eLearning Modalities Explained

We use a lot of different terms to describe eLearning courses here at Centralia College.

Being able to distinguish between these terms is important for a variety of reasons.

  • Helping students.  Courses are designated in the class schedule by eLearning modality.  Having a course accurately designated gives students and advisors the ability to decide whether a course is appropriate for one’s schedule and learning preferences.
  • Helping faculty.  Using a common and accurate language for our eLearning modes helps support staff provide assistance that is best suited to your needs.
  • Helping administrators.  A lot of things are based on statistics, and we can’t do analysis when courses aren’t coded correctly.

So let’s take a look at  Centralia College eLearning course modalities:


100% of the course seat-time is online.   There is no face-to-face component.

Special note:  This does not preclude requiring proctored testing at a testing center.


Any portion of the course seat-time is conducted online.  For example, a 5-credit course may meet 2 hours face-to-face a week with the remaining credit hours dedicated to online lectures, discussions, etc.

Special note:  Centralia College does not prescribe a minimum level of seat-time to be displaced in order for a class to qualify as a hybrid.  If your class meets on campus for less time than the credit hours would require, the course is a hybrid.

Web Enhanced

100% of the course seat-time is face-to-face, however there are online expectations of students.  These online activities can be as little as a Canvas course shell through which the syllabus is distributed to online quizzes and discussion.

Special note:  A course does NOT have to have a Canvas shell to be considered web enhanced.  If you require your students to access online resources, such as publisher content or online databases, the course is web enhanced.


This is the digital version of correspondence.  100% of seat-time is online, but it is self-paced.

Special note:  Few of these courses remain.


This is a course mode whereby a student can elect to do the course either as online or web-enhanced.

Special note:  This has been a largely experimental mode up to this point with very limited offerings.  Ask us in eLearning if you would like to know more.


Great OER Resource

There is so much out there, having some expert guidance on where to look is much appreciated! Yay, librarians!

SPSCC Center for Innovative Teaching & Learning

[sent via Boyoung Chae from the SBCTC]

Just wanted to share a great OER resource. Margaret Mickibben, a librarian at North Seattle College has recently created an excellent search guide for quality OER.


It doesn’t simply list a bunch of OER sites – it describes and rates them  for size, ease of searching and quality controls.  It also sorts OERs by subject areas and  format of materials offered:  textbooks, simulations, lectures, images, articles, or complete courses. It stands out from the usual run of OER lists in that it aims to be selective and judgmental, in the spirit of Consumer Reports.

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Educator’s 2.0 Manifesto

I unexpectedly took a trip down memory lane as I was searching in a drawer for something this morning.  Years ago I happened across a lovely blog post by librarian Laura Cohen (2006) called “A librarian’s 2.0 manifesto.”  (Read about it here:  http://theunquietlibrarian.wordpress.com/tag/laura-cohen/”.

Hard to believe that the “2.0” tag is soon approaching ten years!  2.0 was a term used to indicate that proverbial paradigm shift – that space between our roots and our wide-open future.  It conveyed with simplicity the notion that while we are still passionate about our core mission (our 1.0 calling) we recognize and embrace the shifting ways we meet that mission, both challenged and propelled by technological advancement.

Finding this manifesto reminded me again of what I so admire in the wonderful people around me, in our librarians, our elearning staff, and our creative faculty who spend every day in this awesome place, well beyond 2.0. 

With sincerest appreciation of Laura Cohen’s wonderful manifesto for librarians, I submit to you the Educator’s 2.0 Manifesto (a slight re-rendering of Cohen’s piece):

  • I will recognize that the universe of educational culture and technology is changing fast and that we need to respond positively to these changes to provide resources and services that students need and want.
  • I will educate myself about our students and look for ways to incorporate what I learn into classrooms and services.
  • I will not be defensive about my classroom or college, but will look clearly at our situation and make an honest assessment about what can be accomplished.
  • I will become an active participant in moving my college forward.
  • I will recognize that colleges change slowly, and will work with my colleagues to expedite our responsiveness to change.
  • I will be courageous about proposing new services and new ways of providing services, even though some of my colleagues will be resistant.
  • I will enjoy the excitement and fun of positive change and will convey this to colleagues and students.
  • I will let go of previous practices if there is a better way to do things now, even if these practices once seemed so great.
  • I will take an experimental approach to change and be willing to make mistakes.
  • I will not wait until something is perfect before I release it, and I’ll modify it based on student and faculty feedback.
  • I will not fear open educational resources and open learning, but rather will take advantage of these to benefit students while also providing excellent learning experiences that students need.
  • I will avoid requiring students to see things in our terms but rather will shape services and instruction to reflect students’ needs.
  • I will be willing to go where our students are, both online and in physical spaces, to provide educational experiences and services.

Thank you, Laura!

Welcome Erin Baker to eLearning!

We are thrilled to announce that our final vacancy in eLearning is filled, and I can’t think of a more suitable person than Centralia College’s own Erin Baker to fill this position.

Erin is our eLearning Support Tech and will serve as our point person for support requests for both faculty and students.  She can be reached at ebaker@centralia.edu or x374.

Erin has been teaching adjunct in ABE and has extensive experience with Canvas.  She is also currently pursuing her M.Ed  in Learning & Technology through WGU.  Her enthusiasm, tech-savvy, and student-centeredness is apparent with the success of the iPad Skills class she developed and taught here at CC.

Please come by, say hello, and congratulate Erin!  We are super excited to have her on board.

Erin Baker with Carrie Powell and Tyler Kaut

Erin starts her first day, with Carrie and Tyler.

Adding Content to Modules Made A Bit Easier

Carrie reported this last month in email, but worth a look again!

Good news for Canvas Instructors!

Thanks to script provided by a user in the Canvas Community and uploaded by your CC webmaster Cindy Lawrence, we now enjoy greatly expanded real estate in the Add Content window in Modules.

In order to see and appreciate the change, please do the following:

  1. Open any Canvas course >from the course navigation bar, open Modules > click the gear symbol to Add Content
  2. The “Add Item to Module” window will open
  3. Reload the web page by clicking the “refresh” icon in your browser’s address bar
  4. Click the gear to Add Content again, and you’ll see a much larger window that displays multiple rows of files!
  5. Clap!


Spring 2014 eLearning Dates

Here’s a heads-up on important dates for online classes this spring:


  • Classrooms open starting on March 24
  • Instruction begins March 31
  • Instruction ends June 13


  • Classrooms open starting on March 20
  • Instruction begins March 27
  • Instruction ends June 4

Looking to Manage Your Canvas Inbox?

Let's Read Email Pic

AttributionNoncommercialShare Alike Some rights reserved by Travelin’ Librarian (flickr)

Linda Foss, English department and eLearning faculty liaison, recently put together this great guide (with screenshots) on how to manage your Canvas inbox.  Check it out!

Linda says:  If you’re anything like me, you may be overwhelmed by the accumulation of old messages in your CANVAS Inbox. I’ve found several ways to deal with that, either with filtering by course or acting on original conversation (starring/deleting/archiving).

Get the guide here:  http://www.scribd.com/doc/201812705/Canvas-Inbox-Management#fullscreen=1