Sloan-C Effective Practice Award Winners Webinars


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Hear what is working from the 2013 Sloan-C Effective Practices Winners!

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  • Sloan-C Effective Practice Award Winners Webinars

    1. 1. Sloan-C Effective Practices Webinar December 3, 2013 2pm ET
    2. 2. Who is the Sloan Consortium? The Sloan Consortium is an institutional and professional leadership organization dedicated to integrating online education into the mainstream of higher education, helping institutions and individual educators improve the quality, scale, and breadth of education.
    3. 3. Effective Practices • Peer Reviewed • Innovative Practices • Tied to Sloan-C Pillars •
    4. 4. Peer Review Committee • Effective Practice Awards Selection Committee ▫ ▫ ▫ ▫ ▫ ▫ Dr. Angela M. Gibson Dr. Laurie G. Hillstock Phil Ice, Ed.D. Dr. Kaye Shelton Witt Salley Shari Smith
    5. 5. Assessing the Effectiveness of Online Educator Preparation
    6. 6. Author(s) • Dr. Bob Blomeyer, President and CEO of Online Teaching Associates OESES Construct Validity Study by: • Dr. Dazhi Yang, Boise State University • Dr. Jui-Long Hung , Boise State University Presenter: Dr. Bob Blomeyer
    7. 7. OESES : Early Development In the beginning… (2001)
    8. 8. Measuring Impact from Online Professional Development The Online Educator Self-Efficacy Survey: A valid and reliable assessment/program evaluation instrument. • Validity - the degree to which the evidence generated by an instrument supports the interpretations of the evidence . • Reliability - the consistency of the assessment outcomes generated at different times. • Three common types: content, construct and Criterion (concurrent).
    9. 9. Construct Validity: OESES 1. The OESES instrument obtained high values on traditional (Cronbach’s Alpha) and Rasch person / item reliability tests – indicate high internal consistency. 2. Correlation of individuals’ total scores on the GSE and OESES - indicate a strong positive correlation between the two instruments. 3. Hung & Yang’s analysis suggests OESES effectively assesses educator’s ability to support student success in online educational environments. Yang, Hung & Blomeyer – AERA 2013
    10. 10. Application: Evaluating Professional Development for Online Instructors Comparison of Pre-Post Survey Administrations: Pre-test/post-test comparison determined OTA-121 produced a significant difference in the participants’ attitudes measured by pre-post administrations of OESES. An unpaired t-test performed on the pre-post survey scores for 344 cases found the following: t= -35.3 / sdev= 0.557 degrees of freedom =671 The probability of this result, assuming the null hypothesis, is less than .0001.
    11. 11. Blended Education
    12. 12. Len Bogner, Ed.D. Bucky Dodd, Ph.D. University of Central Oklahoma
    13. 13. Blended Education • Strategic integration of multiple delivery methods in a unified learning environment • Classroom, Online, Self-Paced Online, Interactive Video • Enhance flexibility and “humanness” • Enhance choice and adult learning strategies
    14. 14. Evidence of Effectiveness • Blended Education methods can help bridge gaps between students and educational opportunity • Emphasis needs to be placed on the design of connections between delivery modes and various elements in the learning environment • Additional focus should be given to learning about enhancing connectedness among students
    15. 15. Application To Others • Explore existing organizational opportunities for using blended education strategies (multiple delivery modes-unified learning experiences) • Use what you have in creative ways • Systems thinking beyond the “classroom” • Find ways to make learning human – It doesn’t have to be perfect, it has to relate and be authentic
    16. 16. Conditional Release Technologies (CRT) for Management Education
    17. 17. Author(s) • Dr. Owen P. Hall, Jr. ▫ ▫ ▫ ▫ Professor Decision Sciences Julian Virtue Professor Rothschild Applied Research Fellow Howard White Teaching Fellow • Graziadio School of Business Pepperdine University
    18. 18. Conditional Release Technologies (CRT) for Management Education • Self-paced supplemental learning • Offered at a time and place convenient to the student • Progressive learning development • Specialized course requirements • Delivery of “bit-size” knowledge units • Intelligent tutor applications
    19. 19. Conditional Release Course
    20. 20. Evidence of Effectiveness • Students enjoy interactive and progressive learning (Web 2.0) • Exposing students to technology that they will likely encounter in the business community • Monitoring student learning patterns and achievements on a weekly basis • Students found themselves generally more engaged in the tutorials that gave them the highest level of bandwidth and engagement
    21. 21. Application To Others • CRT fully compatible with LMS (e.g., Sakai) • CRT supports the changing face of management education (Web 2.0) • CRT provides content and knowledge at a time and place convenient to the student • Entering and continuing students need familiarization with selected business principles • Intelligent tutors help enhance CRT learning outcomes
    22. 22. Enhancing Faculty Development Through Integrating the Teaching Online Pedagogical Repository
    23. 23. Author(s) • • • • Kelvin Thompson, Ed.D. Associate Director Center for Distributed Learning University of Central Florida • • • • Baiyun Chen, Ph.D. Instructional designer Center for Distributed Learning University of Central Florida
    24. 24. Enhancing Faculty Development Through Integrating the Teaching Online Pedagogical Repository • Reusable online teaching practices • Faculty development strategies • URL: • Creative Commons license
    25. 25. Evidence of Effectiveness • UCF faculty development materials • UCF shared in BlendKit and conferences • Used by other institutions • Tens of thousands of page views
    26. 26. Application To Others • Public resource for online faculty and instructional designers • Resource for professional development programs • Creative Commons License • Call for submissions:
    27. 27. Multiuser Blogging as an Educational Innovation
    28. 28. Author Michael Wilder Instructional Design Coordinator Destiny has led Michael on a dual career path of both education and technology. The result is a hybrid individual with skills and perspectives from both fields. He has worked as an educator and trainer in a variety of environments, serving as an instructional designer, learning technologies specialist, Blackboard administrator, journalist, magazine editor, and faculty member. Michael is currently completing his Ph.D. in Educational Psychology from the University of Nevada, Las Vegas. E-mail: Phone: 702-879-8454 Blog: Twitter: @michaelwilder LinkedIn:
    29. 29. Multiuser Blogging as an Educational Innovation • Community of learning based upon Wordpress blogging software and the BuddyPress plugin • Enables student ownership of the learning environment including look and feel, easy inclusion of multimedia, and social media integration • Provides opportunities for collaboration, peer evaluation, and student-generated content • A wealth of additional plugins that extend basic features to include podcasting, mobile access, gamification, badges, and location-based learning
    30. 30. Evidence of Effectiveness • Student evaluations Student evaluations of the course indicate a high degree of satisfaction with the course and the learning environment. • Student testimonials Students are asked to reflect on their experience participating in the course. Over the last four years of teaching using this technique, these reflections are overwhelmingly positive. • Student-produced content In addition to developing their own student portfolio, students produce at least nine full-length articles that are peer reviewed and evaluated.
    31. 31. Application To Others • Institution-wide environment for collaboration, communication, and group management (such as an online academic commons) • Academic publication development (via wikis, blogs, and additional plugins) • Flexible for any course involving writing and multimedia Full presentation
    32. 32. International Collaboration with Virtual Internships
    33. 33. Author(s) • Allison Selby • Information Technology faculty specializing in creating high-impact experiential learning opportunities through virtual partnerships. • Kaplan University • Julie Frieswyk • Experienced marketing professional with extensive startup activity in both the private and non-profit sectors. • U.S. Peace Corps
    34. 34. International Collaboration with Virtual Internships • Technical needs at a distance, a solution from abroad • “Mutually beneficial agenda”- students practicing newly acquired skills while building experience, win-win for both beneficiaries and students. • Skills transfer and global understanding, social responsibility • Technology aides in making the world a smaller place: necessary equipment
    35. 35. Evidence of Effectiveness • Small sampling of student participation, evidence is largely anecdotal and based upon student and NGO team feedback: ▫ Students felt was a unique international opportunity , working together with international clients to experience real-world project management. ▫ The NGO gained exposure to more skills and up-to-date technology while building their own capacity. ▫ Students enjoyed the experience overall and loved the new addition to their resume and credentials. • The virtual internships creates problem-solving activities with the potential to result in real-world skills such as collaboration for problemsolving, technology proficiency, presentation skills, and a greater appreciation for intercultural diversity (Humphreys, 2009). • This opportunity provides students with an international experience who may otherwise be limited by finances, work responsibilities, family obligations or physical limitations. In addition, there is a considerable costsavings when compared to studying abroad for the same amount of time. A virtual internship program incurs regular tuition fees, no additional costs are required by the student.
    36. 36. Application To Others • Virtual internship partnerships offer experiential learning in a wide variety of study areas from social entrepreneurship, micro-finance, marketing, business administration and design to organizational development, project writing and fundraising activities. • This type of project benefits tremendously by considerable advanced preparatory stages. ▫ Using project charters to outline weekly outcomes and deliverables is very important. ▫ Defining the exact scope of the deliverables, what assets may be needed and the key stakeholders were all important topics to clarify. ▫ Synchronous weekly team meetings using Skype with the clients gave the students a vested interest and motivation to succeed. ▫ Having the students train the clients for site maintenance gave them ownership of the process and pride in their proof of success.
    37. 37. Measuring Online Students' Contact Hours: The Online Learning Contact Hour Calculator
    38. 38. Dr. Karan Powell is Executive Vice President and Provost of American Public University System. Dr. Powell leads the academics department to ensure academic quality and online teaching effectiveness, focusing on student success, advocating for the faculty, and collaborating in the advancement of online instructional strategies and technology. Dr. Jennifer Stephens Helm is Dean and Vice-President of Institutional Research and Assessment of American Public University System. Dr. Helm leads the Institutional Research and Assessment department with a focus on enhancing institutional effectiveness by providing data and information that supports and strengthens institutionwide decision making, operations management, and strategic planning processes.
    39. 39. Measuring Online Students' Contact Hours: The Online Learning Contact Hour Calculator • In 2010, the U.S. Department of Education adopted new regulations regarding an institutions eligibility to award academic credit. The regulations set forth: a) a federal definition of the credit hour applicable to eligible institutions, and b) requirements for accrediting agencies to review an institution’s policies and procedures for determining credit hours. • In response to federal regulation, we initiated an institution-wide course review process aimed at systematically identifying the strengths and areas of improvement for each course offered at APUS. • While conducting the course reviews, a need was identified for a contact hour calculator that considers specific online learning components and platform. A model was developed to ensure adherence to the contact-hour regulations as well as course quality and rigor. • A course review process was launched as part of our process to ensure academic excellence and curriculum quality.
    40. 40. The Contact Hours Calculator is a: Tool A tool created for faculty and program directors to effectively and systematically assess total course contact hours. It considers many factors related to in-class and outside-class projects, as well as course reading requirements, in order to calculate contact-hour totals. Continuously evolving work in progress The calculator model will be revised and updated as more research in contacthour equivalents are conducted and specific course requirements added. Subset of data within a larger context to evaluate course quality and rigor The contact hour totals are used as part of an overall process for course review. In conjunction with other data, the contact hour total data serve to initiate conversation about academic rigor and appropriate contact time optimal for student success and student learning.
    41. 41. The Contact Hours Calculator is Not: • A measure of student learning • To be used without appropriate parameters and context specific to the discipline • Punitive or punishing • The sole source of truth in the evaluation of course quality and rigor • A one size fits all solution (e.g., learning strategies and expectations for a math or science course may different from those for an English course)
    42. 42. Review Findings • The process helped to establish a baseline for expectations of engagement in student learning. • Contact hours are defined and each class is assessed to ensure that each class has 45 contact hours of learning and an additional 80 – 100 hours of homework associated with the class for a total of 120+ hours for undergrad classes and 150+ hours for grad classes. • Standardization is needed across all APUS courses to support the student experience and student retention. • Courses meet and in many cases exceed the minimum required number of contact hours for both in class contact and homework time. Some courses were discovered to be significantly in excess of the range of 120 to 150 hours. These courses are being reviewed. • In the occasional finding that a course was discovered to be deficient in hours, immediate correction was made to the class to strengthen compliance with contact hour requirements. • Continual monitoring of these spreadsheets against APUS average class sizes is required. • Each discipline has unique credit hour requirements.
    43. 43. Sample Class Time Factors and Average Quantitative Measurements
    44. 44. Sample Class Time Factors and Average Quantitative Measurements
    45. 45. Sample Contact Hours Calculator
    46. 46. For more information: • Please contact or if you would like a copy of the contact hours calculator. •• • 8401
    47. 47. A Media-Rich Platform to Enhance Student Engagement and Learning in an Online Environment
    48. 48. A Media-Rich Platform to Enhance Student Engagement and Learning in an Online Environment
    49. 49. • Scott Bledsoe, Psy.D • Assistant Professor in the Department of Graduate Psychology, where he teaches online research methodology and other courses to students of Marriage and Family Therapy. Bruce Simmerok, Ph.D Director of Instructional Technology for the Center for Innovative Teaching and Technology.
    50. 50. Evidence of Effectiveness • Comparison of surveys from previous years showed improvement of student ratings. • Few students had trouble learning to navigate in the environment.
    51. 51. 2012
    52. 52. 2013
    53. 53. Application To Others • Increasing the variety of media gives different learning styles more opportunity • Creating a virtual environment is feasible on a low budget • Multimedia created by the professor and students increases the engagement of the learner
    54. 54. Congratulations Effective Practice Award Winners Thank you for sharing your practices with us today!
    55. 55. Submit Your Effective Practice Share What Works Deadline – December 30, 2013
    56. 56. Questions