Extended eLearning Services for All eLearning Courses

Extended eLearning Services for All eLearning Courses

The CPI has helped instructors with their use of eLearning tools for two decades and is always ready to consult with instructors about their courses and pedagogy.  The CPI’s support for eLearning tools such as Isaak/Sakai, Wikis & Etherpads, and Turnitin.com will continue as it has in the past; however, as of September 2013, we are adding extended support for courses delivered in an eLearning Format.  eLearning formats are fully described below *.

As instructors move more of their instruction into online formats and as courses that focus on eLearning become more prevalent, the CPI is increasing its free services to support these instructors.  Instructors teaching courses that make use of an eLearning format will be given access to additional resources to reflect the specific needs of these courses.

 

Extended eLearning Support Services Include:

 

  • Additional consultation and review of eLearning courses being offered in a blended or online format
  • Online course evaluations administered by the CPI based upon the department’s  existing course evaluation instrument or the CPI’s  standardized instrument for online course evaluations
  • Lead instructors in AODA compliance review of course content
  • The opportunity to participate in CPI’s course in teaching online
  • TA Training/Consultation
  • Audio/Video Services
    With our partners in the Library, Information Technology Services, and Marketing and Communications, Instructors can access Brock University’s private video recording, distribution and conferencing tools.

These new Extended eLearning Services are an important part of our ongoing support of courses successfully developed through the University’s eLearning Initiative.

 
* eLearning Formats include the following formats described in the Guidelines for Calendar Submissions: 
    • Blended Learning Course
      This is a course where face-to-face teaching time is reduced, but not eliminated, to allow students more time for online study. This model comes in a number of formats; however the online component is typically 50%-80% of the total course delivery. In this case, a blended learning course may have components delivered via traditional face-to-face; however, over half the course delivery should be online.
    • OnLine: Synchronous Conferencing Course
      This describes a course delivered through audio and video conferencing to provide synchronous communications (i.e., at the same time) between an instructor at one site and students at other sites. A course is considered to be offered via synchronous conferencing if 80% or more of the content is delivered this way. For example, a synchronous conferencing course may have occasional face-to-face meetings, a proctored exam, etc. with the remainder of the content delivered through audio and video conferencing.
    • OnLine: Fully Online Learning (asynchronous) Course
      This is a form of distance learning delivered to individuals with access to the Internet, either at home, work or through an access centre. Although courses may have a set start date and set due dates for assignments, students can otherwise access and participate in courses at times and places of their own choosing. The online component is typically over 80% of the total delivery. For example, a fully online course may include occasional face-to-face meetings, a proctored exam, etc. with the remainder of the content delivered online.

2 Limited to 400 minutes per course per academic year.  No captions are provided. (An  example of this use might be 40 students uploading 10 minutes of video or 80 uploading 5 minutes)