As you are approaching the completion of your degree or certificate program, there is a necessary step you must take in order for your degree to be officially awarded – filling out and submitting a petition to graduate.

Once received, the petition to graduate  initiates a full check of your academic record to ensure you are on track to meet all degree requirements.  It also gets your name added to a very important list – one which says that at the end of your last term, once your final grade is posted and one last check is completed, that your degree should be awarded and you can officially be called a graduate!

Essentially, the importance of the petition to graduate is that it ensures your degree information is posted to your academic record.  Some students mistakenly skip filling out the petition to graduate, as they think it is a request to walk in a graduation ceremony – this is not the case!

When do I complete the petition to graduate?

You should complete the petition to graduate prior to the start of your final term of coursework.  The best option is to submit it when you register for your final course.

If your petition to graduate is not on final when the end of your last term arrives, your degree cannot be awarded and you will have to wait until the conclusion of the following term.  It is better not to risk this and submit your petition early!

How do I submit the petition to graduate?

There are a couple ways you can submit a petition.

• If you are currently enrolled in an online course and have access to the Online Student Center, your best option is to submit an electronic petition.  This can be found in the Online Student Center, which appears on your WorldClassRoom course list.  From the homepage, click into the Commonly Requested Forms folder and you will see undergraduate and graduate versions of the petition.  Once submitted, the electronic petition is directed to the appropriate office.  You will receive a copy of it in your Webster University email as well, for your records.

• If you prefer or if you are not enrolled in an online course, you may submit a paper version of the petition.  Download it here, and submit it to the appropriate location:
  • Undergraduate students: completed petitions should go to your academic department if in St. Louis, or your campus if based at an extended site, or to Academic Advising if online.
  • School of Education students: completed petitions should be returned to the School at soe@webster.edu.
  • Graduate students: completed petitions may be returned to your campus if based at an extended site, or to Academic Advising at onlineadvising@webster.edu or by fax at (314) 968-7166.

What happens next?

For more information about the rest of the graduation process, please read this post.

In honor of National Distance Learning Week (NDLW), November 5^th – 9^th, we would like to provide you with an opportunity to have a sneak peak at the future of learning through WorldClassRoom, powered by Canvas. Earlier this year, Canvas was overwhelmingly recommended as the University’s new online learning management system.  Canvas will replace our current system, Blackboard Vista, beginning in Summer 2013.  Several departments throughout Webster are joining together to ensure an easy transition into Canvas.  We are very excited for the new opportunities Canvas brings and are looking forward to sharing the new features.

The OLC, FDC, and Library will be hosting a variety of events to celebrate NDLW.  Students, staff, and faculty are invited to join us to:

• Hear about the upcoming transition to Canvas, our new learning management system
• Talk to staff members about all the courses, programs, and resources we offer online
• Get a first-hand look at Canvas and how the features of Canvas can enhance the learning experience, both in the traditional and online classrooms

There are a variety of formats for the week’s events to help accommodate as many people as possible.  Monday’s events have been scheduled specifically to provide options for faculty, staff, and students at Webster’s Extended Campuses.  For more information, please contact olc@webster.edu.

No need to worry if you cannot join us for one of these events – more information about Canvas, including opportunities to preview the new WorldClassRoom, will be available before the official launch in Summer 2013.

In this post, we provide you with a summary of some of the expectations the Online Learning Center (OLC) has of faculty members teaching online; please also see our complementary post on expectations we have of students learning online.  As a student, should you find that an instructor is not meeting these expectations, please speak up!  The sooner we know there is a potential issue to be addressed, the more that can be done about it.  At the end of this post, we provide several ways you can bring the issue to light.

Expectations of Instructors

• Logging in every day
  • In cases where the instructor cannot login for more than 3 days (such as business travel, an emergency, etc.) instructors should inform students and the OLC to help ensure course continuity.
• 24 hour maximum response time to questions you ask
  • If additional time is needed, instructors should acknowledge question was received and provide an expected response time.
• Providing a voice in the discussions boards on a regular basis throughout each week
  • The discussion board is one portion of the online course where the instructor’s individual knowledge, expertise, and experiences should come into play.
• Providing prompt, individualized feedback
  • Feedback to graded assignments/exams should be provided within 1 week of the submission deadline or sooner.
  • Feedback should clearly indicate to the student what was right or wrong, working or not working; it should describe why the specific grade was assigned and should clearly demonstrate a thoughtful analysis of the students’ work.
• Careful review of the end-of-term course evaluations and utilizing feedback to continually improve the course and instruction

Should these expectations not be met, what options do students have?

- If at any point during the term there is a concern about course content, you need clarification on course material or assignments, or you are not clear on grades or information provided to you by the instructor, your first course of action is simply to make contact with the instructor and try to resolve the problem.  We recommend utilizing the course Mail tool to reach the instructor.

- If that does not solve the issue, you are unable to make contact with your instructor or you do not feel comfortable addressing the topic with your instructor, the Course Observation Form is your next option. This form is an excellent way to shed light on course-related problems  while the term is in progress.  Use this form to let us know what is happening and/or not happening, and we will make contact with the instructor to ensure they are actively engaged in the course.

Where to Find the Course Observation Form

The Online Student Center can be located on your WorldClassRoom course list.

Each term you are enrolled in an online course, you will have access to the Online Student Center.  On the homepage of the Online Student Center, you will see a Commonly Requested Forms folder, where the Course Observation Form is housed.  This form is filed electronically.  Should we need to contact your instructor to resolve an issue, the information you provide along with your personal information will be kept anonymous.

- If you are unable to file the Course Observation Form, you may also contact the Online Learning Center directly at olc@webster.edu or (866) 622-0888.

- Lastly, please always take time to complete your Course Evaluation, available in the final two weeks of each term.  This is intended to be more reflective of your experience throughout the term with your course and instructor.  It is not intended to be used as a means of communication about immediate problems which can be addressed while the term is still in progress; the Course Observation Form is best used for this.

Please be aware that Course Evaluations are anonymous, and instructors do not have access to view the responses until after their grades are submitted. This “double-layer” of privacy helps to ensure you feel comfortable providing your honest viewpoint concerning your course and instructor.

Expectations of Students

• Be an active, engaged participant in the virtual classroom, typically logging in 4-7 days a week
• Be able to use technology effectively
  • Need to brush up on your technology skills?  As a Webster student, you have access to free, on-demand training through Lynda.com.
• Be able to complete assignments by stated deadlines
• Be able to use written communication effectively
• Be able to work with others in completing projects, as necessary
• Seek assistance from the instructor, Library, Academic Resource Center, and other university departments as needed
• Appropriately cite or reference material that is not your own in all discussions, assignments and other course work
  • Need help?  Try the Online Writing Center, or find tutorials here.

Tips for Success

We understand that as a student enrolled in online courses, one of the benefits you are seeking is the flexibility to manage your coursework in addition to all of the other responsibilities you have on your plate.  However, this does not mean your coursework should be held to a lower priority.  Here are some tips to help you manage it all.

Be self-motivated and self-disciplined.
With the freedom and flexibility of the online environment comes responsibility. The online learning process takes real commitment and discipline; every week counts in an accelerated term. If you have obligations that will make it impossible to log in for more than a few days, consider taking a term or two off, so that when you return you will have the time to fully dedicate yourself to your coursework.

Be willing to “speak up” if problems arise.
If you are experiencing difficulty on any level (either with the technology or with the course content), you must explicitly communicate about your struggles; otherwise, no one will know you are struggling or have an opportunity to help resolve the situation.

Have regular and reliable access to a computer and the internet.
You must have the access to the necessary equipment.  If you are relying on only one computer or internet connection, have a back-up plan for how you would access your online course should that computer or connection be down for any length of time.

Be willing and able to commit to 9 to 15 hours per week per course.
Studying online is not easier than the traditional educational process. In fact, many students will say it requires much more time and commitment. You should budget about 3-5 hours per week per credit hour (e.g., 9-15 hours per week for a 3-credit hour course) for coursework.  Try to log into your course each day, if possible. To commit to your course:

• Set a schedule for yourself and stick to it!
• Let others know when you plan to be online each day to help minimize distractions.

Pay attention to university deadlines for drops and withdrawals.
Knowing when you can drop or withdraw from a course could save your GPA and a significant amount of money. If you drop a course by the Friday of Week 2, you will receive a full refund and no academic penalty. Until the Friday of Week 6, you can withdraw yourself from a course without impact on your GPA, though you will have a W on your transcript.

Be able to communicate through writing effectively.
Active participation in the learning process is essential to your understanding of the subject matter.  The structure of an online course means much of this will be done through reading and writing, but it also provides you the opportunity to carefully think through your responses before sharing them with others.  Courses at Webster University have been designed to challenge your thought process and prepare you to confidently discuss your perspectives.  Communicating your ideas effectively and sharing your perspective throughout the term will help you and your classmates learn from one another.

Communicate with your instructor regularly.
Warn instructors ahead of time if you have a legitimate reason to be out of contact for more than a day or two. Students with extenuating circumstances, such as military deployment, should be proactive to inform the instructor, provide documentation, and seek accommodations for while you will be away.

Do not wait until the last minute.
Read the syllabus thoroughly to familiarize yourself with the instructor’s expectations. Note due dates in a calendar so that you can plan ahead. Waiting until the last minute is not a good strategy, since network, power, or system outages could hamper your ability to meet a deadline.

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Should you ever need more information about what it takes to be a successful online student, contact the Online Learning Center at olc@webster.edu or (866) 622-0888.  We are here to support you as you learn online!

To begin preparing for the transition, there is one easy step you should take now to ensure you retain access to any personal files you have stored in Blackboard. If
you have any files saved to the “My Files” area in Blackboard – these may include uploaded documents, submitted assignments, or profile pictures – take action to download them now.

It is important to note you will no longer have access to these files, and they will be irretrievable after Spring 2013 when we complete the transition to Canvas.

Find step-by-step instructions for downloading “My Files” here.

Please also see our related post on the understanding the financial aid process from application through award, if you are just applying for aid or even considering it.  Click here to read more.

When is my financial aid applied to my student account?

When should I expect to receive my refund?

How do I get my refund?

• How you receive your refund depends upon which refund preference you select.  Refunds can be applied to your Webster University Higher One card, sent by electronic transfer to your bank account, or mailed to you as a paper check.   Refunds to the Higher One card are typically received the fastest, while paper checks take longer to arrive.
• If you are a new student, be sure to establish your refund preference when you receive your Higher One card in the mail, even if you do not plan to use the Higher One card.

What actions may impact my financial aid?

The online graduate reception in progress, as seen from above.

The end of spring is always an exciting time, as it marks the end of another academic year and the start of summer.  For Online Learning Center (OLC) staff in particular, it is an especially exciting time as we welcome to St. Louis our graduates of online programs who will be participating in Commencement.  We were so proud of the 120 online graduates walked in the May 2012 Commencement, who came from as far away as Aruba, Germany, Japan, California, Washington,  Pennsylvania and everywhere in between!

In connection with Commencement, each year we hold a reception specifically for the online graduates and guests.  About 25 grads joined us with their family and friends on Friday evening.  They met online instructors, university administrators, alumni association representatives and one another as they celebrated and prepared to don their caps and gowns the next morning.

It is always fun for all of us here in the OLC to meet people we know only by name and put a face with it!  It is also quite amazing to hear the stories everyone has to tell of how the discovered Webster, why they chose to enroll here, the challenges they faced as they worked toward their degree and balanced other responsibilities, the sense of accomplishment they had as a result of earning that degree, and the places it will take them next!

We asked International Relations graduate Amber, "What does Webster mean to you?" She displays her answer here, along with her family.

For many, this is also the first time they have set foot on the main Webster University campus.  (Yes, it IS a real place!)  A reporter and photographer from the St. Louis Post-Dispatch even stopped by and interviewed one of our graduates seeing campus for the first time.  Read the story here.  Just as we here in the OLC experience when we make the connection between a face and a name, we find that for students seeing the campus is a chance to connect the entire online experience back to something tangible with a long history and tradition.

We hope that when it comes time for you to graduate that you consider joining us in the celebration.  You’ve worked hard and deserve a little recognition!  Here’s looking forward to Commencement 2013… and 2014… and 2015… and so on!

This year’s report identifies the following emerging technologies:

• Time – to – Adoption Horizon: One year or Less
• Tablet Computing
• Mobile Apps
• Time – to – Adoption Horizon: Two to Three Years
• Game-Based Learning
• Learning Analytics
• Time – to – Adoption Horizon: Four to Five Years
• Gesture-Based Computing
• Internet of Things

The following trends were identified:

• The abundance of resources and relationships made easily accessible via the Internet is increasingly challenging us to revisit our roles as educators.
• Education paradigms are shifting to include online learning, hybrid learning and collaborative models.
• People expect to be able to work, learn, and study whenever and wherever they want to.
• The technologies we use are increasingly cloud-based, and our notions of IT support are decentralized.
• There is a new emphasis in the classroom on more challenge-based and active learning.
• The world of work is increasingly collaborative, driving changes in the way student projects are structured.

The following challenges were identified:

• Appropriate metrics of evaluation lag the emergence of new scholarly forms of authoring, publishing, and researching.
• Digital media literacy continues its rise in importance as a key skill in every discipline and profession.
• Economic pressures and new models of education are bringing unprecedented competition to the traditional models of tertiary education.
• Institutional barriers present formidable challenges to moving forward in a constructive way with emerging technologies.
• New modes of scholarship are presenting significant challenges for libraries and university collections, how scholarship is documented, and the business models to support these activities.

The complete report can be found here: 2012 Horizon Report

What is Open Content?

Why share content?
Course materials are considered an instructor’s intellectual property. Why then are instructors increasingly sharing their course materials free of charge on the internet? There are several popular arguments for creating and sharing open content.

• Social Justice:
  According to Article 26 of the Universal Declaration of Human Rights, “Everyone has the right to education” (United Nations, n.d.). Open content is an attempt to reach the self-educator who wants to learn, but cannot acquire a traditional education due to tuition costs, university entry requirements, or various other reasons.
• Building Reputation:
  Distributing high quality educational materials is a form of free self-promotion that raises an individual’s profile within their field.
• Institutional Marketing:
  Open courses have garnered a lot of media attention and web traffic for institutions like M.I.T. and Stanford. Once learners become part of the university community, they may choose to pay for additional courses or at least promote their experiences through word-of-mouth.
• Alternate Revenue Streams:
  By drawing traffic to a web site, content providers may forego tuition dollars for alternate revenue streams, such as embedded advertising.

It is important to evaluate the content provider’s motives before adopting open content. If you cannot easily find the content provider’s statement of intent or academic credentials, be cautious about directing students to the site.

Where do I find open courses and open education resources?
The search for reusable open content can be daunting, as you assess whether the content aligns with your own objectives and teachings, how it relates to your existing courseware, and whether the source is appropriate. Some OER sites are portals, which simply direct you to other web sites containing content, while others are repositories, which collect content in a central location. There are also many individuals offering content on their personal web sites. Here are a few popular sources:

• Kahn Academy (khanacademy.org)
  According to the web site, Khan Academy is, “a not-for-profit with the goal of changing education for the better by providing a free world-class education to anyone anywhere” (Khan Academy, 2011). The site offers lecture videos, worked problem videos, sample problems, and progress tracking.

• Creative Commons Search (search.creativecommons.org)
  The Creative Commons (CC) Search allows you to search other databases, such as Flickr, Google, and YouTube, by keyword and type of CC license. There is no actual content on the CC Search site, but the ability to filter by open license reduces your legwork.
• Massachusetts Institute of Technology (ocw.mit.edu)

“MIT OpenCourseWare (OCW) is a web-based publication of virtually all MIT course content. OCW is open and available to the world and is a permanent MIT activity” (Massachusetts Institute of Technolgoy, n.d.).  Syllabi, lecture notes, assignments, and assessments are archived by course number, name, and term.

What Rules Govern the Use of Open Content?
Once you have found online content that you would like to use in your course, you must determine what license is attached. The license will determine if you need to gain permission from the author, whether you can share or modify the content, and whether you can use the content for commercial purposes.

According to the U.S. Copyright Office, “Work is under copyright protection the moment it is created and fixed in a tangible form that it is perceptible either directly or with the aid of a machine or device” (U.S. Copyright Office, 2006). Therefore, the act of posting content on the internet creates a copyright and is therefore the assumed license unless otherwise stated. Copyrighted material can only be used in-full with the copyright holder’s permission. Or as an educator, you have leeway under the Fair Use Policy (Webster University, n.d.) to use certain types of copyrighted material.

When content is delivered free of charge, it does not mean that there are no restrictions on its use. There are many open licensing options and they continue to evolve over time. The most common license is provided by Creative Commons (CC); it can be attached to various types of media, from writing to images. Within CC, there are six different licenses, so that license holders can customize their level of restriction (Creative Commons, 2011a). The least restrictive license gives permission outright to reuse and remix the content as long as there is author attribution. The most restrictive license dictates that material can be downloaded and shared with author attribution, but cannot be altered in any way, including changing the file format. See the diagram for an explanation of the six types of Creative Common’s licenses.

Considerations
In anticipation of your own foray into world of open content, consider a few final remarks.

• Open content is an efficient way to supplement existing content, expose students to different perspectives, and introduce new technologies without learning to use advanced software. Many educators are deemphasizing the delivery of information through lecture, which can be found online, and concentrating their efforts on guidance and feedback.
• Open content that resides on someone else’s server is beyond your control, and could disappear without notice. Therefore, one should not make open content an integral part of a course and must check links to other web sites regularly.
• When creating open content and sharing it under a Creative Commons license that permits derivative work, it is important to provide a modifiable file format. For instance, a flash file (.swf) cannot be adapted without the source files.
• Online open content does not completely satisfy the education-as-social-justice argument. Many learners do not have access to computers, consistent internet connections, or the technical skills to take advantage of free online content.
• Inappropriate use of open content may constitute a violation of the license and could carry legal consequences. Creative Commons licenses, in particular, have been upheld in court (Creative Commons, 2011b).
• “Open” is an appropriate description, in all its defintions, of what occurs when sharing content. Don’t “open wash” and be honest about your intentions for using and sharing open content. Expect sharing to unlock new potential, but also to expose you to criticism and feedback.

References

Baker, J. (2011). Open content for open minds [Powerpoint Presentation]. Retrieved from http://net.educause.edu/content.asp?SECTION_ID=623&bhcp=1

Creative Commons. (2011a). About the licenses. Retrieved from http://creativecommons.org/licenses

Creative Commons. (2011b). Frequently asked questions. Retrieved from http://wiki.creativecommons.org/FAQ#Will_Creative_Commons_give_me_permission_to_use_a_work

Massachusetts Institute of Technology (n.d.). MIT OpenCourseWare. Retrieved from http://ocw.mit.edu/index.htm

United Nations. (n.d.). The universal declaration of human rights. Retrieved from http://www.un.org/en/documents/udhr/

United States Patent Office. (2006, July 12). Copyright in general. Retrieved from http://www.copyright.gov/

Webster University. (n.d.). Copyright & fair use policies. Retrieved from http://www.webster.edu/faculty/fairuse/use.shtml

We would like to know how members of the Webster community plan to utilize open content in their own teaching and learning, and how we can facilitate that process. Please take a few moments to leave us feedback in this informal survey.

Teaching Festival events continue, both in person and streaming online, until Thursday of this week. Go to the Teaching Festival web site for the schedule of events.