The document discusses Coventry University's "No Hidden Extras" program which provides students with up to £250 per year of learning materials, including textbooks. In 2012-2013, the university distributed 20,000 print textbooks to 3,400 students. To make this process easier, the university piloted ebooks with some students and courses. While uptake of ebooks was not high initially, it increased over time as students grew accustomed to the format. The university plans to continue piloting ebooks and increase their use over time to reduce the logistical challenges of distributing print textbooks to thousands of students each year.
What can institutional big data tell us - Mark Northover - Auckland Universit...Blackboard APAC
For many years AUT has used the Wimba Voice Authoring tools for a range of learning and teaching support activities. Most recently, and most comprehensively, the VA Presenter function has been used by our School of Languages to support a group of papers for a Translating and Interpreting programme, as well as for a Sign Language qualification. Since the announcement of ‘end of life’ for Voice Authoring and its replacement with Voice Thread, we have been working to understand how we can best replicate the previous functionality.
After just a short period of the tools being available to us, we have made some progress in understanding how this new toolset will provide what we want, as well as potentially offering us much more. This session will present some of our initial findings, as well as invite others to discuss their experiences and opinions.
Open Textbook Summit - Collaborative Statistics & Introductory StatisticsBCcampus
Presentation slide for Open Textbook Summit, April 16-17, 2014 by:
Barbara Illowsky
De Anza College and
California Community Colleges Chancellor’s Office
Online learning is for everyone especially the struggling student as it provides individualized learning. The struggling learner makes up 80% of juvenile delinquents and high school dropouts.
What can institutional big data tell us - Mark Northover - Auckland Universit...Blackboard APAC
For many years AUT has used the Wimba Voice Authoring tools for a range of learning and teaching support activities. Most recently, and most comprehensively, the VA Presenter function has been used by our School of Languages to support a group of papers for a Translating and Interpreting programme, as well as for a Sign Language qualification. Since the announcement of ‘end of life’ for Voice Authoring and its replacement with Voice Thread, we have been working to understand how we can best replicate the previous functionality.
After just a short period of the tools being available to us, we have made some progress in understanding how this new toolset will provide what we want, as well as potentially offering us much more. This session will present some of our initial findings, as well as invite others to discuss their experiences and opinions.
Open Textbook Summit - Collaborative Statistics & Introductory StatisticsBCcampus
Presentation slide for Open Textbook Summit, April 16-17, 2014 by:
Barbara Illowsky
De Anza College and
California Community Colleges Chancellor’s Office
Online learning is for everyone especially the struggling student as it provides individualized learning. The struggling learner makes up 80% of juvenile delinquents and high school dropouts.
The Inclusive Access Model, presented by Jason Lorgan, Stores Director, Unive...bisg
Jason Lorgan's presentation, given at BISG's Higher Ed Conference 2015: Adapt, Learn, Innovate, outlines an innovative new business model pioneered at the campus store at The University of California Davis that addresses student reluctance to embrace digital course material. The program's remarkably promising results for content providers and distributors include improved sell through for stores and publishers and significantly reduced student costs.
Using Collaborate Ultra for our Digital Delivery Teaching Events and for Esta...Blackboard APAC
Since 2014, Nossal High School has run a program of Digital Delivery Days where students are asked to remain at home and classes are delivered entirely via Blackboard for duration of the day. This year we have focused on the use of Collaborate Ultra for working with our students through their course areas on Blackboard. We have also been investigating solutions for encouraging classrooms to default to team-based learning activities, away from centralised AV (projectors and whiteboards) and believe Blackboard Collaborate Ultra may be able to provide us with a feasible alternative.
This presentation will report on the effectiveness of using Collaborate Ultra within our Digital Delivery setting and also on the early stages of replacing centralised AV within our classrooms.
In their own words: Understanding and Enhancing Our Students’ Experience of B...linzii
Presentation at the Blackboard T&L Conference, 2012. Antwerp. Examines local and national drivers of VLE adoption and the importance of understanding the student (and staff) user experience. Reflects on how evaluation of technology and innovation has changed over time and focuses on the annual EHU student elearning survey which is now providing longitudinal data of use adn expectations. Describes how the survey data is used to inform change.
UOW Exemplar Moodle Site with DLT’s - Lynley Clark, Blackboard and Denise Spa...Blackboard APAC
The University of Wollongong and Blackboard have collaborated to develop an exemplary course for staff that demonstrates best practice for digital learning within Moodle. In 2015, the University implemented a set of minimum expectations and good practice elements called the Digital Learning Thresholds (DLT). The DLT strategy supports the principle that all students will have access to digital learning and both staff and students have clear expectations about the use of digital learning within the curriculum. This session will be co-presented by Lynley Clark from Blackboard and Denise Spanswick from the University of Wollongong (UOW). It will discuss how Lynley and a small team of Educational Designers from UOW worked together to incorporate the DLT elements into examples of activities and resources within a Moodle site with the aim of providing a model or exemplar to develop staff’s understanding of digital learning in a way that could more easily translate to their own subject development and an exceptional learning experience for UOW students.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices.
The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.
Using Open Educational Resources to Improve Affordability, Access and Student...Lumen Learning
The cost of expensive commercial textbooks a growing barrier to students’ success. Many institutions are now turning to freely available open textbooks and other open educational resources (OER) as a better alternative. Today, a growing number of colleges and universities are eliminating textbook costs in OER-based courses that give students free access to all course materials on the first day of class.
This presentation, prepared by open education innovator Dr. David Wiley and Center for Excellence in Distance Learning director Dr. Kim Long discusses what is OER, how to find and use OER, and the linkage between OER and improvements in student success, with a particular focus on minority-serving institutions.
Why Open Education? Presentation for Austin Community CollegeLumen Learning
What are open educational resources, and what benefits do they offer students, faculty and educational institutions? This presentation outlines key impacts substantiated in empirical research about how OER provide tremendous benefits including improving student success, saving money for students, increasing revenue for institutions, and enhancing academic freedom for faculty members.
Supporting non-traditional students at the University of East LondonALISS
Supporting non-traditional students at the University of East London – Simone Ngozi Okolo- Academic Services and Skills Manager and Robin Stinson- Subject Librarian, Social Sciences
The Inclusive Access Model, presented by Jason Lorgan, Stores Director, Unive...bisg
Jason Lorgan's presentation, given at BISG's Higher Ed Conference 2015: Adapt, Learn, Innovate, outlines an innovative new business model pioneered at the campus store at The University of California Davis that addresses student reluctance to embrace digital course material. The program's remarkably promising results for content providers and distributors include improved sell through for stores and publishers and significantly reduced student costs.
Using Collaborate Ultra for our Digital Delivery Teaching Events and for Esta...Blackboard APAC
Since 2014, Nossal High School has run a program of Digital Delivery Days where students are asked to remain at home and classes are delivered entirely via Blackboard for duration of the day. This year we have focused on the use of Collaborate Ultra for working with our students through their course areas on Blackboard. We have also been investigating solutions for encouraging classrooms to default to team-based learning activities, away from centralised AV (projectors and whiteboards) and believe Blackboard Collaborate Ultra may be able to provide us with a feasible alternative.
This presentation will report on the effectiveness of using Collaborate Ultra within our Digital Delivery setting and also on the early stages of replacing centralised AV within our classrooms.
In their own words: Understanding and Enhancing Our Students’ Experience of B...linzii
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UOW Exemplar Moodle Site with DLT’s - Lynley Clark, Blackboard and Denise Spa...Blackboard APAC
The University of Wollongong and Blackboard have collaborated to develop an exemplary course for staff that demonstrates best practice for digital learning within Moodle. In 2015, the University implemented a set of minimum expectations and good practice elements called the Digital Learning Thresholds (DLT). The DLT strategy supports the principle that all students will have access to digital learning and both staff and students have clear expectations about the use of digital learning within the curriculum. This session will be co-presented by Lynley Clark from Blackboard and Denise Spanswick from the University of Wollongong (UOW). It will discuss how Lynley and a small team of Educational Designers from UOW worked together to incorporate the DLT elements into examples of activities and resources within a Moodle site with the aim of providing a model or exemplar to develop staff’s understanding of digital learning in a way that could more easily translate to their own subject development and an exceptional learning experience for UOW students.
Adoption of Blackboard in the ELICOS system: Innovating and Augmenting Qualit...Blackboard APAC
In 2016 the Centre for English Teaching (CET) launched Blackboard for its university pathway courses (DEC) as part of an initiative to innovate and transform them into high quality blended Academic English language programs that would support students in developing both academic skills and awareness of the technology and systems required to excel during the first semester at university. While LMS use is standard practice in higher education, for the English Language Intensive Courses for Overseas Students (ELICOS) sector the integration of an online platform is still new territory and there is great potential for innovation within teaching and learning practices. Moreover, the unique context allows for a fresh perspective on how Blackboard, at its core, is a dynamic and flexible platform in teaching and learning practices that fosters communities of practice and consolidates traditional educational practices.
The implementation of Blackboard across university pathways courses at CET faced two major hurdles. To begin with, international students were less familiar with the culture and expectations surrounding LMS use at tertiary level and the nature of independent learning. Secondly, teaching staff had varying degrees of proficiency and experience in using technology in the classroom. Dealing with the challenge of educating, immersing and empowering both teachers and students simultaneously in their use of Blackboard as an integrated and powerful tool in teaching and learning raised numerous questions and helped gain valuable insights into adoption and adaption of technology and the opportunity for creative disruption. Grounding innovations in solid pedagogy, integrating technology and independent learning with in-class interaction and making learning objectives clear to both students and teachers enabled the successful uptake of Blackboard and allowed for greater support and autonomy for both teachers and students.
Using Open Educational Resources to Improve Affordability, Access and Student...Lumen Learning
The cost of expensive commercial textbooks a growing barrier to students’ success. Many institutions are now turning to freely available open textbooks and other open educational resources (OER) as a better alternative. Today, a growing number of colleges and universities are eliminating textbook costs in OER-based courses that give students free access to all course materials on the first day of class.
This presentation, prepared by open education innovator Dr. David Wiley and Center for Excellence in Distance Learning director Dr. Kim Long discusses what is OER, how to find and use OER, and the linkage between OER and improvements in student success, with a particular focus on minority-serving institutions.
Why Open Education? Presentation for Austin Community CollegeLumen Learning
What are open educational resources, and what benefits do they offer students, faculty and educational institutions? This presentation outlines key impacts substantiated in empirical research about how OER provide tremendous benefits including improving student success, saving money for students, increasing revenue for institutions, and enhancing academic freedom for faculty members.
Supporting non-traditional students at the University of East LondonALISS
Supporting non-traditional students at the University of East London – Simone Ngozi Okolo- Academic Services and Skills Manager and Robin Stinson- Subject Librarian, Social Sciences
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Merrick EdWeb.net Presentation June 26 2014Scott Merrick
Chosen as "Education Innovator of the Month" for June 2014 by T.H.E. Journal, this is the presentation underlying the archived webinar at http://home.edweb.net/starting-maintaining-virtual-school/
About the VISCED Poject:
The VISCED project carried out an inventory of innovative ICT-enhanced learning initiatives and major ‘e-mature’ secondary and post-secondary education providers for the 14-21 age group in Europe. This entailed a systematic review at international and national levels including a study into operational examples of fully virtual schools and colleges. The outputs of this work have been analysed and compared to identify relevant parameters and success factors for classifying and comparing these initiatives.
See http://www.virtualschoolsandcolleges.info/
EDEN Research workshop
22-23 October 2012
Leuven, Belgium
This biannual research event brings together researchers and in 2012 focussed on how students are driving teachers, instructors in the fields where new learning technologies play important role
http://www.eden-online.org/eden-events/research-workshops/leuven.html
http://www.virtualschoolsandcolleges.info/news/critical-success-factors-virtual-schools-presented-eden-conference
Presentation given by Ilse Op De Beeck, from EFQUEL entitled Virtual Schools and Colleges in Europe: Looking for Success Factors
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
Talis Insight Europe 2017 - Improving accesibility through reading lists - Un...
Dipping our toes in water: eBooks as part of No Hidden Costs at Coventry University
1. Dipping our toes in the water:
ebooks as part of No Hidden
Extras at Coventry University
Phil Vaughan
Assistant Director
2. Coventry University
• A modern university, incorporated 1992
• C 21,000 undergraduates
• 38% of student population from overseas
• Very diverse student body, with wide range of library skills
and expectations
• University very focussed on NSS scores
3. Background
• No Hidden Extras is the University’s response to the
increase in student fees in 2012, and has been in place
since then
• The “Promise” is that students will not have to find any
further costs to support their studies beyond their basic
living costs
4. Key Drivers
Recruitment - influence students’ choice of university through
commitment to minimising ‘hidden extras’
Student satisfaction - tangible enhancement of the student experience,
impact on NSS scores!
Pedagogical - critical to achieving course learning goals
Widening participation – equal access to core material
5. No Hidden Extras
Each student paying full fees to receive up to £250 per year in
learning materials to support their course
Start Up Packs – e.g. protective clothing, Sports Kit,
Software, laptops, professional subscriptions, art materials
printing credits
field trips/day visits
support grants for placements, overseas experience, or
international travel
6. AND Textbooks!!
• Distributed 20,000
books to 3,400 students
over 3 week period!
• Books packed by
course into “Amazon-
style” boxes for issue
• Packs issued to student
record
7. Review of 2012-13
• An enormous logistical operation!
• Had to gather requirements from lecturers across 120
courses
• Need to estimate likely student numbers in advance of A
Level results
• And find a venue big enough!
• SO WOULD ADOPTING EBOOKS MAKE THIS
EASIER?!
8. 2013-14: Bigger and Better!
• Year Two students were also now eligible alongside new
Year One students
• We distributed 40,000 books to 7,200 students!
• A small e-book pilot as an alternative to print was
conducted
9. E-book Pilot with Vital Source
– Conducted with computer science students across 6
courses (6 texts) and bioscience students across 4
courses (3 texts)
– Students downloaded a personal e-copy of the
textbook from the relevant module from our VLE
(Moodle)
– The text could be held on up to 4 devices, such as
laptops, tablets and smartphones
– Ability to make notes and annotate
10. Experiences with ebooks
• Students initially slow to download – needed several reminders!
• Some initial teething problems:
– Availability of some texts
– Downloading
– Correct access for authorised groups of students
• But gained momentum: 53% of computing students and 67% of
bioscience students downloaded the texts
• Not a high proportion, but higher than the 18% of computing students
who collected the print text!!
11. Feedback
• Students liked the portability and ease of reference
• Also liked the ability to annotate and bookmark
• But still also liked print: each survey we have run since
the launch of NHE has indicated students prefer print!
12. Challenges?
• Students have not been previously exposed to ebooks in
this way – unaware of possibilities (its not like reading an
e-book via our catalogue!)
• Students dislike reading large amount of text on screen
• Communications – need to keep reminding students of
their availability and functionality
• Ensuring availability of title as e
• Persuading academic staff to adopt ebooks – they are
similarly very wedded to print!
13. Moving Forward
• We continued again with small ebook pilots in 2014-15
with new supplier Kortext with bioscience and business
students
• Final year students can also buy etextbooks with credit
from our online store
• Currently conducting an overall review of No Hidden
Extras in terms of value for money, impact on recruitment
and pedagogic value
• We hope to increase the proportion of ebooks offered for
2015-16
14. Lessons Learned?
• Identify requirements early
• Sell the benefits – to staff and students
• Identify courses and subjects where it adds maximum
value
• Communicate constantly
• Review the metrics to inform future projects
15. Further Information
Forster, S. 2014. E-textbooks at Coventry University: a pilot
project.
In: Woodward, H. (ed.) Ebooks in Education: Realising the
Vision. Pp. 125–129. London: Ubiquity Press.
DOI: http://dx.doi.org/10.5334/bal.n