-- Abigail Adams, 1780
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ITLC members,We have comments back from the AMATYC Board with regards to this position statement. We will be reconvening a subcommittee to address these concerns hopefully between now and the end of the year. I have pasted the Board Comments here and at the bottom of the document. Feel free to add your thoughts and comments. We hope to still get this position statement approved at the 2019 conference in Milwaukee.Here are the comments by the AMATYC BoardLine 5: The board thinks that this is an attempt to define distance education. They recommend we come up with a better definition of distance education, and not use the expression “without face-to-face contact,” as many instructors hold live face-to-face meetings with students online. They recommend something like “on ground” or any other phrasing that indicates existence in the same space. Also, the position statement on proctoring of exams (and line 46 of this position statement) refers to exam proctoring which requires face-to-face.
Line 5: The board asks if hybrid courses should be included in distance education even though they have some face-to-face contact
Lines 29, 30, 33: These design attributes are part of all classes (not only online). The board suggests that we reference Quality Matters to link them to distance education classes.
Lines 49-62: Please link the references to specific content in the body of the position statement (like lines 29, 30, 33 with Quality Matters if that is where these attributes came from)
Lines 31 and 36: These seem to be saying the same thing especially because lines 31-32 include engagement with students and faculty. I did respond to this comment stating that engagement with the content is different from communication between persons, but the response I got was that the bullet of 31-32 indicates communication between persons too.
Lines3-4: There was a request to shorten the title for publications (they said that it is very hard to include such a long title in a the tabular schedule for example).
In summary, the recommendations were:
1. Hybrid courses
2. References to QM
3. Distance Education definition
4. Links to references listed at the end
5. Distinction between lines 31&36
6. Short title
On Wednesday, April 12, 2017 at 1:07:10 PM UTC-5, Dan Petrak wrote:
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Line 5: The board thinks that this is an attempt to define distance education. They recommend we come up with a better definition of distance education, and not use the expression “without face-to-face contact,” as many instructors hold live face-to-face meetings with students online. They recommend something like “on ground” or any other phrasing that indicates existence in the same space. Also, the position statement on proctoring of exams (and line 46 of this position statement) refers to exam proctoring which requires face-to-face.
Line 5: The board asks if hybrid courses should be included in distance education even though they have some face-to-face contact
Lines 29, 30, 33: These design attributes are part of all classes (not only online). The board suggests that we reference Quality Matters to link them to distance education classes.
Lines 49-62: Please link the references to specific content in the body of the position statement (like lines 29, 30, 33 with Quality Matters if that is where these attributes came from)
Lines 31 and 36: These seem to be saying the same thing especially because lines 31-32 include engagement with students and faculty. I did respond to this comment stating that engagement with the content is different from communication between persons, but the response I got was that the bullet of 31-32 indicates communication between persons too.
Lines3-4: There was a request to shorten the title for publications (they said that it is very hard to include such a long title in a the tabular schedule for example).
In summary, the recommendations were:
1. Hybrid courses
2. References to QM
3. Distance Education definition
4. Links to references listed at the end
5. Distinction between lines 31&36
6. Short title
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