Distance Education (DE) focuses on utilizing technology and teaching methods to provide an effective teaching and learning experience to students outside the regular classroom and thereby increasing flexibility and scheduling options. It therefore requires that students have a computer and internet access that meet at least minimum technical requirements.

1.0 COURSE CONTENT

1. Familiarize/acclimate students with remote learning tools and practices as early as possible, so they feel comfortable and prepared.

2. Communicate with students promptly and frequently so as to build instructor's presence online. This will be achieved through group forums, chat rooms etc

3. Ensure that lecturers prepare detailed lesson plans , including a schedule of dates of assignments etc.

4. Course content will be guided by the course outline

5. Course content will reflect the objectives to be achieved by the learner.

6. The course content will be valid and will be cited from where it is taken.

7. Target key outcomes and prioritizing course activities.

8. Prepare course content to focus on key learning outcomes and adjust specific activities to progress towards mastery of those outcomes.

9. Course content will be specific to what course the lecturer is teaching.

10. Replace physical resources with digital alternatives where possible.

11. Consider the use of Open Educational Resources to enhance your course content

12. Invite guest lecturers who are in the industry to bring the course content to life.

2.0 COURSE MATERIAL

1. Ensure that the course plan, syllabus, curriculum or series of lesson plans to work are current.

2. Indicate the sequence of the learning activities and include resource materials.

3. Identify the kinds of resources that you would find useful for your learning environment for blended learning.

4. In order for students to be engaged and participate during lessons, facilitators need to incorporate activities that embrace pedagogy which includes group work, guided learning and individual activities, and instructions to keep interest and motivation high.

5. Use relevant visuals or sounds to illustrate points, and if possible, bring in external references that reinforce key concepts such as a website, podcast or YouTube presentation of an expert in a specific area.

6. Ensure that the structure and content of the course(s) taught are consistent with the approved course outline.

7. Be familiar with and apply the guidelines regarding responsibilities especially with academic integrity, examinations, grading and copyright compliance.

8. Commence live chat sessions in the first week of the semester/teaching period.

9. Record each live chat session.

10. Meet the minimum of (1 hour)synchronous hours for all scheduled online chat sessions.

11. Post a minimum of three discussion questions (DQs).

12. Provide meaningful and timely responses via the discussion forum to students.

13. Prepare and provide current resource material (including pre-/self-recorded video/audio sessions and PowerPoint presentations).

14. Prepare assignments and exam submissions that are in keeping with the learning outcomes and coverage of the course outline.

2.1 Key Responsibilities

The key responsibility of PCC’s course leaders is to ensure consistency and high quality standards for student learning, through the standardization of curriculum delivery, projects and variation in assessment approaches.

Course leaders are required to:

1. Liaise with, and provide direct supervision of faculty members teaching the same course during the same semester, across Campuses. These are the lecturers within your team.

2. Provide high-profile leadership to your faculty team, in order to ensure consistent high quality delivery of examinations and all other assessments by:

1. 1. Distributing the PCC course outlines presented to you for the current semester by the HODs. The outlines must be shared with all lecturers within your team.

   2. Ensuring that lecturers distribute the agreed course outlines to their students via ISMIS/Moodle. Please note that course outlines should be made available to students on or before the start date for the Course.

   3. Ensuring Lecturers prepare a detailed lesson plan/outline, including a schedule of dates for the issuing of course assignments/tests/interaction sessions along with their due dates, by the end of the first week of the semester.

2.2 Intellectual property

The College shall own copyrighted or trademarked materials or patented inventions developed totally or partially on college time with the use of college materials or facilities

3.0 COURSE MANAGEMENT

3.1 Effective engagement and communication

Purpose of Engaging Students

Students are important stakeholders in the teaching and learning process; they guide the way in which teachers/instructors carry out their role, identify priorities and direct resources to those priorities.

Strategies

1. The teacher/course instructor should demonstrate understanding of students’ prime concerns and needs.

2. The teacher/course instructor should initiate discussion with students to ascertain issues that are affecting students and get ideas as to how these can be managed and improved by the institution.

3. Students will be made aware at the beginning of the course that the primary means of communication will be through the students email address provided by the school. They should also be informed of other ways and means by which the teacher/course instructor will be communicating with them.

4. Where possible the teacher/course instructor should provide instruction to students via a virtual face-to-face delivery at least once per week.

5. The teacher/course instructor will give timely and thorough feedback to students’ concerns whether it is directly related to a lesson or not. As it relates to students and their submission of assignments, timely and thorough feedback will give them an understanding of how they are performing and what is expected of them.

6. The teacher/course instructor will communicate clear boundaries as it relates to appropriate time in which students are expected to use a particular medium to communicate a matter.

7. The teacher/course instructor will use mediums such as WhatsApp groups, Moodle discussion forums, discussion groups or break out rooms, emails, virtual office hours and blogs to monitor students’ progress and performance.

3.2 Computer/software requirements/Approved Learning Management System

3.2.1 Minimum Requirements

• The specifications of the computer system in use should satisfy the basic functional requirements of the learning management system in use (Moodle).

3.2.2 Minimum Connectivity Requirements

1. Internet Browsers: Firefox 58.0+, Google Chrome 65.0+, Safari 10.0+

2. Internet Connection: Broadband connection with 500+ Kbps

3. Mobile: Safari in Apple iOS 8+, Google Chrome in Apple iOS 8+, Google

4. Chrome in Android OS 4.1+

5. Browser Support: HTML5 compatible

3.2.3 Browser Settings

The following browser settings will be selected:

1. Enable Cookies

2. Enable Javascript*

* If the LMS platform requires any drag and drop feature, you may experience technical issues when using such devices, we recommend that you use a desktop, when trying to access these features.

Browser setting information is available at the support sites below:

• Firefox help: http://support.mozilla.org

• Chrome help: http://www.google.com/support/chrome/?

• Internet Explorer help: http://support.microsoft.com/en-us/products/internet-explorer

• Microsoft Edge help: https://support.microsoft.com/en-gb/products/microsoft-edge

• Safari help: go to Safari > Preferences. The settings are located on the Security and Privacy tabs.

3.2.4 Hardware Requirements

Hardware (PC) System Requirements:

1. Operating System: Windows 2000 or higher with latest updates installed

2. Processor: 500MHz or faster

3. RAM: 128MB or more

4. Video Card: Minimum requirement: 128MB of video memory

5. Sound Card: Minimum requirement: 16-bit

6. Hardware Mac System Requirements:

7. Operating System:: Mac OS X 10.3+

8. Processor: 1.83 MHz Intel Core Duo

9. RAM: 128 MB or more

10. Video Card: Minimum requirement: 64 MB of video memory

11. Sound Card: Minimum requirement: 16-bit

3.2.5 Software Requirements

1. Microsoft Office 365

2. Microsoft Office Suite

3. Video/Audio playback/editing Software

4. PDF reader/editor, etc.

3.2.6 Approved Learning Management System - MOODLE

1. Approved Learning Management System must meet the following criteria:

2. Ease of use; LMS must have good interface ie intuitive and user friendly

3. Integration; facilitate sharing of data and overall ease of communication with all stakeholders.

4. Content management; it is in-line with international standards for e-learning and allows for seamless implementation of curriculum.

5. Support for mobile learning; must be able to deliver educational training, learning material or support on a mobile device.

6. Support blended learning; allows for the tracking, recording and assessment of online and offline events.

7. Testing and assessment; should be able to support multiple modes of testing, assessments and evaluation.

8. Reporting and tracking; must be able to generate reports on students’ progress, content quality, assessment reports and ecommerce reports.

9. Security; system must not only be able to hold personal and financial details but maintain absolute integrity of that data.

10. Customization and branding; LMS must be customizable such that the school’s insignia, defining colour schemes and be able to be modified based on specific needs.

11. Ecommerce; the LMS must support tracking and reporting, payment gateways, notifications, and marketing support.

3.3 Technical support

• Technical support (often shortened to tech support) refers to services that entities provide to users of technology products or services. Technical support may be delivered by phone, e-mail, live support software on a website, or other tools where users can log an incident.

• Technical support workers manage, maintain, and repair IT systems. Their responsibilities include diagnosing and repairing faults, resolving network issues, and installing and configuring hardware and software.

3.3.1 Responsibilities of a Technical Support Personnel

1. Identifying hardware and software solutions.

2. Troubleshooting technical issues.

3. Diagnosing and repairing faults.

4. Resolving network issues.

5. Installing and configuring hardware and software.

6. Speaking to customers to quickly get to the root of their problem(s).

7. Providing timely and accurate customer feedback.

8. Talking internal stakeholders through a series of actions to resolve a problem.

9. Following up with stakeholders to ensure the problem is resolved. (Attend in-person meetings with stakeholders to analyze, troubleshoot and diagnose hardware problems)

10. Replacing or repairing necessary parts.

11. Supporting the roll-out of new applications.

12. Providing support in the form of procedural documentation.

13. Managing multiple cases at one time.

14. Testing and evaluating new technologies.

15. Conducting electrical safety checks on equipment.

Team Approach:

A team approach to filling the technical support role may include an established online learning technical support department, which prepares learners for online studies and answers questions when they stumble upon a problem.

Within a team approach, learners may develop basic skills during a general program orientation including: using the Internet, navigating specific courseware/learning management systems (LMS), understanding the technological requirements of their courses/training program, and obtaining general technical assistance. Detailed information and technical assistance specific to the course or training program such as access to course content or assistance with a software application utilized within the course is provided by the course instructor/program trainer and/or technical support personnel.

Individual Approach:

Even with a team approach in place, many online instructors and trainers still find themselves in a position of being the first point of contact for learners with technical questions or issues. These instructors and trainers must decide how much they are willing and/or able to assist learners with technical support issues while balancing personal preference, technological knowledge level/skill, time constraints, and existing workload.

The following groups will need technical support:

• Lecturers

• Current students

• Prospective students

• Administrative staff (registry, admissions, library, accounts)

Technical support will be provided by: System administrator

Site administrators have permission to do anything.

Users may be assigned the role of site administrator by another site administrator in Site administration > Users > Permissions > Site administrators, but the role itself cannot be edited (or deleted!). The primary administrator (created when the site was created) cannot be removed from the site administrator role.

It is recommended that you don't have lots of admins on your site. Good practice is to only have one or two, then give everybody else roles such as manager, with only the permissions that they require.

You have a new, empty Moodle site installed. What to do next?

For an introduction to Moodle administration, please click the following link:

https://docs.moodle.org/39/en/Admin_quick_guide

The administrator is expected to:

1. Setup the front (home) page

2. Change the look of your site

3. Add courses

4. Add users

5. Step 1: Authentication

6. Step 2: Enrolment

7. File management

8. Important default site settings

The System Administrator will work alongside the lab technicians on both campuses to provide the required technical support to all users of the system (see the responsibilities of a technical support personnel above).

Dorron Weir

Lab Tech

Main Campus

dweir@pcc.edu.jm

Evroy Johnson

Lab Tech

Old Harbour Campus

ejohnson@pcc.edu.jm

Symaney Johnson

Lab Tech

Main Campus

sjohnson@pcc.edu.jm

Deshaun Goulbourne

Lab Tech

Old Harbour Campus

dgoulbourne@pcc.edu.jm

Clifton Danvers

Lab Tech

Main Campus

cdanvers@pcc.edu.jm

Otto McLeod

Lab Tech

Main Campus

omcleod@pcc.edu.jm

Teaching techniques/strategies

1. All courses being offered shall have a course leader. The course leader bears responsibilities of:

a. Establishing and designating roles for creating questions that will be used to create all assessment pieces.

b. Scheduling due dates for coursework submissions.

c. Agreeing on possible teaching techniques for instructing and achieving course outline objectives per course unit/module.

d. Preparing and sharing with other course instructors an appropriate course schedule - this will outline the course’s objectives / learning outcomes to be achieved per week, with recommended teaching strategies or activities per unit/module, while also detailing the dates for submission of agreed coursework pieces.

2. Each teacher/course instructor shall use a master course kit - a template of lecture notes previously used, with possible coursework pieces - to instruct and administer their courses. Where a master course kit or its materials and resources are not available, the assigned course instructor(s) must prepare one, which will then be available for use by any member of the department for future delivery of the course. Modifications to previously created master course kit’s content shall be agreed upon by other members of the department with content specialization, if not the head of the department.

3. Each delivery of a course’s lesson in the online environment must employ a minimum of three distinct teaching strategies. This serves the purpose of ensuring that instructional delivery of skills and concepts will be grasped by most if not all students who learn at different paces - essentially, this allows the course’s instructor to tailor their teaching strategies for differentiated learning. The course instructor must then ensure that at least one distinct teaching strategy is that of a student-centered approach, such as brain-storming, collaborating via remote control, and guided discovery activities, among others, while also appropriately portioning and managing the lesson’s time, to effectively use each selected teaching strategy for the lesson. If possible, the course instructor ought to conduct a trial run of using the teaching strategies, and then make adjustments where needed. Course instructors must monitor collaborative activities that are used within the synchronous learning environment, for example, periodic observation of goal achievements must be done after placing students in breakout rooms.

4. Course instructors will ensure that where demonstrations are used, through the use of models and/or examples in their own environment, that adequate lighting (with such lighting facing the instructor) is provided. Additionally, the selected camera for streaming or sharing such demonstration(s) must provide sufficient clarity to meet the lesson’s objective(s). The same shall apply to the physical use of a blackboard and/or whiteboard owned and used by the course instructor for instructional delivery online.

5. Where an asynchronous learning tool is used, the course instructor must ensure that the platform/tool provides a means of editing students’ responses, for the purpose of maintaining consistency and clarity with the course’s content and objectives, as well as, they shall ensure that a tool is capable of indicating positive feedback for responses posted or shared by students. Course instructors are required to periodically monitor tools that may be used in all student-centered approaches, such as discussion forums or electronic mail, among others.

6. Where recording of teaching techniques for a course’s lesson is possible, and permitted, the course instructor ought to establish a designated location for the retrieval of such recordings for students of the course - all recordings ought to be reviewed prior to being available for students to ensure clarity, consistency, and accuracy of content being presented - more importantly, course instructors ought to ensure that legal repercussions are unfeasible. By extension, course instructors ought to read and act accordingly with the Terms of Services and/or Terms of References for each online learning site and/or platform that is used for delivering their lesson.

7. All course instructors are required to maintain detailed notes of instructional deliveries - this will be the course instructor’s evaluation of the lesson taught, and it will be further used to inform the department of the success of the selected teaching strategy. A general evaluation, by all instructors of the same course, shall be coordinated by the course leader at the completion of a course’s offering, and made available to the department. Course instructors shall be able to request, and be reasonably presented, with this document.

8. Course instructors are required to seek and join professional learning communities or organizations, so as to align themselves with educational resources, teaching techniques, and materials that are relevant and current to their course delivery. Specifically, course instructors ought to examine the course’s content, while identifying the skills required by the industry, so as to determine the best teaching strategy to be used - comparisons to best pracices ought to be made prior to the delivery of content within their online classes.

9. All course instructors are required to review and use data from previous course evaluations, where available - this data may be obtained from the college’s research officer, if not the head of department or iSIMS platform. Specifically, course instructors ought to give attention to data regarding students’ consensus on workload, course objectives and teaching techniques, as they complement each other. Their consensus on the usefulness of resources used (e.g. textbook) and their consensus on the previously used methods of instructions should also be considered. Course instructors must use the available data to appropriately inform their teaching strategies to be used for course delivery.

10. Lessons that require students to watch a video and then perform a related activity, such as a critique or discussion, among others, shall be made available for students to download, watch, and/or review prior to or after the instruction of the lesson. This serves the purpose of allowing each student to fairly partake at a pace that their computer related resources permit them in the online learning environment.

11. Course instructors will prepare constructive feedback for all received and marked coursework pieces. Such feedback must be given to students for their respective submissions, before the completion of the course. This feedback process is mandatory for learning to be effective in the online learning environment; that is, not only are students able to correct mistakes, but the course instructors are able to improve and be informed of their strategies that are likely to be of success in their courses.

12. Course instructors may create or obtain and distribute in-course surveys, so as to capture data on the effectiveness of a teaching strategy for a lesson or unit/module. If the feedback obtained is not easily understood or comprehensible, the course instructor must covertly endeavor to obtain clarity for any identified issue, with the students of the course. Doing this will properly inform the course instructor of any misunderstanding in using such teaching technique(s) for achieving course objectives and completing the learning process effectively.

4.0 ASSESSMENTS

4.1 Academic Misconduct

1. Copying from another student’s assessment (test or exam)paper or allowing a student to copy from another paper using text book or other unauthorized materials including electronic devices during an assessment (test or examination).

2. Stealing or purchasing or otherwise obtaining all or part of an unadministered test or exam

3. Bribing any other person to obtain an unadministered test/exam or information about an unadministered test or exam.

4. Substituting for another student or permitting any other person to substitute for oneself to take an (assessment) test or exam.

5. The matter will be taken to the disciplinary committee to determine the course of action to be taken.

4.2 Plagiarism

1. Plagiarism is the unauthorised or unacknowledged use of another's work. "PLAGIARISM” (academic dishonesty) is a serious violation of the accepted values of Portmore Community College and may subject the student(s) involved to academic sanctions.

2. When cases of Plagiarism arise (use of Turnitin), lecturers will inform students of their suspicions and of the right of the student to:

• receive all charges in writing

• remain silent without assumption of guilt

• be advised of the lecturer's intended sanction

4.2.1 Sanctions

Such sanctions may include the following options:

1. A grade of ‘F’ on the paper, the student may be given the option to submit a similar or additional project for grading.

2. A grade of ‘F’ on the paper, but with no option to submit additional work

3. A grade of ‘F’ for the course work.

All sanctions are to be reported in writing to the Head of the Department.

Students will access links for videos for basic APA guidelines.

4.3 Examination Guidelines

1. All exams will be facilitated on an online platform, for example, Moodle.

2. Students should ensure that they follow ALL instructions that are given.

3. Use of Platforms to upload Exams-Moodle

4. Format for students to send Exam scripts: It should be Microsoft Word, not PDF, Scanned documents, pictures, google documents, hand written

5. One Browser window should be open

6. Cover page must be complete and sent along with scripts

7. Students should be aware that exams are not open book assessment

8. The examination will be uploaded by CCCJ or the College

4.4 Assessment Strategies

1. Various assessment types will be used to cater to the various domains (affective, psychomotor and cognitive).

2. Relevant software for MCQ items, short answers.

3. Use of videos for student presentations, lectures, list of discussion points.

4. Group work: students must have a task sheet agreed upon by everyone ( students who fail to conform to the guidelines of group will automatically obtain a failing grade for the assignment).

5. Format for work done by students should be stipulated by lectures, that is, short answers, prose, open ended questions.

6. Higher order question must be used for MCQ items.

4.5 Types of Assessments

4.5.1 Peer Assessment

Peer feedback can be conducted online via a discussion board where students post their work, or a synchronous tool (e.g. Skype or Zoom) where students discuss each other’s work in real time. Students will be encouraged to connect via social media, to share work on these platforms.

4.5.2 Independent project

Project-based assessments revolve around independent inquiry. They also produce a single, substantial piece of work that assesses across multiple criteria as opposed to just one or two. Independent projects can be a research topic, problem-solving activity, a creative activity, or a mix of different learning opportunities.

4.5.3 Video presentations and podcasts

Oral assessments can be more effective online than they do in the classroom. The lack of a visible audience reduces anxiety and the lecturer has the opportunity to revisit the student’s speaking as many times as needed in the form of a recording.

Encourage students to make use of multimedia components for more engaging presentations. The ‘record’ function on MS PowerPoint makes it easy for students to combine voice with a slide presentation and tech-savvy students might like to experiment with editing software.

Podcasts are a substitute for standard oral presentations. Consider grouping students together as a ‘panel’ to encourage dynamic discussion, as opposed to scripted monologues.

4.5.4 Online discussion

Unlike classroom discussion, student comments on online message boards can be read as many times as you need to make an informed assessment of learning. Students also have time to post detailed and considered responses that you would not ordinarily get in a live setting.

Online discussion can also be factored into a summative assessment if you clearly specify the criteria being addressed. You might use it to assess a student’s content knowledge, written communication, participation, collaboration or ability to make connections.

4.5.5 Portfolios

Portfolios are a perfect assessment tool for distance education, digital portfolios will replace the hard copy portfolios.

The use of LMS to set up a designated portfolio space for each student. Alternatively, the use of cloud software such as OneNote or Google Classroom. Dedicated portfolio platforms such as Seesaw are also available. Students can use this space to upload select pieces of work for assessment.

The ongoing nature of a student portfolio means that it can be used as both a formative and summative assessment. You can check student progress at any time by accessing their portfolio work and formally assess the final product at the conclusion of a learning unit.

4.6 Submission of Assessments/Assignments

1. The submission of assessments should adhere to the guidelines stipulated on the respective course outlines.

2. Assessments deadlines are not flexible, thus late submission may carry a penalty or be refused as your lecturer has the right to refuse the late assignment altogether. Please be advised that this is because late submission compromises the validity of the assessments process.

3. It is the responsibility of the student (whether full-time or part-time) to submit the assignment on or before the due date as the submissions may not be accepted.

4. A declared emergency: natural disaster or illness authenticated by a medical certificate are the only reasons that can be accepted as a legitimate reason for missing an assessment. The medical certificate authenticated by the college nurse must be presented to the lecturer in your first class after the expiration of the medical leave. The school nurse or other authorized personnel may investigate any medical claim made by a student.

5. In the event that the student’s reason for absence is accepted, the student will be allowed to do the assessment at the earliest opportunity or hand in the assignment a time and date agreed with with the lecturer.

6. Should the student fail to meet the resubmission deadline, an absent or medical document will be entered by your lecturer, and an investigation triggered with the HOD. The results of that investigation by the HOD may mean that the student will be allowed to complete the missed assessment the next time the course is offered or the student may be given a zero for the assignment.

7. In the emerging paradigm, it is imperative that students ensure that they have access to reliable internet resources that will allow them to submit their assignments. Therefore, if a student’s internet at home is unreliable, this may mean seeking access at other places. This means access should be sought at a friend’s or family house, internet cafe, school, or library which is reliable. In other words, there should be a contingency plan.

8. Students should note the dates of all assessments (tests, course work, and class assignments), so that they can ensure that they have online access. If a student has an access issue, he/she should contact the lecturer before the assessment so that arrangements can be made to address the issue.

5.0 ACADEMIC STAFF

The lecturer will :

1. Ensure that the quality of programmes and instruction are preserved within each course.

2. Be responsible for the course content, delivery of instruction, evaluating student progress, assessing learning outcomes, and - timely communication in the distance/virtual learning course.

5.1 Staff Online Readiness

Staff readiness refers to the state of preparedness of staff to teach online.

Preparedness is measured by staff attitudes about the importance of online teaching competencies and staff’s perceptions of their ability to confidently teach online.

Teaching in the online modality differs from teaching in the classroom. Students are likely to experience more positive learning outcomes when their lecturers have positive attitudes towards online course delivery (Volery, 2000).

1. Staff will examine and adjust their attitudes towards technology and the competencies that are required for online teaching.

2. Staff will build confidence in their ability to effectively use instructional strategies and teaching to:

   1. select technological resources

   2. conduct virtual interaction

   3. facilitate content migration

   4. ensure course alignment

   5. establish course structure.

5.1.1 Assessing Staff Readiness to Teach Online

1. The College will use a checklist to evaluate staff competencies under four areas of online teaching competencies: course design, course communication, time management, and technical.

2. The College will train staff in competencies where gaps are identified

5.1.1.1 Staff Competencies

1. Create an online course orientation (e.g., introduction, getting started)

2. Write measurable learning objectives

3. Design learning activities that provide students opportunities for interaction (e.g., discussion forums, wikis)

4. Organize instructional materials into modules or units

5. Create instructional videos (e.g., lecture video, demonstrations, video tutorials)

6. Use different teaching methods in the online environment (e.g., brainstorming, collaborative activities, discussions, presentations)

7. Create online quizzes and tests

8. Create online assignments

9. Manage grades online

5.2 Course Communication

1. Send announcements/email reminders to course participants.

2. Create and moderate discussion forums.

3. Use email to communicate with the learners.

4. Respond to student questions promptly.

5. Provide feedback on assignments (e.g., 7 days from submission).

6. Use synchronous web-conferencing tools (e.g., Adobe Connect, Webex, Blackboard Collaborate, Skype).

7. Communicate expectations about student behavior (e.g., netiquette).

8. Communicate compliance regarding academic integrity policies.

9. Apply copyright law and fair use guidelines when using copyrighted materials.

10. Apply accessibility policies to accommodate student needs.

5.3 Time Management

1. Schedule time to design the course prior to delivery (e.g., a semester before delivery).

2. Schedule weekly hours to facilitate the online course.

3. Use features in learning management system in order to manage time (e.g., online grading, rubrics, SpeedGrader, calendar).

4. Use facilitation strategies to manage time spent on course (e.g., discussion board moderators, collective feedback, grading scales).

5. Spend weekly hours to grade assignments.

6. Allocate time to learn about new strategies or tools.

5.4 Technical Competence

1. Complete basic computer operations (e.g., creating and editing documents, managing files and folders).

2. Navigate within the course in the learning management system (e.g., Moodle, Canvas, Blackboard, etc.).

3. Use the course roster in the learning management system to set up teams/groups.

4. Use online collaborative tools (e.g., Google Drive, Dropbox).

5. Create and edit videos (e.g., iMovie, Movie Maker, Kaltura).

6. Share open educational resources (e.g., learning websites, web resources, games and simulations).

7. Access online help desk/resources for assistance.

5.5 Staff Training

Portmore Community College through the principals, heads of departments and human resources office shall provide training, whether in-house or outsourced, for academic and technical staff, in areas relating to new learning management systems, online teaching and learning, educational technology and any other area that will enhance the delivery of online learning.

1. Lecturers can request, through their head of department, to participate or attend training or workshop that is directly related to their core courses or that will upskill core competencies.

2. Lecturers and technical support staff will be responsible for their ongoing personal and professional development by seeking training opportunities and enrolling in short courses to enhance their knowledge in educational technology and skills in delivering online learning and other areas in order to remain current within the respective profession or specialty.

5.6 Staff Evaluation

All distance learning instructors, full-time and adjunct, shall be evaluated at the end of each course using the online course and lecturer evaluation instrument. Student evaluations are completed online and the results should be given to the instructor, the head of department and the vice principal of academic affairs to be used to guide course revision.

5.7 Recording Online Sessions

The Portmore Community College will ensure the rights and privacy of students and of student records. Therefore, academic staff should understand and carry out a commitment to confidentiality, integrity, and security to protect the privacy of students who participate in distance learning activities.

Recording of Sessions

1. Syllabus statement to inform students of recording

2. Written consent of students (google forms?)

Storing Recordings

Disseminating Recordings

6.0 STUDENTS

6.1 Student Readiness for Online/Distance Learning

There is no doubt that our lives are vastly interrupted. The current condition on the lips of everyone these days is the uncertainty arising from the spread of the COVID-19. This uncertainty is strongly related to anxiety, and higher levels of uncertainty contribute to higher levels of anxiety.

The traumatic conditions of quarantine, isolation, unpredictability, physical and emotional constraints are in some way affecting all of us at some level.

The questions, “how will students express their feelings of abandonment, loss, grief, and confusion?” “how do lecturers identify these feelings?” Often, our behaviors tell our stories, signaling the pain we are carrying and sometimes can barely speak of or even understand.

Therefore, as we work with our students, lecturers, parents and guardians during this pandemic, let us all try to figure out how to have effective teaching and learning in a way that is safe, comprehensive, and doable with the limited access to technology and the internet we are presently facing.

One of the emotions that students will likely exhibit during this time is anxiety. This is likely to arise for varying reasons, with a noticeable factor being the transition from a face-to-face teaching and learning experience to an online classroom platform. (Please note however, that this does not mean that students will develop an anxiety disorder). In fact, feeling some level of anxiety is quite normal and often arises when we face new situations.

Anxiety, and the fears that often accompany the emotion of anxiousness, allows us to survive, and at times, thrive. But, according to the Yerkes-Dodson law, there is a point where too much or too little anxiety is harmful. So, what can you do to not let this anxiousness with online learning go from helpful to harmful?

All students can benefit from the support that teachers can provide in the class. However, some students, more than others, may need more advanced support.

We are well aware that students experience stress; it’s impossible not to, with everything going on around them. So the question is, “how to get over stress from school?”

To handle the stress you can:

6.1.1 Practice Self-care

1. Basic self-care will keep your immune system strong and your emotional reserves full.

2. Try getting enough sleep and exercising regularly.

3. Ensure that you are eating well.

4. Try to find activities that engage different parts of your body. Do something physical like dancing or even occupy your mind with puzzles.

5. Try to engage your senses with hot baths or fragrant candles.

6. Look for tasks you can postpone or eliminate from your to-do list.

6.1.2 Find Ways to Focus

You might feel unmotivated now. Recognize that the current circumstances are hard for everyone. Don’t judge yourself; just do the best you can. Try to establish a routine; wake up, go to bed and do your work at the same time every day. Frequent breaks can help you re-engage in your work. You can try to create a separate work space, although you should reserve your sleeping area for sleeping.

6.1.3 Seek out social support

Your classmates are probably far away and having to stay home can be lonely. To fight isolation, come together with your classmates via technology. Even something as simple as turning on your webcam during virtual classes can help you and others feel more connected.

6.1.4 Help Others Cope

Your classmates and family members are anxious, too. You don’t have to try to fix their problems. It is enough to let them know they are not alone.

6.1.5 Find Ways to Manage Disappointment

Try to come to terms with the fact that important events may not happen this year.

Grieve those losses, then reframe how you think about these life events. Think about how you can celebrate your achievements. Consider recreating important events once it is safe.

6.1.6 Limit your media consumption

Of course, it is good to stay informed, especially about what is happening in your community. However, too much news, especially social media can add to your anxiety. To avoid being overwhelmed, set limits on your media consumption and smartphone use. Avoid misinformation by relying on reputable sources like the Ministry of Health and Wellness, the Centers for Disease Control and Prevention and the World Health Organization.

6.1.7 Focus on Things You Can Control

Your classmates, friends or family members may be disobeying the rules about physical distancing or doing other things that add to your stress. While modeling good behavior and staying safe yourself, recognize that you cannot control what others do. You can only control your own thoughts, feelings and behaviours. Another thing you cannot control? The uncertainty about what comes next.

During this unprecedented time of the COVID-19 pandemic, many decisions that were previously straightforward have become complex and challenging. However, always remember that the Students' Support Services department is here to help you navigate through the academic year.

6.2 Online Readiness Orientation for Students

The orientation process plays a critical role in preparing our new students to adapt as quickly as possible to college life.

Based on research, the aims and objectives of orientation are as follows and I quote from Kenyon College @www.kenyon.edu: “The objectives of New Student Orientation are:

1. To articulate the academic expectations of students and available academic resources.

2. To foster a spirit of independence and self-direction through self-reflection and advocacy.

3. To communicate the importance of health and wellness in college and share resources”.

These objectives are even more critical for our students in an online learning environment because of the level of anxiety they will have trying to adjust to the new norm without having the direct support and interaction of their peers to which they were accustomed in a face to face environment.

To effect this type of effective orientation, the following imperatives must be established:

1. The relevant staff who impacts the students existence in the college must consistently communicate accurate, timely and relevant information to the students.

2. After the orientation period, the guidance counsellors and other staff from the Students’ Support Services department must do follow-up sessions with students using adequate combinations of communication tools to reinforce the standards and guidelines which were communicated during the orientation period.

3. All orientation sessions must be properly designed to achieve some specific objectives. The planners must determine what they expect the students to leave the sessions with.

6.3 Authentication of Student Identity

The Portmore Community College serves a diverse group of stakeholders which has reposed great trust in the integrity of its operations. This group is inclusive of our parents; the Ministry of Education Youth & Information, our external accreditation body; the University Council of Jamaica and the various employers of our students.

It is therefore incumbent on the college to ensure that the primary product of the institution in the form of a graduate is the same person who:

1. was a legitimately registered student in the college,

2. took advantage of limited resources and facilities of the college during the designated period of studies and may have benefited from public funding to facilitate his/her studies.

The integrity of the system is even more critical in an online and remote/distance learning environment. This level of integrity can only be realized by implementing a properly designed system to authenticate the identity of each student enrolled in the college. The following measures would assist in realizing the stated objective:

1. Each student will be assigned a college email address during registration; which will be mandated for communication with college personnel.

2. Registry will create an identification ( ID) database inclusive of a photograph of each student which should be made accessible by all relevant personnel of the college through ISIMS and by extension, the learning platform.

3. Library staff will now use the photograph to verify which student is accessing the library resources and a lecturer will now be able to verify if the student shown on the video in his/her online class is the same registered student in the college.

4. A student’s video should be unmuted during the class and that student should be removed from the session if the ID photograph does not match the image in the video.

5. The name of the student who joins a class should be clearly displayed and not the name of the device being used nor a code name.

6.4 Attendance

1. Class attendance of students is mandatory and CCCJ regulations relating to minimum level 80% attendance will be enforced to facilitate the granting of awards for successful completion of studies.

2. The guidance counsellors will be in regular dialogue with students and staff as to how students are coping/managing with work, class attendance and general behaviour.

3. Referral documents will be made available to all lecturers to facilitate consistent communication with guidance counsellors.

7.0 LIBRARY REQUIREMENTS

Introduction

The information outlined below is in keeping with the philosophies outlined in the Association for College and Research Libraries’ Standards and Guidelines for Distance Library Services (ACRL).

1. Access to library services and resources is vital in the realization of superior academic skills in post-secondary education irrespective of students’, faculty’s and programmes’ location.

2. The inculcation of lifelong learning skills through general bibliographic and information literacy instruction is a primary outcome of higher education.

3. Originating institutions are responsible for ensuring that online library services meet or exceed national accreditation standards as well as professional association standards and guidelines.

4. Traditional on-campus library services are insufficient in meeting the needs of distance learners and faculty who are likely to face unfamiliar challenges relating to information access and delivery. Special arrangements, proactive planning, and promotion are crucial in the delivery of on-par library services in an online environment.

7.1 Overview of Online Resources

7.1.1 Ebscohost

Ebscohost is an online aggregate database that affords access to journal articles, case studies, ebooks, conference papers, abstracts, and audio/video files. Ebscohost offers customizable basic and advanced search options that use Boolean logic, natural language, and enhanced indexing. Several tools are incorporated in this database that enhances the research process. These tools allow for organizing, referencing, downloading, emailing and printing of multiple sources. Users are also able to borrow e-books from this database via Adobe Digital Editions and/or the Blue Fire Reader software.

7.1.2 The CCCJ knowledge portal (Proquest Database)

Proquest provides access to several databases covering business, technology, vocational education, agriculture and environmental science, and criminology. These databases are accessible via The Council of Community Colleges of Jamaica’s Knowledge portal. Portmore Community College is an active participant in the current consortium arrangement among community colleges that allows access to this online resource.

7.1.3 Gleaner Archive

This is an online database of over nine hundred thousand (900, 000) historical newspaper pages/articles that date back to 1834. The database allows for keyword searching which makes it easier for users to navigate its content. The College subscribes to this database through The Gleaner Company Limited.

7.1.4 Turnitin

This is the plagiarism detection software employed by Portmore Community College to mitigate against plagiarism and enhance academic integrity. The Turnitin software provides a platform that helps faculty to evaluate students’ work and provide feedback.

The software generates reports that allow faculty members and participating students to view how much of their uploaded content is original or otherwise plagiarised. The software achieves this by highlighting similarities between students’ work and content in the world’s largest collection of academic, student paper and internet content.

Portmore Community College participates in the consortium arrangement among community colleges that affords access to this software. All participating colleges subscribe to this software through The Council of Community Colleges of Jamaica.

7.1.5 Mandarin (Library Management System)

The library currently uses the Mandarin library management system to carry out essential library functions such as cataloguing and classification, circulation, fines management, inventory, patrons management, loans and resource management. Students and staff are able to remotely view and download past exam papers, search for, and view materials available in the library, view their accounts and access research-related resources such as information on the American Psychological Association documentation standard and tutorials on how to use online databases.

7.1.6 Springer

The Springer database allows access to over thirty thousand (30 000) e-books and journals covering over twenty (20) disciplines. Portmore Community College is part of a consortium arrangement among community colleges that facilitates access to this online resource. The arrangement is done through the Council of the Community Colleges of Jamaica.

7.1.7 Proquest Ebook Central

This database affords users access to thousands of multidisciplinary e-books. The college gains access to this database through a consortium arrangement managed by the College Libraries Information Network (COLINET).

7.2 Online Reference Services

1. Patrons are required to provide their names, programme/department and ID numbers when contact is made for services.

2. The library must be provided with an electronic list of valid students/staff which can be used to verify students/staff.

3. Arrangements are to be made by the institution for the library staff to have access to smartphones and laptops.

4. Staff and students are to contact the library using any of the following media.

7.2.1 Social Media

7.2.1.1 Facebook

• Staff and students may contact the library for assistance using the library’s facebook page at: https://www.facebook.com/portmorecommunitycollegelibraries/.

7.2.1.2 WhatsApp Text

• Text queries may be sent via WhatsApp between the hours of 9:00 a.m. and 7:30 p.m., Mondays to Fridays.

7.2.1.3 WhatsApp Calls

• Users may contact the library for assistance by calling the relevant WhatsApp numbers outlined below between the hours of 9:00 a.m. and 4:00 p.m. (subject to change based on work arrangements)

■ (876) - Old Harbour campus

■ (876) - Portmore campus

○ The library staff should be able to make and receive WhatsApp calls using the institution’s network.

7.2.1.4 Email

○ Staff and students are to send queries to their respective campuses using the relevant email listed below.

■ library@pcc.edu.jm – Portmore campus

■ ohlibrary@pcc.edu.jm – Old Harbour campus

7.2.1.5 Telephone

○ Staff and students may contact the library for service by calling any of the College’s listed landline numbers.

7.3 Online Requests

○ Forms should be made available on the ISIMS platform to facilitate the requests outlined below.

○ All forms should allow for selection/identification of campus.

○ Electronic Document Delivery Services

■ Print Request

● Print request form should facilitate file upload.

■ Photocopy/Scan Request (restricted to items available in the libraries’ physical collections)

● Research

• Journal Article request

• Book chapter requests

• Restricted to items available in the libraries’ collections

• Database/APA/Turnitin Training

• Consultation

General

○ Patron Account Request

• Students and staff are required to have an account at the library in order to access some services.

• The library staff will create an account for staff and students upon receipt of a formal request using the patron registration form located on ISIMS.

○ Purchase suggestions (should be accessible to lecturers ONLY – electronic versions of texts)

• Purchase suggestions should be in tandem with courses being taught.

• Purchasing of prescribed texts will be given priority over recommended texts.

• Purchase suggestion form requires submission of the following information

• Name

• Department

• Title

• Author

• ISBN (if available)

• Arrangements are to be made by the College to facilitate purchase of electronic texts online.

7.4 Book Pick-Up

• Patrons are required to reserve item(s) using the library catalogue before pick up.

Below are the guidelines and steps for reserving items:

• Patrons are to reserve items in accordance with their campus; PM is for items located on the main campus and OH is for items located on the Old Harbour campus

• Items outlined below are restricted to in-house use and as such will not be available for reservation and subsequent pick-up.

○ Reading room items

○ Reference collection items

Steps for reserving books for pick-up

1. Go to library catalogue accessible via the ISIMS platform or the library website (pcclibrary.webs.com)

2. Search the library catalogue

3. Identify book(s) you wish to borrow

4. Select the item by checking the □ located to the left of the item

5. Select “reserve”

6. Wait for a response from the library to confirm pick-up.

7.5 Online Training

1. All online training will be offered using the Zoom platform or any other suitable platform employed by the college

2. Training will be offered on the use of APA style, library databases and Turnitin.

3. Training will be offered Mondays to Fridays between the hours of 9:00 a.m. and 7:30 p.m.

7.5.1 Group sessions

• Individual lecturers may request 30-60 minute sessions during their scheduled class times at least 2 days prior, using the database/apa training form available on ISIMS.

7.5.2 Individual

• Staff and students may make requests for individual training using the above-stated form.

7.6 Communication

• Librarian should have access to global email services via the ISIMs platform so that relevant notifications/notices can be sent to students and staff.

7.7 Recording

• The library will require access to appropriate resources to facilitate the creation of online tutorials and other informative videos to be made available online

7.8 Access to online library databases

1. Online databases are to be accessed using the ISIMS platform or the library website (pcclibrary.webs.com/resources)

2. Access using the library website requires the use of a password

3. Requests for passwords are to be sent to library@pcc.edu.jm or ohlibrary@pcc.edu.jm

4. Passwords will only be issued to valid staff and students of Portmore Community College.

5. Password free access to online library databases is to be facilitated via the ISIMS platform.

8.0 Quality Assurance

Quality Assurance (QA) and accreditation body plays a critical role in Portmore Community College maintaining standards which will ensure that our programmes remain accredited by the University Council of Jamaica (UCJ). The academic standards and norms should be the same regardless of the mode of delivery (face to face, online or remote distance instruction). There can be more flexibility offered to students using online or remote distance instruction modalities and adhering to the requisite guidelines.

An important component of successful online teaching is developing efficient assessment strategies. Assessment allows us to measure students’ ability to apply the content they have learned, and is commonly provided as multiple choice questions (MCQ) or essay type questions, (ETQ). While this common assessment method is simple to conceptualize and replicate in the online environment, it is important to consider the following as vital to the process:

1. Challenges with technology.

2. Encourage and ensure academic integrity.

3. Use the best option for accurately measuring learning; utilizing higher order skills as much as possible.

4. Align assessments with learning objectives.

5. Choose methods that demonstrate learning, encourage individualization of work and reducing and minimizing cheating.

6. Include multiple types of assessments in your course to allow for holistic and diverse opportunities to evaluate learning and performance.

8.1 Accessibility

Providing opportunities for students to communicate with the instructor/lecturer in an online remote distance instruction course is essential to establishing instructor/lecturer presence. This will ensure that students communicate with their instructors/lecturers is important to allow the following:

1. Smooth transition

2. Increase student confidence

3. Clarify misrepresentation, misconception and instruction

4. Reduce disruptive experience.

5. Enhance the teaching learning experience.

It is very important that each instructor/lecturer use as many ways as possible to keep the human element present in your online course. It would be helpful for instructors to establish the following with each group of students that they teach. These are as follows:

1. Establish open communication throughout the course.

2. Provide a variety of opportunities for student instructor communication.

3. Ensure that individual and group communications are inclusive and equitable.

8.2 Rubric for Courses

Instructors should provide students with a detailed rubric of how the course will be assessed. This will be a guide to the students of the expectations and help them to respond to the questions as clearly as possible. The rubric will also aid in the consistency when marking of scripts.

8.3 Validation and Verification

9.0 NETWORK ETIQUETTE

9.1 Appearance

1. The appearance of the Portmore Community College (PCC) staff during the session must reflect the professional nature and quality of the services offered by the College.

2. Background; the background of the session (visible area behind lecturer) should be a simple wall or drape that is light in colour and located in a brightly lit environment.

3. Lighting shall be bright enough for Portmore Community College students to see and view the staff’s face clearly. The lighting shall be of natural colour and shall not distort or discolour the natural look of the video image.

4. Sound; there should be no ambient noise or other sounds that could distract PCC’s student(s) or detract from the quality of the session.

5. Noise; PCC’s student(s) and lecturer should enjoy a session free of background noise, including, without limitation, people, telephones, music, or other distracting sounds.

6. Video and Audio; PCC offers a unique, live, online teaching environment, and PCC’s student(s) expect to be able to see and hear PCC staff clearly.

9.2 Communication

1. Keep the communication formal. All written communication must be professional and reflect proper writing style.

2. Make your message concise.

3. Use acronyms and abbreviations sparingly as some readers may not know the meaning.

4. Be careful with your tone: writing in ALL CAPS can be interpreted as YELLING and will be viewed as unprofessional and impolite. Do not talk over each other, participate actively in the conversation and listen carefully. Avoid sarcasm.

5. Stay on topic: ensure that you understand the discussion and reply only to the things that are relevant to the conversation.

6. Polite: be respectful and polite to each other as you would face to face.