{ "document_id": 12808, "page": 78, "width_pt": 612, "height_pt": 792, "rotation": 0, "pipeline_version": "paddleocr-vl-1.6+paul-48", "engine": "paddleocr_vl", "source_run_id": 12921, "item_count": 13, "counts_by_type": { "footer": 1, "header": 1, "list": 1, "list_item": 3, "text": 7 }, "build_ms": 2, "items": [ { "id": "p78.1", "order": 1, "type": "header", "bbox": { "l": 377.28, "t": 755.04, "r": 540, "b": 741.84 }, "text": "KYSU Online Faculty Handbook", "attrs": { "block_label": "header" }, "level": 2 }, { "id": "p78.2", "order": 2, "type": "text", "bbox": { "l": 68.64, "t": 719.52, "r": 534.48, "b": 677.28 }, "text": "there should be consistency (or parity) between online and residential versions of the same class. A consistent student experience will also reduce the burden on faculty to assist students in locating instructional content within the LMS." }, { "id": "p78.3", "order": 3, "type": "text", "bbox": { "l": 67.92, "t": 671.76, "r": 533.52, "b": 586.32 }, "text": "Toward this end, KYSU Online/Global will implement a Subject Matter Expert (SME) model in its online programs. The SME model is an approach to differentiating the roles of online faculty in developing and maintaining the content of online courses; it ensures consistency across multiple sections of an online course. This model positions KYSU Online/Global to implement standards of consistent instructional design while minimizing the burden on faculty to become instructional designers. This model also supports assessment and accreditation reporting." }, { "id": "p78.4", "order": 4, "type": "text", "bbox": { "l": 68.4, "t": 581.04, "r": 526.32, "b": 552.72 }, "text": "The SME model is a more formal approach to the traditional, informal collaboration among faculty members in a department who teach sections of the same course in a residential setting." }, { "id": "p78.5", "order": 5, "type": "list", "bbox": { "l": 85.44, "t": 547.6800000000001, "r": 526.08, "b": 414 }, "text": "", "attrs": { "item_count": 3 }, "children": [ { "id": "p78.5.1", "order": 6, "type": "list_item", "bbox": { "l": 86.4, "t": 547.6800000000001, "r": 497.28, "b": 503.52 }, "text": "For example, in a residential setting, two professors might agree to use the same textbooks in their respective sections of the same course to help students and the bookstore with simpler logistics and matching costs." }, { "id": "p78.5.2", "order": 7, "type": "list_item", "bbox": { "l": 86.64, "t": 502.92, "r": 516.72, "b": 472.8 }, "text": "The faculty might also agree to use similar assignments and examinations to simplify program-level assessment efforts in a residential setting." }, { "id": "p78.5.3", "order": 8, "type": "list_item", "bbox": { "l": 85.44, "t": 472.92, "r": 526.08, "b": 414 }, "text": "At other points, a faculty member might cover a residential course usually taught by a colleague on sabbatical; the covering faculty member might inherit and incorporate the syllabus, the textbooks, the assignments, and the lecture notes of their colleague rather than redesigning the course from scratch." } ] }, { "id": "p78.6", "order": 9, "type": "text", "bbox": { "l": 68.4, "t": 408.24, "r": 528.72, "b": 380.64 }, "text": "The point is that faculty in traditional residential programs often collaborate on courses to meet the needs of the students and the department." }, { "id": "p78.7", "order": 10, "type": "text", "bbox": { "l": 67.92, "t": 374.88, "r": 538.8, "b": 318.24 }, "text": "The same spirit of collegiality and collaboration undergirds the online programs. However, the online modality of courses, the subterm schedule, and the unique needs of online students require a more formalized approach to faculty collaboration than what might occur less formally in a residential department." }, { "id": "p78.8", "order": 11, "type": "text", "bbox": { "l": 67.92, "t": 312.96, "r": 524.16, "b": 241.92 }, "text": "The SME model formalizes faculty collaboration by designating one credentialed faculty member as the SME for one online course. The SME collaborates with the Office of Online Education, program coordinators, online faculty, and instructional designers to select content, arrange modules, develop assignments, write the syllabus, and ensure alignment with learning outcomes." }, { "id": "p78.9", "order": 12, "type": "text", "bbox": { "l": 68.64, "t": 236.4, "r": 537.6, "b": 79.92 }, "text": "The SME of a course has access to a development shell of a course in the Learning Management System. This development course shell is where content updates are made, and input from other faculty is incorporated. Once changes are completed in the development course shell, the Office of Online Education reflects the changes in a primary course shell. The primary course shell is the official version of the online course that is copied to create the appropriate number of sections needed each subterm. Therefore, each section of the course is identical upon copy and reflects the work of the SME in the primary course shell. After the course copy occurs, credentialed online faculty are assigned to each section as the online instructors. They may supplement the course materials with optional instructional materials and activities, but they may not alter the course content. Nor can online faculty change the assignments in their section. Online instructors cannot add or remove course requirements. However, instructors are" }, { "id": "p78.10", "order": 13, "type": "footer", "bbox": { "l": 529.44, "t": 49.2, "r": 543.84, "b": 37.92 }, "text": "25", "attrs": { "block_label": "number" } } ], "excluded_furniture": { "first": [], "last": [] } }