Digital Learning Framework 2023-24 2023-24 Digital Learning Framework (PDF) OPEN PDF The framework informs the strategic decision-making that is required as we re-imagine the digital design, development and delivery of our curriculum and instructional approaches. This enables DC to meet the increasing demands of learners who are looking for choice and flexibility, as well as mature learners who are seeking upskilling opportunities (Canadian Digital Learning Research Association, 2020, 2021; EDUCAUSE Horizon Report, 2023; Johnson, 2022). The approach to flexible and accessible digital learning will provide new opportunities for learners to access DC’s high-quality postsecondary education, equipping them with the skills to become the next generation of leaders in their chosen professions. The Digital Learning Framework outlines the enablers that support increased digital learning opportunities. This includes: Strategy and Governance Pedagogy and Quality Faculty Development and Support Systems Student Development and Support The postsecondary landscape is rapidly evolving and as a leader in digital learning, Durham College (DC) is well-positioned to keep pace with the changes. This framework builds on the shared vision of how DC will embed digital learning into our teaching and learning practices. This framework will use the term ‘digital learning’ to encompass the modes of learning spectrum as identified by the Canadian Digital Learning Research Association (2020). 2023-24 Objectives and Deliverables The Digital Learning Taskforce has the following objectives and deliverables for 2023-24, in alignment with each enabler. Select an enabler to explore: Strategy & Governance Pedagogy & Quality Faculty Development & Support Systems Student Development & Support Strategy & Governance BACK TO TOP The strategy and governance enabler provides a critical foundation for integrating sustainable digital learning at DC. This enabler focuses on requirements such as strategic planning, governance of policies and procedures, communicating the guiding vision, and institutional supports for embedding digital learning in all facets of the institution. This enabler is supported by the following objectives and deliverables: LEGEND 🟢 Completed 🟠 In Progress ⚫️ Not Started Develop a decision-making framework to assess the (re-)design of curriculum and delivery modes WINTER 2023 🟢 PROCESS: Create a decision-making framework to assess the (re-)design of curriculum and delivery modes About: The taskforce created the Digital Learning Framework; Objectives and deliverables were developed using a systems thinking approach where the entire college ecosystem was taken into consideration as part of the large-scale (re-)design of curriculum and delivery modes. Each deliverable will have stakeholder consultation as required. Status: COMPLETE Complete for 2023-24; New objectives and deliverables will be developed for 2023-24. FUTURE PLANNING ⚫️ PROCESS: Review and revise policies impacted by the expansion of digital learning at DC, such as ensuring to note digital learning expectations in the LMS Usage Policy. Status: NOT STARTED ⚫️ PROCESS: Review and assess resource and operational impacts to wraparound services associated with increased digital learning, such as scheduling, audio-visual requirements and student services. Status: NOT STARTED Create an evaluation process to ensure high-quality online, hybrid and flexible courses SPRING 2023 🟠 PROCESS: Create a process for evaluating appropriate digital delivery modes. To support the objective to create an evaluation process to ensure high-quality online, hybrid and flexible courses, the Digital Delivery Planning Worksheet was developed to provide faculty, program teams and administration with an opportunity for data-driven, pedagogy focused reflection of our programs. As part of the 2023 Annual Program Review (APR) process, program teams are asked to complete the Digital Delivery Planning Worksheet to consider which delivery mode is most appropriate based on impacts to the student learning experience and their achievement of course learning outcomes. Status: IN PROGRESS The Digital Delivery Planning Worksheet was provided to all program teams in OneDrive for collaboration as part of the 2022-2023 Annual Program Review (APR) (Resources: Faculty how-to video; Program Coordinator how-to video: Part One; Part Two). Faculty provided final recommendations in APR Section C on June 15, 2023. During the summer, Executive Deans and Associate Deans reviewed recommendations and provided final recommendations to Academic Leadership Team. Prioritized CTL online course development will occur 2023-24 and 2024-25 academic years. 🟢 RESOURCE: Revise the Digital Delivery Modes document to frame DC’s understanding of the different delivery modes. Revised the Digital Delivery Modes definitions, and strategic considerations for each delivery mode, and added example use cases for each delivery mode. Status: COMPLETE Digital Delivery Modes PDF posted, and webpage revised; Definitions may change pending any changes in the digital landscape. 🟢 RESOURCE: Revise the Digital Delivery Planning Guide to support decision-making, ensuring consultation with IRCC guidelines for international student delivery modes. The taskforce decided to merge this resource with the Digital Delivery Planning Worksheet as it provided more accountability to the IRCC requirements. Status: COMPLETE FALL 2023 🟢 RESOURCE: Create a rubric to support the evaluation of digital delivery modes by course based on the Digital Delivery Planning Guide. The Digital Delivery Planning Worksheet was developed to provide faculty, program teams and administration with an opportunity for data-driven, pedagogy focused reflection of our course delivery modes, in place of a rubric. Completion Status: COMPLETE Pedagogy & Quality BACK TO TOP The pedagogy and quality enabler ensures DC’s decisions are rooted in best practices in digital pedagogy, supported by quality assurance. This enabler focuses on digital by design development, re-evaluation of teaching and learning strategies and assessments that support digital learning, evaluation of quality, and processes that support quality assurance at DC. This enabler is supported by and aligned to the Academic Plan, and the Teaching and Learning Plan. This enabler is supported by the following objectives and deliverables: LEGEND 🟢 Completed 🟠 In Progress ⚫️ Not Started Create processes and resources that guide the development of digital by design online, hybrid, and flexible courses FALL 2023 🟠 PROCESS: Develop a Digital Course Development Roadmap In development. Status: IN PROGRESS 🟢 RESOURCE: Review, revise and launch a High Quality Online Course Considerations Checklist The High Quality Online Course Considerations Checklist is in development. Planned completion for Summer 2023 and launch for Fall 2023. Status: COMPLETE 🟢 RESOURCE: Revise, review and launch Lesson Plan Templates based on delivery mode The Lesson Plan Templates are in development. Planned completion for Summer 2023 and launch for Fall 2023. Status: COMPLETE 🟠 PROCESS: Revise the Online Course Quality Framework The current Online Course Quality Framework requires revisions. Status: IN PROGRESS FUTURE PLANNING ⚫️ RESOURCE: Revise the quality assurance process to embed specific assessment questions and criteria in program review process on digital delivery. Status: NOT STARTED ⚫️ RESOURCE: Determine and revise WebCOT and Course Outline templates based on the needs of various digital modalities A WebCOT environmental scan is scheduled in the Enterprise Systems roadmap from 2024 to 2026. Status: NOT STARTED Propose revisions to modernize curriculum development and delivery WINTER 2024 ⚫️ PROCESS: Design curricula in a modular and flexible structure Status: NOT STARTED Faculty Development & Support BACK TO TOP The faculty development and support enabler ensures that faculty have the formal training programs, professional development opportunities, do-it-yourself resources, access to educational technology, and developmental support to implement innovative digital learning confidently and competently in various delivery modes. This enabler is supported by the following objectives and deliverables: LEGEND 🟢 Completed 🟠 In Progress ⚫️ Not Started Develop a plan for building capacity in faculty for digital teaching and learning FALL 2023 🟢 RESOURCE: Review, and launch the Asynchronous Online Course Exemplar Asynchronous Online Course Exemplar completed and piloted for review in winter 2023. This exemplar is helpful for faculty wanting to see a complete 14-week high-quality asynchronous course. Status: COMPLETE ⚫️ RESOURCE: Revise, review, and launch a Synchronous Online Course Exemplar In development. Status: NOT STARTED ⚫️ RESOURCE: Revise, review, and launch a Hybrid Course Exemplar In development. Status: NOT STARTED 🟠 RESOURCE: Revise, review, and launch a Flexible Course Exemplar In development. Status: IN PROGRESS 🟠 RESOURCE: Revise, review, and launch a HyFlex Course Exemplar In development. Status: IN PROGRESS WINTER 2024 ⚫️ PROCESS/RESOURCE: Develop and launch mandatory training with dedicated time for fully Online, Hybrid, Flexible or HyFlex course development and delivery This deliverable requires significant stakeholder consultation and is in alignment with many post-secondary institutions in Ontario. Status: NOT STARTED ⚫️ PROCESS: Revise the faculty mentorship program to encourage matches based on digital learning modalities Status: NOT STARTED ⚫️ RESOURCE: Provide self-service step-by-step resources in developing, assessing and delivering in digital delivery modes Status: NOT STARTED ⚫️ RESOURCE: Revise the DC Connect course template based on variety of skillsets from beginner to expert Status: NOT STARTED Systems BACK TO TOP Critical to the success of increased integration of digital learning in our delivery modes, we need sustainable and streamlined technical infrastructure in our online and in-person environments. The systems enabler covers technical platforms for teaching and learning such as our Learning Management System, educational technology tools, high-quality audio/visual equipment, and maintained, supported, easy-to-use in-person classroom technology based on industry-classroom standards. This enabler is supported by the following objectives and deliverables: LEGEND 🟢 Completed 🟠 In Progress ⚫️ Not Started Develop a plan for high quality, easy-to-use HyFlex and Flexible classroom technology FALL 2023 🟠 PROCESS: Review, consult and revise classroom technology and operational supports for HyFlex and Flexible modalities Revised Digital Classroom Standards in development. Status: IN PROGRESS Develop a plan for continued improvements to Technology Infrastructure, such as Learning Management System WINTER 2024 ⚫️ PROCESS: Development of a central repository that allows for year-over-year course content availability, reducing inefficiencies Status: NOT STARTED STUDENT DEVELOPMENT & SUPPORT BACK TO TOP Student success being at the forefront of our purpose, student flexibility and choice in digital programming must be understood and their education supported by 21st century digital literacy skills. The student development and support enabler requires institutional alignment to ensure wraparound student support is equitable regardless of delivery mode. Ensuring students are supported in all aspects of digital learning, from digital essential employability skills to program orientation, student academic learning services and onboarding processes. This enabler is supported by the following objectives and deliverables: LEGEND 🟢 Completed 🟠 In Progress ⚫️ Not Started Conduct student focus group to gauge expectations for flexibility and choice. SPRING 2023 🟢 PROCESS: Conduct student focus groups: Determine DC learner based on demographics and program; Creation of questions; Recruit students based on demographics; Distribute survey; Create summary report To support this objective, the taskforce developed a targeted student survey to better understand student preferences regarding program delivery modes, both current and future. This anonymous, voluntary survey was emailed to students enrolled in select programs on Thursday, March 30. The programs were chosen to provide a representative sample of student demographics and credentials. Results were shared in May and June at Academic Council, Enrolment Management Council, with the DC Leadership Team, Deans, and Academic Leadership Team. Findings: Overall, Face-to-face (F2F) and Flexible (F2F with a live synchronous option) modalities are noted as the most preferred program delivery mode, with some variation as a function of program credential and student age. SUPPORTING resources Course Delivery Modes Executive Summary Full Student Survey Report Status: COMPLETE Develop a plan for building capacity in students for digital learning WINTER 2024 ⚫️ PROCESS: Determine what wraparound supports are in place, and/or need to be developed, for students to succeed as Online / Hybrid / Flexible / HyFlex environments Status: NOT STARTED ⚫️ RESOURCE: Review and revise student orientation resources to ensure expectations are aligned with various program delivery modes Status: NOT STARTED ⚫️ RESOURCE: Determine and revise technical support resources available to students Status: NOT STARTED ⚫️ RESOURCE: Provide student resources in choosing appropriate delivery modes Status: NOT STARTED Framework Evaluation While the Digital Learning Framework enablers will serve as the foundation for success; the objectives and deliverables may change based on faculty and student stakeholder consultations, industry advancement, DC’s Academic Plan, and Teaching and Learning Plan. This framework will use the term ‘digital learning’ to encompass the modes of learning spectrum as identified by the Canadian Digital Learning Research Association (2020). By applying the ADDIE model (Analyze, Design, Develop, Implement, Evaluate) to this framework on an annual basis, we model best practices in digital learning, and generate a strong, updated, actioned, progress-monitored implementation plan. The framework will be evaluated continuously based on the guiding principles. References Canadian Digital Learning Research Association (2020). Evolving definitions in digital learning: A national framework for categorizing commonly used terms. Canadian Digital Learning Research Association (2021). 2021 Special topics report: The growth of online learning and digital learning resources in Canadian post-secondary education. EDUCAUSE. (2022). Horizon Report | Teaching and Learning Edition. EDUCAUSE. (2023). Horizon Report | Teaching and Learning Edition. Flinders University. (n.d). Digital Learning Framework. Johnson, N. (2022, November 16). Canadian digital learning research association: The Digital Learning Landscape in Ontario: Implications for the Future of Post-secondary Education [PowerPoint slides]. TESS Conference Presentation, Toronto, Ontario.