
are
actively
engaged
in
online
and
hybrid
teaching

Positive
consideration
of
their
contributions
into
the
faculty’s
Retention,
Tenure
and
Promotion
evaluation


Opportunity
to
connect
with
their
peers
and
share
discipline‐specific
design
and
teaching
strategies

Increased
online
and
hybrid
course
offering

Growing
community
of
faculty
mentors
and
peer
trainers


eLearning
Liaisons

eLearning
Liaisons
are
Instructional
Designers
in
the
eLearning
Department,
who
are
assigned
to
individual
colleges.


They
are
available
for
consultation
in
a
designated
space
at
designated
weekly
times
located
within
each
college
to

facilitate:




Easy
faculty
access
to
eLearning
Liaisons
for
consultation
and
course
development
support


Focused
approach
to
identifying
GE
courses,
large‐enrollment,
multi‐section,
bottle‐neck
courses,
and
program‐
based
courses
within
colleges
that
can
be
transitioned
to
the
online
environment


VII.
 eLearning
Support
for
Faculty

Where
do
faculty
go
for
help?

Online

eHelp

[http://www.csupomona.edu/ehelp/index.html]


Faculty
Blackboard
Interactive
Tutorials

[http://www.csupomona.edu/ehelp/blackboard/faculty/movie_tutorial_bb9.html]


Faculty
How‐To
Guides
for
Blackboard

[http://www.csupomona.edu/ehelp/blackboard/faculty/stepbystep_bb9.html]


Blackboard:
FAQs

[http://www.csupomona.edu/ehelp/blackboard/faculty/FAQs/faq.shtml]


eLearning
Faculty
Services

[http://www.csupomona.edu/elearning/facultyservices.shtml]


Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]



11



Studio
6

[http://www.csupomona.edu/studio6]


Faculty
Center:
Teaching
and
Learning
Resources

[http://www.csupomona.edu/facultycenter/cpp3/FacultyCenter/teachingAndLearningResources.html]


University
Library:
Create
Linked
Reading
Lists

[http://www.csupomona.edu/library/blackboard/readinglists.html]


University
Library:
Add
Research
Portal
into
Blackboard

[http://www.csupomona.edu/library/blackboard/ResearchPortal.html]


In‐person

Helpdesk



Questions
about
login
or
enrollment
issues
for
Blackboard

o For
hours,
location,
phone
number,
email
address
information,
please
visit:

http://www.csupomona.edu/ehelp/


Studio
6



Blackboard
issues,
Multimedia
Course
Assignment
support,
Instructional
Design
consultations

o For
hours,
location,
phone
number,
email
address
information,
please
visit:

http://www.csupomona.edu/studio6


MediaVision



Playback
issues
with
streaming
videos
in
an
online
course,
Video
Production
(classroom,
studio
and
field)

o For
hours,
location,
phone
number,
email
address
information,
please
visit:

http://www.csupomona.edu/elearning/mediavision.shtml



Learning
Management
Systems
(LMS)

Blackboard

Cal
Poly
Pomona's
e‐learning
environment
provides
students
with
the
opportunity
to
stay
connected
with
their

instructors
and
classmates.

For
more
information
on
the
features
of
Blackboard,
please
visit:

http://www.csupomona.edu/elearning/blackboard_environment.shtml



Media
Production
Support

Media
production
support
for
the
creation
of
instructional
materials
is
available
Monday
through
Friday,
9
a.m.
to
5
p.m.


Requests
for
support
can
be
made
online
at:
http://www.csupomona.edu/elearning/requestforms.shtml



Video
Duplication

Our
video
duplication
service
allows
for
the
duplication
of
videos
that
can
be
digitized
as
a
DVD
or
streamed
online.


Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]



12



Video
Streaming

Offering
both
mid
(300k)
and
low
(56k)
bandwidth
stream
rates,
video
streaming
ensures
universal
access.
Digital
media

material
are
archived
and
streamed
for
both
live
and
on‐demand
viewing
over
the
internet
or
linked
to
a
LMS
such
as

Blackboard.




Video
Production

Our
facilities
include
a
state
of
the
art
digital
video
and
audio
production
studio.
From
scripting
assistance
to
videotaping

and
editing,
we
can
produce
videos
and
encode
programs
for
streaming
over
the
internet
and
for
conventional

broadcasting
or
DVD.


Video
Conferencing

Two
classroom
studios
allow
for
two‐way
video
conferencing
or
Distance
Learning
by
Satellite
or
the
internet.

Classes

can
also
be
encoded
for
on‐demand
viewing.


Audio
Recording

Our
professional
audio
booth
allows
faculty
to
record
high‐quality
audio
for
lectures
or
other
multimedia
components.


Tools
and
Technologies

eLearning
provides
assistance
with
the
following
tools
and
technologies
for
creating
a
learning‐centered
engaging

opportunity
for
students.

These
tools
and
technologies
include:










interactive
learning
objects
using
Adobe
Flash
and
Softchalk

video‐produced
lectures
and
labs
using
streaming
video,

videoconferencing
and
Echo360

student
assessment
tools
such
as
iClicker

classroom
interaction
tools
such
as
MediaWiki,
Blackboard
Blogs
and

Journals,
Adobe
Connect
and
Wimba

web
2.0
productivity
tools
such
as
Google
Docs

student/instructor
authored
content
using
iMovie,
Windows
Movie
Maker,
iTunesU,
YouTube
and
Google
Sites



These
tools
and
technologies
provide
both
faculty
and
students
to
successfully
teach
and
learn
a
variety
of
topics

through
a
universal
design
approach.



Supported
Tools/Technologies

A
complete
list
of
tools/technologies
that
are
supported
by
the
campus
for
the
purpose
of
eLearning
with
accessibility
in

mind
can
be
found
at:
http://www.csupomona.edu/elearning/toolsandtech.shtml.


Self‐readiness
Survey
‐
Is
eTeaching
for
you?

I&IT
eLearning
has
created
two
eLearning
Self‐Assessment
surveys
for
both
faculty
and
students
interested
in
eLearning

and
teaching.
[http://www.csupomona.edu/elearning/ready_faculty.shtml]


Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]



13



VIII.
 eLearning
Support
for
Students

Where
do
students
go
to
get
help?

Online

eHelp

[http://www.csupomona.edu/ehelp/index.html]


Student
How‐To
Guides
for
Blackboard

[http://www.csupomona.edu/ehelp/blackboard/student/stepbystep.shtml]


Blackboard
9
Student
Orientation

[http://www.csupomona.edu/ehelp/blackboard/student/Bb9_eOrientation.html]


In‐person

Helpdesk



Questions
about
login
issues
for
Blackboard

o For
hours,
location,
phone
number,
email
address
information,
please
visit:

http://www.csupomona.edu/ehelp/


MediaVision



Playback
issues
with
streaming
videos
in
an
online
course,
Video
Production
(classroom,
studio
and
field)

o For
hours,
location,
phone
number,
email
address
information,
please
visit:

http://www.csupomona.edu/elearning/mediavision.shtml



Online
Course
Evaluations

Students
enrolled
in
“Online
(OL)”
courses
are
sent
a
link
to
course
evaluation
questionnaire
page
for
official
university

course
evaluation
at
the
end
of
the
quarter
and
the
evaluation
process
is
administered
by
Academic
Affairs
and
the

Academic
Senate.

Faculty
who
teach
in
hybrid
or
web‐assisted
mode
and
wish
to
collect
student
feedback
on
their
own

may
use
the
following
examples
of
course
assessment
surveys
and
administer
them
with
Blackboard.

Cal
Poly
Pomona

faculty
have
created
course
assessment
surveys
and
graciously
shared
them
with
all
faculty.


[http://www.csupomona.edu/elearning/course_assess_example.shtml]



Student
Surveys
on
Online
Learning

Each
quarter
I&IT
eLearning
surveys
Cal
Poly
Pomona
students
to
assess
their
online
learning
experience.
The
results
are

compiled
from
the
Student
Experience
in
Online/Hybrid
Course
survey
administered
through
Survey
Monkey.
A
link
is

made
available
in
Blackboard
to
all
Cal
Poly
Pomona
students
during
each
quarter
since
Fall
2009.
A
summary
of
the

survey
results
can
be
viewed
at:
http://www.csupomona.edu/elearning/bbstudentsurvey.shtml.


Self‐readiness
Surveys
‐
Is
eLearning
for
you?

I&IT
eLearning
has
created
two
eLearning
Self‐Assessment
surveys
for
both
students
and
faculty
interested
in
eLearning

and
teaching.
[http://www.csupomona.edu/elearning/ready_student.shtml]


Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]


14





IX.
 Assessment
of
Student
Learning
Outcomes

Assessment
Strategies

One
of
the
first
questions
that
faculty
new
to
online
teaching
ask
is
“How
do
I
do
online
exams?”

This
question
is

premised
on
the
notion
that
online
assessment
must
necessarily
follow
the
methods
of
on‐campus
classes.

However,

the
faculty
role
in
the
online
environment
is
increasingly
one
of
mentor,
rather
than
deliverer
of
information,
and
the

function
of
assessment
and
its
corresponding
techniques
must
necessarily
change,
too.

Viewing
online
assessment
as
an

opportunity
for
interactive
mentoring
allows
faculty
to
use
assessment
as
a
teaching
tool,
not
just
as
an
evaluation

mechanism.



The
key
points
in
online
assessment:

1. Student
evaluation
strategies
in
online
classes,
as
in
any
other
instructional
format,
need
to
be
consistent
with

course
goals
and
objectives,
representative
of
the
scope
of
the
course.


[http://www.csupomona.edu/elearning/facultyresources.shtml]


2. Assessment
strategies
need
to
be
clearly
stated
for
students
to
understand
exactly
what
is
expected
of
them.



3. The
course
structure
needs
to
include
adequate
and
appropriate
methods
and
procedures
to
assess
students’

mastery
of
the
content.

Including
a
variety
of
assessment
strategies
will

(a) allow
students
to
continuously
evaluate
their
own
progress
throughout
the
course
beyond

letter
grades,
and

(b) provide
the
instructor
with
continuous

information
about
student
progress
as
well
the
effectiveness
of
the

course
materials.


 







4. Detailed
grading
rubrics
help
students
understand
the
instructor
expectations.

You
may
also
want
to
consider

including
sample
assignments
to
demonstrate
expected
competencies.


5. Grading
policy
and
practices
need
to
be
clear
and
easy
to
understand.



An
overall
assessment
strategy
is
at
the
core
of
an
online
course.

It
includes
four
basic
levels
of
development:

1. Administering
pre‐assessment
to
understand
an
individual
student’s
conceptual
framework
of
a
learning

outcome
and
to
provide
guidance
in
the
development
of
learning
strategies

2. Developing
the
online
learning
strategy:
delivery
of
critical
content
through
interactive
instructional
concepts

and
activities

3. Incorporating
short

assessments
to
punctuate
major
concepts
and
provide
feedback
on
student
understanding

of
these
concepts;
opportunities
for
relearning
and
reassessment
should
be
available
for
students
throughout

4. Developing
a
post‐assessment
to
indicate
student
learning
and
mastery
of
the
content

A
list
of
features
in
Blackboard
can
be
found
at:
http://www.csupomona.edu/elearning/blackboard_environment.shtml


ePortfolio

Student
Personal
ePortfolios

Blackboard
offers
the
Student
Personal
ePortfolios
option
which
provides
a
powerful
tool
for
users
to
efficiently
collect

and
organize
artifacts
representative
of
work
completed
over
time.
It
can
be
used
by
students
to
demonstrate
formative

and/or
summative
progress
and
achievement
through
their
course
work,
guided
by
faculty.
ePortfolio
authors
are

empowered
with
tools
to
effectively
present
their
information
in
a
cohesive,
personalized
format,
using
various
digital

formats.



Files:
.doc,
.exe,
.html,
.htm,
.pdf,
.ppt,
.rtf,




MPEG/AVI:
.asf,
.avi,
.mpg,
.mpeg,
.wmv


Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]





.tiff,
.txt,
.wmf,
.wpd,
.xls,
.zip

Images:
.gif,
.jif,
.jpg,
.jpeg,
.tiff,
.wmf

Flash/Shockwave:
.swf





15


QuickTime:
.qt,
.moov,
.mov

Audio:
.aiff,
.asf,
.au,
.mpe,
.mp3,
.ra,
.ram,

.rm,
.wav,
.wma,
.wmv



Faculty
interested
in
using
Student
ePortfolios
can
contact
eLearning
for
more
information.


Faculty
Research
on
Comparison
of
Student
Learning
Outcomes
between
Instruction
Modes




Faculty
at
Cal
Poly
Pomona
have
engaged
in
research
to
investigate
the
efficacy
of
online
teaching.
For
example,
Dr.

Carsten
Lange’s
comparative
analysis
of
students’
study
behavior
and
success
of
students
enrolled
in
a
Principles
of

Economics
(EC
201)
course
indicated
that,
although
there
was
no
significant
difference
in
teaching
efficiency,
there

existed
room
for
improvement
in
the
manner
in
which
the
instructor
utilized
peer‐to‐peer
communication
tools.


Likewise,
Dr.
James
J.
Kim’s
comparison
of
online
and
face‐to‐face
options
for
the
course,
Government
and
Politics
of
the

World
(PLS
202),
offered
during
the
2008‐09
academic
year,
“has
shown
that
there
is
relatively
little
difference
in

student
performance.”
Kim
suggests
that
one
factor
that
may
contribute
to
the
success
of
the
online
course
is
the

“explicit
articulation
of
the
design
and
grading
criteria
for
the
course.”
Kim
notes
that
an
important
lesson
gleaned
from

the
study
is
“while
these
are
integral
aspects
of
a
well‐designed
online
course,
they
need
not
be
exclusive
to
online

options.
That
is,
these
characteristics
are
aspects
of
course
organization
that
an
instructor
can
also
adopt
in
his/her
face‐
to‐face
courses
as
well.”
This
comment
reflects
the
need
for
sound
pedagogy
applied
to
a
range
of
teaching
modes.

As
a
third
example
of
a
direct
comparison
between
a
traditional
and
a
hybrid
online
version
of
the
same
course,
Dr.

Barbara
Hoeling
reports
on
the
two
sections
of
PHY
131
(first
quarter
of
general
physics
for
engineers)
she
taught
in

spring
quarter
2009.
The
analysis
of
the
Force‐Concept‐Inventory
test
(a
standard
exam
on
Newtonian
Mechanics),
given

at
the
beginning
of
the
course
and
again
at
the
end,
confirms
that
student
learning
in
the
hybrid
online
section
was

comparable
to
that
of
the
traditional
section.
The
face‐to‐face
section
improved
in
the
percentage
of
correct
answers

from
32%
(pre‐test)
to
52%
(post
test),
the
hybrid
online
section
from
40%
(pre‐test)
to
56%
(post
test).
The
class

average
in
the
final
exam
was
37/70
for
the
face‐to‐face
section,
and
40/70
for
the
hybrid‐online
section.

The
findings
articulated
in
the
research
studies
conducted
at
Cal
Poly
Pomona
drive
the
efforts
of
the
eLearning
team

when
designing
our
training
and
consultation
programs.
We
also
use
data
collected
from
our
own
research,
part
of

which
includes
faculty
surveys.

For
example,
the
results
of
a
recent
survey
in
which
179
CPP
faculty
members

participated
provided
information
on
faculty
experiences
teaching
online/hybrid
courses.

While
44%
of
the
respondents

indicated
that
online
courses
are
consistent
with
Cal
Poly
Pomona's
polytechnic
'Learn
by
Doing'
philosophy,
our
goal
is

to
move
beyond
this
mark
by
supporting
the
development
of
courses
that
engage
students
in
activities
that
promote
the

attainment
of
intended
learning
outcomes.


X.


Business/Education
Continuity
Plan
for
eLearning


Many
higher
education
institutions
are
preparing
for
potential
disruptions
in
the
flow
of
education
brought
about
by

possible
catastrophic
events,
pandemics,
reduced
budgets,
and
furlough
schedules.
For
example,
in
September
of
2009,

13,000
students
and
253
colleges
reported
cases
of
swine
flu.
According
to
Kathleen
Sebelius,
Human
Services
Secretary,

schools
should
consider
"online
learning
opportunities
in
the
event
the
disease
continues
to
transmit
and
schools
have

to
look
at
closing”
(Fox
News
Report,
paragraph
7).



Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]



16



Business
Continuity
Plan
for
Cal
Poly
Pomona
(2010)

According
to
the
2010
Business
Continuity
Plan
for
Cal
Poly
Pomona,
the
eLearning
environment,
such
as
Blackboard,

Adobe
Connect,
and
Echo360,
is
expected
to
be
recovered
with
full
data
restore
within
30
days
or
sooner
after
a
disaster

strikes
and
shuts
down
the
campus.


Educational
Continuity

Cal
Poly
Pomona’s
Instructional
&
Information
Technology
(I&IT)
Division
plays
a
key
role
in
providing
services
in
event

of
a
disruption
in
the
flow
of
education.



As
outlined
from
I&IT’s
Pandemic
Plan
and
Business
Continuity
Plan,
there
is
a
need
for
User/Helpdesk
Support
and
the

continuation
of
teaching.

These
needs
require
the
use
of
several
tools,
technologies
and
guidance
provided
by

eLearning.

A. Blackboard:
Blackboard,
the
campus
learning
management
system,
is
vital
for
the
continuation
of
education

since
it
would
be
used
as
a
one‐stop
place
to
house
most
eLearning
content
and
also
administrative
or
business

content.

B. Adobe
Connect:
Adobe
Connect
can
be
used
as
a
tool
to
help
faculty
develop
online
course
lectures
as
well
as

hold
virtual
classroom
meetings.

This
tool
can
also
be
used
administratively
for
user
support
or
virtual
meetings

by
all
departments
on
campus.

C. Video
Streaming
Services:
eLearning
provides
video
streaming
services
that
can
be
used
to
deliver
course

lectures
via
Silverlight
video.

D. Echo
360:
Echo
360
can
be
used
to
pre‐record
lectures
that
can
be
viewed
off‐campus
during
the
disruption
of

on‐campus
learning.

E. Other
Tools
and
Technologies:
Other
tools
and
technologies
can
be
used
to
support
eLearning
such
as
SoftChalk.


XI.
 Research
on
Online
Teaching
&
Learning

National
Reports

ED.gov
–
U.S.
Department
of
Education
Office
of
Educational
Technology
(OET)

“ED
was
created
in
1980
by
combining
offices
from
several
federal
agencies.
ED's
mission
is
to
promote
student

achievement
and
preparation
for
global
competitiveness
by
fostering
educational
excellence
and
ensuring
equal
access.”

[http://www2.ed.gov/about/offices/list/os/technology/index.html?src=oc]


The
Department
of
Education
also
released
a
report
titled
“Evidence‐Based
Practices
in
Online
Learning:
A
Meta‐Analysis

and
Review
of
Online
Learning
Studies.”
[http://www2.ed.gov/rschstat/eval/tech/evidence‐based‐
practices/finalreport.pdf]


Educause
Review

“EDUCAUSE
is
a
nonprofit
association
whose
mission
is
to
advance
higher
education
by
promoting
the
intelligent
use
of

information
technology.
EDUCAUSE
helps
those
who
lead,
manage,
and
use
information
resources
to
shape
strategic

decisions
at
every
level.
A
comprehensive
range
of
resources
and
activities
is
available
to
all
interested
employees
at


Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]


EDUCAUSE
member
organizations,
with
special
opportunities
open
to
designated
member
representatives.”


[http://www.educause.edu/er]


Sloan
Consortium

In
2009,
the
Sloan
Consortium
released
a
report
titled
Learning
on
Demand:
Online
Education
in
the
United
States

[http://sloanconsortium.org/publications/survey/pdf/learningondemand.pdf]

17



Guidelines
for
Online
Teaching
at
Cal
Poly
Pomona
[DRAFT]



18



XII.
 Resources
Referenced
or
Cited
























Best
Practice
Strategies
to
Promote
Academic
Integrity
on
online
Education,
Version
2.0,
June
2009,
produced
by

WCET,
UT
Telecampus
of
the
University
of
Texas
System,
and
Instructional
Technology
Council.
Retrieved
August

16,
2010,
from

http://www.wascsenior.org/findit/files/forms/Best_Practices_for_Academic_Integrity_in_Online_Education.pdf


CSU
Long
Beach
Policy
on
Academic
Technology
and
the
Mode
of
Instruction,
recommended
by
the
Academic

Senate
on
May
1,
2003
and
approved
by
the
President
on
June
17,
2003.
Retrieved
August
16,
2010,
from



http://www.csulb.edu/divisions/aa/grad_undergrad/senate/documents/policy/2003/11/


CSU
Sacramento
eLearning
Policy.
Retrieved
August
16,
2010,
from

http://www.csus.edu/acse/archive/0910/fsa10_jan_28_B.htm


CSU
San
Bernadino.
Distributed
Learning
Policy.
Retrieved

August
16,
2010,
from

http://odl.csusb.edu/about/policy.html


CSU
San
Jose.
Senate.
Policy
Recommendation
–
Technology
Mediated
Instruction.
Retrieved
August
16,
2010,

from
http://www.sjsu.edu/senate/s97‐6.htm

Florida
State
University.
Alternative
Modes
of
Instruction
Form.
Retrieved
August
16,
2010,
from

http://facsenate.fsu.edu/content/download/29361/182995

Glendale
Community
College,
Maricopa
Community
College
District.

Frequently
Asked
Questions
about
Hybrid

Courses.

Retrieved
August
16,
2010,
from
http://www.gc.maricopa.edu/english/hybridfaq.html

North
American
Council
for
Online
Learning.

National
Standards
of
Quality
for
Online
Course.
Retrieved
August

16,
2010,
from

http://www.inacol.org/research/nationalstandards/NACOL%20Standards%20Quality%20Online%20Courses%20
2007.pdf

Pennsylvania
State
University.

Faculty
Self
Assessment
for
Online
Teaching,
2009.

Retrieved
August
16,
2010,

from
http://weblearning.psu.edu/news/faculty‐self‐assessment


Pennsylvania
State
University.

Student
Self
Assessment
for
Online
Learning
Readiness.

Retrieved
August
16,

2010,
from
https://esurvey.tlt.psu.edu/Survey.aspx?s=246aa3a5c4b64bb386543eab834f8e75


Queensborough
Community
College
Suitability
Self
Test.

Retrieved
August
16,
2010
from,

http://www9.qcc.cuny.edu/QCCOnline/SelfTest/


Sloan‐C
Consortium,
Online
Nation:
Five
Years
of
Online
Learning,
2009.

Retrieved
from

http://www.sloan‐c.org/publications/survey/online_nation

State
University
of
New
York
‐
Delhi,
DOE
Guidelines
for
New
Course
Development
and
Evaluation.

Retrieved

August
16,
2010,
from

https://confluence.delhi.edu/display/CIS/DOE+Guidelines+for+New+Course+Development+and+Evaluation


Texas
State
University,
San
Marcos.

Instructional
Technologies
Support.
Online
Course
Development.

Retried

August
16,
2010,
from
http://www.its.txstate.edu/departments/instructional_design/online‐course‐
development.html

U.S.
Department
of
Education.
Office
of
Educational
Technology.
Transforming
American
Education:
Learning

Powered
by
Technology.

Draft
Technology
Plan
2010:
Executive
Summary.

March
5,
2010.
Retrieved
from

http://www2.ed.gov/about/offices/list/os/technology/netp‐executive‐summary.pdf


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