presentation is the intellectual property of landon k. pirius creating a successful online...

Presentation is the intellectual property of Presentation is the intellectual property of Landon K. PiriusLandon K. Pirius

Creating a Successful Creating a Successful Online OrientationOnline Orientation

Presenter:Presenter:Landon K. PiriusLandon K. Pirius

Director of Enrollment Director of Enrollment Services/RegistrarServices/Registrar

Inver Hills Community CollegeInver Hills Community College

Presentation is the intellectual property of Landon K. Pirius

The PresenterThe Presenter


Questions from Last WeekQuestions from Last Week

►How do you currently orient your How do you currently orient your students? Your online students?students? Your online students?

► If you have an online orientation, how If you have an online orientation, how does it compare to your on-campus does it compare to your on-campus orientation?orientation?

►Other burning questions from last Other burning questions from last week.week.


IntroductionIntroduction

►Developed from multiple perspectivesDeveloped from multiple perspectives UofM studentUofM student Former online university employeeFormer online university employee MnOnline Peer ReviewerMnOnline Peer Reviewer MSU, Mankato Distance Learning MSU, Mankato Distance Learning

Taskforce MemberTaskforce Member Proponent of technologyProponent of technology

►Not institution specificNot institution specific


Presentation LayoutPresentation Layout

► Broad discussion of orientationsBroad discussion of orientations► Includes web linksIncludes web links► Includes:Includes:

Components of an online orientationComponents of an online orientation Entities involved with an orientationEntities involved with an orientation Four categories of online orientations with Four categories of online orientations with

examplesexamples The near futureThe near future AccessibilityAccessibility Commonly asked questionsCommonly asked questions


Understanding Your StudentsUnderstanding Your Students

► Institutions must understand who their Institutions must understand who their students are in order to provide students are in order to provide appropriate services.appropriate services. Digital Native vs. Digital ImmigrantsDigital Native vs. Digital Immigrants Traditional vs. Non-Traditional StudentsTraditional vs. Non-Traditional Students Generations X, Y, and Z vs. Baby Boomers Generations X, Y, and Z vs. Baby Boomers

and the Silent Generationand the Silent Generation


Digital Native vs. Digital Digital Native vs. Digital ImmigrantImmigrant

► Use of computers, the Internet, and advanced Use of computers, the Internet, and advanced technologytechnology

► According to the Pew Internet and American Life According to the Pew Internet and American Life Project (2005), “The number of teenagers using the Project (2005), “The number of teenagers using the internet has grown 24% in the past four years and internet has grown 24% in the past four years and 87% of those between the ages of 12 and 17 are 87% of those between the ages of 12 and 17 are online. Compared to four years ago, teens’ use of online. Compared to four years ago, teens’ use of the internet has intensified and broadened as they the internet has intensified and broadened as they log on more often and do more things when they log on more often and do more things when they are online. Among other things, there has been are online. Among other things, there has been significant growth over the past four years in the significant growth over the past four years in the number of teens who play games on the internet, number of teens who play games on the internet, get news, shop online, and get health information.” get news, shop online, and get health information.”


Traditional vs. Non-Traditional vs. Non-TraditionalTraditional

► Traditional students (18-24) are becoming Traditional students (18-24) are becoming non-traditionalnon-traditional

►Non-traditional students can be defined as:Non-traditional students can be defined as: Over 25Over 25 Mid-careerMid-career Ethnically diverseEthnically diverse Having familiesHaving families Possessing less free timePossessing less free time

►More non-traditional students are seeking More non-traditional students are seeking an education that fits their needs and their an education that fits their needs and their schedules versus having to adapt to the schedules versus having to adapt to the institution’s needs or schedulesinstitution’s needs or schedules


Generations X, Y, and soon ZGenerations X, Y, and soon Z

► Email is essential form of communicationEmail is essential form of communication► Internet is about choice: it is what they Internet is about choice: it is what they

want, when they want itwant, when they want it► Interaction is essentialInteraction is essential►Need attractive, hip, and well-designed Need attractive, hip, and well-designed

websiteswebsites http://www.facebook.com/http://www.facebook.com/ http://www.comedycentral.com/shows/http://www.comedycentral.com/shows/

the_daily_show/index.jhtmlthe_daily_show/index.jhtml►How will we handle a generation taught by How will we handle a generation taught by

computers and artificial intelligence?computers and artificial intelligence?


The New EnvironmentThe New Environment

►The student population is more mixed The student population is more mixed now than ever before. now than ever before. Digital natives mix with digital immigrantsDigital natives mix with digital immigrants Generations X and Y mingle with baby Generations X and Y mingle with baby

boomers and their parentsboomers and their parents Traditional students coexist with non-Traditional students coexist with non-

traditional studentstraditional students

►What does this mean for institutions?What does this mean for institutions?


What Does this Mean for What Does this Mean for You?You?

►A single approach to administering A single approach to administering services is no longer viable or services is no longer viable or appropriateappropriate Increased demand for accessible services.Increased demand for accessible services. Increasing competition from other Increasing competition from other

institutions, particularly online institutions, particularly online institutions.institutions.


Keep in MindKeep in Mind

►Always keep the student in mindAlways keep the student in mind►Our obligation.Our obligation.


Question Break #1Question Break #1

► I will answer questions for I will answer questions for approximately 5 minutes.approximately 5 minutes.

► I will take additional question breaks I will take additional question breaks throughout the presentation and at the throughout the presentation and at the end of the presentation.end of the presentation.


What Do You Do During a Three What Do You Do During a Three Hour Lecture?Hour Lecture?

►What do you do?What do you do? SleepSleep Make a grocery listMake a grocery list Whisper to my neighborWhisper to my neighbor Surf the InternetSurf the Internet Listen for 10 minutes and then do Listen for 10 minutes and then do

anything but pay attention?anything but pay attention?►Students attending a typical Students attending a typical

orientation do all of the above!orientation do all of the above!


Orientation IntroductionOrientation Introduction

►WCET states, WCET states, ““The program provides students with The program provides students with

clear, complete, and timely information on clear, complete, and timely information on the curriculum, course and degree the curriculum, course and degree requirements, nature of faculty/student requirements, nature of faculty/student interaction, assumptions about interaction, assumptions about technological competence and skills, technological competence and skills, technical equipment requirements, technical equipment requirements, availability of academic support services availability of academic support services and financial aid resources, and costs and and financial aid resources, and costs and payment policies.” payment policies.”


Orientation Introduction Orientation Introduction Cont.Cont.

►An orientation is an opportunity to:An orientation is an opportunity to: Convey informationConvey information Build communityBuild community Create networks and cohortsCreate networks and cohorts Bolster retention effortsBolster retention efforts Build excitementBuild excitement Boost student confidenceBoost student confidence


Orientation Introduction Orientation Introduction Cont.Cont.

►Orientation is also an opportunity to:Orientation is also an opportunity to: Bore studentsBore students Lose studentsLose students Create a sense of isolationCreate a sense of isolation Overwhelm studentsOverwhelm students Destroy student confidenceDestroy student confidence


Orientation ComponentsOrientation Components

►Comprehensive institutional Comprehensive institutional informationinformation Policy and procedural informationPolicy and procedural information Cost informationCost information Degree requirementsDegree requirements Wiki’sWiki’s

►Student-defined services, needs, etc.Student-defined services, needs, etc.►Courses as wellCourses as well►http://http://en.wikipedia.org/wiki/Main_Pageen.wikipedia.org/wiki/Main_Page


Orientation Components Orientation Components Cont.Cont.

►FormatFormat OnlineOnline CDCD Memory sticks/key chainsMemory sticks/key chains LaptopLaptop Game-basedGame-based Virtual realityVirtual reality



► Practical informationPractical information List all services availableList all services available TestimonialsTestimonials Virtual tour of institutionVirtual tour of institution Tips for successTips for success

►TimeTime►TechnicalTechnical►MotivationMotivation

Readiness toolsReadiness tools►http://http://www.alt.usg.eduwww.alt.usg.edu/sort/sort►http://otel.uis.edu/browsertest/ (technical)http://otel.uis.edu/browsertest/ (technical)



► Interaction and networking opportunitiesInteraction and networking opportunities Virtual avatarsVirtual avatars Other participantsOther participants

►FacultyFaculty►StaffStaff►Other incoming and current studentsOther incoming and current students

Discussion boards, blogs, and chat roomsDiscussion boards, blogs, and chat rooms Live question and answer sessionsLive question and answer sessions Cohort creationCohort creation Follow-upFollow-up


Entities Involved with the Entities Involved with the OrientationOrientation

►Cohorts of new studentsCohorts of new students►Advisors/counselorsAdvisors/counselors►Faculty membersFaculty members►Current studentsCurrent students►Online student advocate/conciergeOnline student advocate/concierge►Virtual avatarVirtual avatar►Artificial intelligenceArtificial intelligence


Type I OrientationType I Orientation

►No formal online orientationNo formal online orientation►““It is on the web” mentalityIt is on the web” mentality►Orientation completed in personOrientation completed in person►Online information integrated with Online information integrated with

admissions informationadmissions information►http://www.stolaf.edu/stulife/weekone/http://www.stolaf.edu/stulife/weekone/►http://http://

depts.cc.edu/studentlife/orientation.asdepts.cc.edu/studentlife/orientation.aspp


Type II OrientationType II Orientation

►A formal online orientation existsA formal online orientation exists►75% of online orientations fall under 75% of online orientations fall under

this categorythis category►Type II orientations contain:Type II orientations contain:

Primarily textPrimarily text Few picturesFew pictures No soundNo sound Limited interaction with serverLimited interaction with server


Type II Orientation Cont.Type II Orientation Cont.

►Examples of Type II orientationExamples of Type II orientation http://www.wncc.edu/orientation/orientatihttp://www.wncc.edu/orientation/orientati

on.phpon.php http://depts.inverhills.edu/onlineorientatiohttp://depts.inverhills.edu/onlineorientatio

n/n/ http://ww2.southwest.tn.edu/rodp_orientathttp://ww2.southwest.tn.edu/rodp_orientat

ion/ion/


Type II Orientation Cont.Type II Orientation Cont.

►Other sites to visit:Other sites to visit: http://www.distance.pcc.edu/orientation/http://www.distance.pcc.edu/orientation/

intro/intro.cfmintro/intro.cfm http://www.lcc.edu/online/orientation/http://www.lcc.edu/online/orientation/

index.htmindex.htm http://www.asu.edu/graduate/orientation/http://www.asu.edu/graduate/orientation/


Type III OrientationType III Orientation

►A formal, semi-interactive online A formal, semi-interactive online orientationorientation

►20% of online orientations are Type III20% of online orientations are Type III►Type III orientations include:Type III orientations include:

Text laced with pictures and videoText laced with pictures and video Interaction with pre-recorded informationInteraction with pre-recorded information Control points for verifying understandingControl points for verifying understanding SoundSound


Type III Orientation Cont.Type III Orientation Cont.

►Examples of Type III orientationExamples of Type III orientation http://www.capella.edu/Demo/http://www.capella.edu/Demo/

LearningSpace/25_Demo/index.htmLearningSpace/25_Demo/index.htm http://www.cypresscollege.edu/http://www.cypresscollege.edu/

~counseling/orientation/~counseling/orientation/ http://learn.ucf.edu/orientation/http://learn.ucf.edu/orientation/ http://www.gpc.edu/orientation (Control http://www.gpc.edu/orientation (Control

points)points)


Type III Orientation Cont.Type III Orientation Cont.

►Other sites to visit:Other sites to visit: http://http://

www.miramarcollege.net/depts/orientatiowww.miramarcollege.net/depts/orientationn//

http://http://www.cpcc.edu/ican/orientation/specs.htmwww.cpcc.edu/ican/orientation/specs.htm

http://jan.ucc.nau.edu/~d-ctel/OLG/http://jan.ucc.nau.edu/~d-ctel/OLG/ http://http://

admin.sfcc.edu/~orientation/steps.htmadmin.sfcc.edu/~orientation/steps.htm


Type IV OrientationType IV Orientation

► A formal, highly interactive online A formal, highly interactive online orientationorientation

► 5% of online orientations are Type IV5% of online orientations are Type IV► Type IV orientations include:Type IV orientations include:

Enough text to reinforce important conceptsEnough text to reinforce important concepts High-context interactionsHigh-context interactions Sight (pictures, video, streaming video)Sight (pictures, video, streaming video) Sound (music, voice)Sound (music, voice) A collaborative learning networkA collaborative learning network ““Flow”-Mihaly CsikszentmihalyiFlow”-Mihaly Csikszentmihalyi


Type IV Orientation Cont.Type IV Orientation Cont.

► ““We now see much less tolerance in the We now see much less tolerance in the workplace among the Games Generation for workplace among the Games Generation for passive situations such as lectures, passive situations such as lectures, corporate classrooms, and even traditional corporate classrooms, and even traditional meetings. As the Games Generation meetings. As the Games Generation progresses up the managerial ranks, it is progresses up the managerial ranks, it is likely that such old-fashioned managerial likely that such old-fashioned managerial standbys will be replaced by more active standbys will be replaced by more active experiences such as chat, posting, surfing experiences such as chat, posting, surfing for information, and Digital Game-Based for information, and Digital Game-Based Learning, where employees not only are Learning, where employees not only are more active but also have more control over more active but also have more control over what happens (Prensky, 2001, p. 59)what happens (Prensky, 2001, p. 59)


Type IV Orientation Cont.Type IV Orientation Cont.

►Examples of Type IV orientationExamples of Type IV orientation Web courseWeb course

►http://webct.frontrange.edu/webct/public/http://webct.frontrange.edu/webct/public/home.pl home.pl

►http://casweb.ou.edu/olr/starting/http://casweb.ou.edu/olr/starting/orientation.htmorientation.htm

►http://www.wintu.edu/InteractiveOnline/http://www.wintu.edu/InteractiveOnline/InteractiveStudents.htmInteractiveStudents.htm


The Near FutureThe Near Future

►MMORPG’sMMORPG’s Massively Multiplayer Online Role-Playing GameMassively Multiplayer Online Role-Playing Game Virtual worlds within MMORPG’s already create a Virtual worlds within MMORPG’s already create a

sense of community.sense of community. The most popular MMORPG (Everquest) has tens The most popular MMORPG (Everquest) has tens

of thousands of people interacting within a of thousands of people interacting within a virtual world at any given point.virtual world at any given point.

Everquest’s virtual world (Norath) is the 77Everquest’s virtual world (Norath) is the 77thth richest country in the “real” world. The average richest country in the “real” world. The average hourly wage is $3.42 and the GDP is $135 million hourly wage is $3.42 and the GDP is $135 million (equal to that of Bulgaria).(equal to that of Bulgaria).


The Near Future Cont.The Near Future Cont.

►Orientations in virtual worldsOrientations in virtual worlds The virtual avatar (user) interacts with The virtual avatar (user) interacts with

other virtual avatars and the virtual world.other virtual avatars and the virtual world. An educational MMORPG could be created An educational MMORPG could be created

in which students learn, interact, and feel in which students learn, interact, and feel part of the college/university.part of the college/university.►http://http://secondlife.comsecondlife.com//►http://http://eqlive.station.sony.comeqlive.station.sony.com//►http://www.eagames.com/official/thesims/thesihttp://www.eagames.com/official/thesims/thesi

msonline/us/nai/index.jspmsonline/us/nai/index.jsp



► Kotadoma Project-”The Power of Words”Kotadoma Project-”The Power of Words” An RPG video game for learning JapaneseAn RPG video game for learning Japanese

►LanguageLanguage►CultureCulture

Players master concepts of language and culture Players master concepts of language and culture to gain in-game abilities.to gain in-game abilities.

Targeted at high school studentsTargeted at high school students http://www.etc.cmu.edu/projects/jlls/kotodama/http://www.etc.cmu.edu/projects/jlls/kotodama/ http://www.izena-vandapel.com/kotodama/kotodhttp://www.izena-vandapel.com/kotodama/kotod

ama.htmama.htm



►Virtual RealityVirtual Reality Integrating the digitized senses for an Integrating the digitized senses for an

immersive orientation experience.immersive orientation experience. Emulation of all 5 senses and Emulation of all 5 senses and

communicating multi-sensory information communicating multi-sensory information via telecom networks.via telecom networks.

Not a question of if…it is a question of Not a question of if…it is a question of when.when.


Are Your Services AccessibleAre Your Services Accessible

►Who is using your services?Who is using your services?►Who is NOT using your services and Who is NOT using your services and

why?why?►Americans with Disabilities Act (ADA)Americans with Disabilities Act (ADA)

ADA compliant websiteADA compliant website►http://www.w3.org/TR/WAI-WEBCONTENT/http://www.w3.org/TR/WAI-WEBCONTENT/►http://http://

bobby.watchfire.com/bobby/html/en/index.jspbobby.watchfire.com/bobby/html/en/index.jsp


ResourcesResources

►Western Cooperative for Educational Western Cooperative for Educational Telecommunications (WCET)Telecommunications (WCET) http://http://www.wcet.infowww.wcet.info// http://http://

www.wcet.info/resources/publications/gwww.wcet.info/resources/publications/guide/guide.htmuide/guide.htm

►Center for Transforming Student ServicesCenter for Transforming Student Services http://http://www.centss.orgwww.centss.org

►Other web sources as listed throughout Other web sources as listed throughout the presentationthe presentation


Questions?Questions?

►The remainder of the time will be The remainder of the time will be spent answering questions.spent answering questions.

►Any remaining questions will be Any remaining questions will be answered within a week.answered within a week.


Summary of 3 SessionsSummary of 3 Sessions

►What have we learned?What have we learned? Type of studentsType of students Growing demand for and capabilities of Growing demand for and capabilities of

technologytechnology Students learn, interact, build relationships, Students learn, interact, build relationships,

and improve competencies differentlyand improve competencies differently Some things stay the same; some things Some things stay the same; some things

changechange Hopefully we have seen and learned about Hopefully we have seen and learned about

cool things other schools and our students cool things other schools and our students are usingare using


Presenter InformationPresenter Information

►Landon K. PiriusLandon K. Pirius [email protected]@inverhills.edu

presentation is the intellectual property of landon k. pirius creating a successful online...

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