A presentation given to the Western Sydney Institute of TAFE as part of an exchange of ideas about blended learning and designing accessible learning resources to enhance student learning.
E learning perspectives - Rhodes University, Dept of Information SystemsBrenda Mallinson
eLearning Perspectives
Invited presentation to the Virtual Collaboration Honours group
Dept of Information Systems, Rhodes University
Module convener: Chris Upfold
Orientation to Grad Studies trends in teaching Power Point 2010 .hwrightHermetta Wright
The document discusses three trends impacting teaching and training: collaborative learning, technology-powered learning, and blended learning. Collaborative learning involves sharing information and connecting with others using social media and networks. Technology-powered learning utilizes interactive tools like Skype and Google Maps to engage students. Blended learning combines online and traditional classroom methods into a hybrid learning process. The trends are shown to increase student engagement, foster independent learning skills, and leverage flexible social platforms to provide alternatives to traditional classrooms.
This document discusses improving K-12 online teacher professional development through stronger linkages between research, policy, and practice. It provides examples from Florida, Michigan, and Idaho of universities partnering with state departments of education and virtual schools to conduct research, influence policy, and enhance pre-service and in-service training programs. By integrating findings from studies, endorsements, and standards into degree programs, these states have become national leaders in online education.
The Transnational Online Pivot: A Case Study Exploring Online Delivery in ChinaMarieke Guy
This document summarizes a case study exploring the transition to online delivery of teaching content in China due to the COVID-19 pandemic. Academics from the Royal Agricultural University normally travel to China to teach students in-person, but had to shift to delivering pre-recorded lectures and holding interactive Zoom sessions. While online teaching can overcome geographical barriers, it also presents challenges like language differences and student engagement. Feedback from students indicated interactive sessions worked best when broken into shorter segments. Academics found recording lectures technically straightforward but time-consuming and felt isolated from students. Mixed methods were argued to provide multiple views for understanding the student experience in this transnational online environment.
Building a professional digital identity 2018 v2Nic Fair
This document provides guidance on building a professional digital identity. It discusses using social media like LinkedIn, Academia.edu and Twitter to connect with colleagues, showcase work, and build networks. It recommends developing a consistent online presence across platforms, growing networks by connecting with relevant individuals and groups, and managing networks by contributing valuable content and responding promptly. Maintaining an active digital identity can help academics with impact, public engagement, new research methods, and remaining relevant in a changing higher education landscape. The document also addresses benefits for teachers, like enabling blended learning and developing student digital literacies.
Different Blended Learning Models for Online and Classroom IntegrationJosh Bersin
Josh Bersin is the founder of Bersin by Deloitte and has over 25 years of experience in e-learning. He frequently writes about trends in human resources and business training. In his 2004 publication The Blended Learning Book, he outlined techniques for combining traditional training with online learning. Blended learning combines face-to-face instruction with online exercises and allows students flexibility in pace and location. There are four models of blended learning that vary in how online and in-person activities are structured, such as the Flex Model which emphasizes online customization or the Enriched Virtual model which has required periodic in-person sessions.
This document summarizes perspectives from multiple faculty learning communities (FLCs) on blended course development. The FLCs focused on collaboratively designing blended courses, creating an online resource for blended course design, and showcasing the impact of professional development and support for faculty engaging in blended learning. Various approaches to blended learning were discussed, including the use of Blackboard, videos, Google tools, and synchronous online sessions. Support for blended learning included programs from the Center for Teaching Excellence and the Office of Continuing and Professional Education.
American Holocaust Organization Conference(fin)Hedrick Ellis
Facing History and Ourselves has expanded Holocaust education through online learning over the past 20 years. They launched their website in the 1990s and now have over 1.2 million annual visitors from 200+ countries. Their online offerings now include courses, workshops, webinars, and blended learning. Evaluation shows their online courses are as rigorous as face-to-face seminars. Facing History utilizes various technologies and digital tools to engage students and improve teaching, such as online mind mapping, interactive posters, video conferences, and student podcasting and media projects. Their goal is to effectively transfer best practices from in-person professional development to online learning.
E learning perspectives - Rhodes University, Dept of Information SystemsBrenda Mallinson
eLearning Perspectives
Invited presentation to the Virtual Collaboration Honours group
Dept of Information Systems, Rhodes University
Module convener: Chris Upfold
Orientation to Grad Studies trends in teaching Power Point 2010 .hwrightHermetta Wright
The document discusses three trends impacting teaching and training: collaborative learning, technology-powered learning, and blended learning. Collaborative learning involves sharing information and connecting with others using social media and networks. Technology-powered learning utilizes interactive tools like Skype and Google Maps to engage students. Blended learning combines online and traditional classroom methods into a hybrid learning process. The trends are shown to increase student engagement, foster independent learning skills, and leverage flexible social platforms to provide alternatives to traditional classrooms.
This document discusses improving K-12 online teacher professional development through stronger linkages between research, policy, and practice. It provides examples from Florida, Michigan, and Idaho of universities partnering with state departments of education and virtual schools to conduct research, influence policy, and enhance pre-service and in-service training programs. By integrating findings from studies, endorsements, and standards into degree programs, these states have become national leaders in online education.
The Transnational Online Pivot: A Case Study Exploring Online Delivery in ChinaMarieke Guy
This document summarizes a case study exploring the transition to online delivery of teaching content in China due to the COVID-19 pandemic. Academics from the Royal Agricultural University normally travel to China to teach students in-person, but had to shift to delivering pre-recorded lectures and holding interactive Zoom sessions. While online teaching can overcome geographical barriers, it also presents challenges like language differences and student engagement. Feedback from students indicated interactive sessions worked best when broken into shorter segments. Academics found recording lectures technically straightforward but time-consuming and felt isolated from students. Mixed methods were argued to provide multiple views for understanding the student experience in this transnational online environment.
Building a professional digital identity 2018 v2Nic Fair
This document provides guidance on building a professional digital identity. It discusses using social media like LinkedIn, Academia.edu and Twitter to connect with colleagues, showcase work, and build networks. It recommends developing a consistent online presence across platforms, growing networks by connecting with relevant individuals and groups, and managing networks by contributing valuable content and responding promptly. Maintaining an active digital identity can help academics with impact, public engagement, new research methods, and remaining relevant in a changing higher education landscape. The document also addresses benefits for teachers, like enabling blended learning and developing student digital literacies.
Different Blended Learning Models for Online and Classroom IntegrationJosh Bersin
Josh Bersin is the founder of Bersin by Deloitte and has over 25 years of experience in e-learning. He frequently writes about trends in human resources and business training. In his 2004 publication The Blended Learning Book, he outlined techniques for combining traditional training with online learning. Blended learning combines face-to-face instruction with online exercises and allows students flexibility in pace and location. There are four models of blended learning that vary in how online and in-person activities are structured, such as the Flex Model which emphasizes online customization or the Enriched Virtual model which has required periodic in-person sessions.
This document summarizes perspectives from multiple faculty learning communities (FLCs) on blended course development. The FLCs focused on collaboratively designing blended courses, creating an online resource for blended course design, and showcasing the impact of professional development and support for faculty engaging in blended learning. Various approaches to blended learning were discussed, including the use of Blackboard, videos, Google tools, and synchronous online sessions. Support for blended learning included programs from the Center for Teaching Excellence and the Office of Continuing and Professional Education.
American Holocaust Organization Conference(fin)Hedrick Ellis
Facing History and Ourselves has expanded Holocaust education through online learning over the past 20 years. They launched their website in the 1990s and now have over 1.2 million annual visitors from 200+ countries. Their online offerings now include courses, workshops, webinars, and blended learning. Evaluation shows their online courses are as rigorous as face-to-face seminars. Facing History utilizes various technologies and digital tools to engage students and improve teaching, such as online mind mapping, interactive posters, video conferences, and student podcasting and media projects. Their goal is to effectively transfer best practices from in-person professional development to online learning.
The document discusses accessibility issues with open educational resources (OERs) and provides guidance on designing OERs to be more inclusive of students with disabilities. It notes that accessibility is often an afterthought in OER design and that resources are difficult to locate. The document recommends following guidelines like WCAG and UDL and using tools to test accessibility. It also provides examples of resources that are working to improve OER accessibility through reviews, libraries and repository tagging.
The MOOC in Review: Contributions to Teaching and LearningEDUCAUSE
Over the past year, the massive open online course (MOOC) has emerged as a significantly different course model. So, what we have learned about the MOOC and its potential to support learning? In this session I’ll review examples of how the MOOC is being utilized along with several related issues: implementation and deployment approaches; student success data; MOOC innovations; financial models; connections to traditional programs; and future developments. Resource list: http://tinyurl.com/elimooc
Collaborative Social Learning for Montreal #WWW2016Lisa Harris
This document describes a "Living and Working on the Web" module at the University of Southampton that uses collaborative social learning. The module involves personal blogging, interaction on Twitter, online feedback, and optional drop-in sessions. Students engage in peer learning through personal learning networks and digital capabilities. Assessment includes blog posts and reflections. Student feedback praised the innovative teaching style, online interaction, engagement, authenticity, and quick feedback. However, scaling the module poses challenges that peer assessment may help solve by enhancing the collaborative learning cycle, if implemented properly with training and clear criteria.
This document discusses trends in open education including rising demand for higher education, concerns about student debt and the perceived value of higher education, and the affordances of digital technologies. It outlines how digital copies and distribution are essentially free, changing business models for media like movies, music and textbooks. Open educational resources including open courseware and open textbooks are increasing in availability. Challenges of adopting open educational resources include lack of faculty knowledge, questions of quality and trust, and inflexible institutional processes. The document advocates for open policies that require publicly funded educational resources to be openly licensed to maximize dissemination, economic efficiency and social impact.
- Over 5.6 million students were taking at least one online course during the fall 2009 term, a 21% increase over the previous year, far exceeding the less than 2% growth of the overall student population. Nearly 30% of higher education students now take at least one online course.
- The document discusses incorporating service-learning opportunities into online courses through tools like discussion boards, videoconferencing, and social media. Examples of programs at various universities that do this are provided.
- Questions are asked about resources for setting up similar programs and a database of other institutions incorporating service-learning into online courses.
Integrating moocs into on-campus modules FLAN Exeter 2018Nic Fair
The document discusses integrating MOOCs into university modules and their impact on teaching, learning, and achievement. It finds that students report mainly positive learning experiences from the flexibility and interaction opportunities of MOOCs. Integration models that use MOOCs as part of the teaching process and provide face-to-face support have a positive impact on learning, while one model with no direct support saw slightly lower achievement. Overall, MOOCs can effectively support learning when integrated into modules and complemented by in-person activities.
National Teaching Fellowship - Communicating DigitallySue Beckingham
A short presentation on the value of communicating digitally and engaging in digital scholarship and dialogue.
Presented at the Sheffield Hallam University Leadership Group
This document summarizes research on faculty views of open education resources and online teaching. It introduces the researcher, Dr. M. Cleveland-Innes, and their background working on projects related to online and blended learning. The purpose of the research is to understand faculty perspectives in the current context of financial pressures and demands for new models of teaching and learning. While only half of Canadian faculty surveyed have taught online, most agree that online opportunities have changed their teaching. The research found awareness of open educational resources is high but more incentives are needed for faculty to move courses online. Next steps include workshops and publications to share results through 2015.
For the Solution Design Summit (SDS), a new program feature created for OLC Innovate 2016, small teams (e.g. 3-5 people) will submit a challenge from their respective organization and/or institution that requires a creative, multi-disciplinary approach. Selected teams will receive feedback on their SDS proposal, be invited to join the SDS workshop session at the start of the conference to network with peers and solicit feedback from experts, be provided an opportunity to “pitch” (i.e. 10 minute presentation) their ideas during the #OLCInnovate conference where participants can ask questions or give feedback, and share with the OLC community after Innovate 2016 concludes.
Integrating MOOCs into University ModulesLisa Harris
1) The document discusses integrating Massive Open Online Courses (MOOCs) into existing university modules to enhance student learning.
2) It describes a study where two MOOCs were integrated into an undergraduate module in real-time for exam revision. Student surveys found mixed results, but exam grades increased 3% on average.
3) Next steps include repeating the intervention on an online marketing module, having students engage with global learners in the integrated MOOC in real-time.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Chaim Shapiro has over 15 years of experience in higher education, currently serving as the Director of the Office for Student Success at Touro College. He specializes in career services, employer relations, assessment, and student counseling. As a recognized LinkedIn expert, he frequently presents on social media strategy and has consulted at various colleges and organizations. Shapiro also has experience in faculty roles, fundraising, and previously served as the Assistant Director of Career Services and Adjunct Faculty at Touro College.
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
This document discusses open education in health professional programs. It begins by outlining the driving forces for open education, including recommendations from educational organizations. Two models are described that can facilitate open education: constructivism and sociocultural theory. An example is provided of an undergraduate nursing program that used online problem-based learning. Students found benefits like accessibility and efficiency, while relationship development and visual cues were challenges. The document concludes with a call for examples from other programs and discussion of implementation strategies and new technologies.
A Hybrid Model to Teacher Certification - HollarCOHERE2012
This document summarizes a hybrid teacher certification program at Central Washington University. It has three main components: a two-week summer academy, a year-long internship with a mentor teacher, and online coursework. The program aims to fill needs for certified teachers in high-need areas and rural schools in Washington state. It employs an online and hybrid instructional model to provide an efficient, low-cost way for students to earn certification while completing internships in their home communities. However, the program faces drawbacks like a lack of face-to-face interaction and challenges assessing teacher dispositions online. Moving forward, the program aims to improve rigor and balance between its components to better prepare teacher candidates.
From CMS to Learning and Teaching: Trends in Digital Learning Content and Web 2.0 Integration presented at Sloan-C conference in Orlando, November 30, 2009, by Rob Abel, CEO, IMS Global Learning Consortium
30,000 iPads: A Licence to Thrill - 7th Wave ConferenceLynnae Rankine
The University of Western Sydney embarked on a strategy to blend all its programs in 2012. Within that it decided to provide all students and all staff with iPads. The magnitude and the speed of the iPad deployment provided huge challenges to all sections of the university, especially IT and learning and teaching. It also challenged the prevailing orthodoxy of on campus lectures and classes and central controlled application usage. This bold initiative has stretched people to the limit, fermented a creative environment and on most measures has gone surprisingly well. Learn of the how’s, the outcomes, as well as some of
the dramas along the way.
This document summarizes a presentation by four pre-service teachers at Red River College on infusing global and technology education into teacher education. It discusses how their program incorporates global education and technology standards, and examples of projects they have done to gain experience, including collaborating with a school in Texas, delivering professional development to northern Manitoba teachers, and presenting to instructors on using iPads. The presentation emphasizes the importance of these skills for new teachers to be globally competitive and able to infuse technology into any curriculum.
The document discusses accessibility issues with open educational resources (OERs) and provides guidance on designing OERs to be more inclusive of students with disabilities. It notes that accessibility is often an afterthought in OER design and that resources are difficult to locate. The document recommends following guidelines like WCAG and UDL and using tools to test accessibility. It also provides examples of resources that are working to improve OER accessibility through reviews, libraries and repository tagging.
The MOOC in Review: Contributions to Teaching and LearningEDUCAUSE
Over the past year, the massive open online course (MOOC) has emerged as a significantly different course model. So, what we have learned about the MOOC and its potential to support learning? In this session I’ll review examples of how the MOOC is being utilized along with several related issues: implementation and deployment approaches; student success data; MOOC innovations; financial models; connections to traditional programs; and future developments. Resource list: http://tinyurl.com/elimooc
Collaborative Social Learning for Montreal #WWW2016Lisa Harris
This document describes a "Living and Working on the Web" module at the University of Southampton that uses collaborative social learning. The module involves personal blogging, interaction on Twitter, online feedback, and optional drop-in sessions. Students engage in peer learning through personal learning networks and digital capabilities. Assessment includes blog posts and reflections. Student feedback praised the innovative teaching style, online interaction, engagement, authenticity, and quick feedback. However, scaling the module poses challenges that peer assessment may help solve by enhancing the collaborative learning cycle, if implemented properly with training and clear criteria.
This document discusses trends in open education including rising demand for higher education, concerns about student debt and the perceived value of higher education, and the affordances of digital technologies. It outlines how digital copies and distribution are essentially free, changing business models for media like movies, music and textbooks. Open educational resources including open courseware and open textbooks are increasing in availability. Challenges of adopting open educational resources include lack of faculty knowledge, questions of quality and trust, and inflexible institutional processes. The document advocates for open policies that require publicly funded educational resources to be openly licensed to maximize dissemination, economic efficiency and social impact.
- Over 5.6 million students were taking at least one online course during the fall 2009 term, a 21% increase over the previous year, far exceeding the less than 2% growth of the overall student population. Nearly 30% of higher education students now take at least one online course.
- The document discusses incorporating service-learning opportunities into online courses through tools like discussion boards, videoconferencing, and social media. Examples of programs at various universities that do this are provided.
- Questions are asked about resources for setting up similar programs and a database of other institutions incorporating service-learning into online courses.
Integrating moocs into on-campus modules FLAN Exeter 2018Nic Fair
The document discusses integrating MOOCs into university modules and their impact on teaching, learning, and achievement. It finds that students report mainly positive learning experiences from the flexibility and interaction opportunities of MOOCs. Integration models that use MOOCs as part of the teaching process and provide face-to-face support have a positive impact on learning, while one model with no direct support saw slightly lower achievement. Overall, MOOCs can effectively support learning when integrated into modules and complemented by in-person activities.
National Teaching Fellowship - Communicating DigitallySue Beckingham
A short presentation on the value of communicating digitally and engaging in digital scholarship and dialogue.
Presented at the Sheffield Hallam University Leadership Group
This document summarizes research on faculty views of open education resources and online teaching. It introduces the researcher, Dr. M. Cleveland-Innes, and their background working on projects related to online and blended learning. The purpose of the research is to understand faculty perspectives in the current context of financial pressures and demands for new models of teaching and learning. While only half of Canadian faculty surveyed have taught online, most agree that online opportunities have changed their teaching. The research found awareness of open educational resources is high but more incentives are needed for faculty to move courses online. Next steps include workshops and publications to share results through 2015.
For the Solution Design Summit (SDS), a new program feature created for OLC Innovate 2016, small teams (e.g. 3-5 people) will submit a challenge from their respective organization and/or institution that requires a creative, multi-disciplinary approach. Selected teams will receive feedback on their SDS proposal, be invited to join the SDS workshop session at the start of the conference to network with peers and solicit feedback from experts, be provided an opportunity to “pitch” (i.e. 10 minute presentation) their ideas during the #OLCInnovate conference where participants can ask questions or give feedback, and share with the OLC community after Innovate 2016 concludes.
Integrating MOOCs into University ModulesLisa Harris
1) The document discusses integrating Massive Open Online Courses (MOOCs) into existing university modules to enhance student learning.
2) It describes a study where two MOOCs were integrated into an undergraduate module in real-time for exam revision. Student surveys found mixed results, but exam grades increased 3% on average.
3) Next steps include repeating the intervention on an online marketing module, having students engage with global learners in the integrated MOOC in real-time.
From Jisc's student experience experts group meeting in Birmingham on 21 April 2016.
https://www.jisc.ac.uk/events/student-experience-experts-group-meeting-20-apr-2016
Chaim Shapiro has over 15 years of experience in higher education, currently serving as the Director of the Office for Student Success at Touro College. He specializes in career services, employer relations, assessment, and student counseling. As a recognized LinkedIn expert, he frequently presents on social media strategy and has consulted at various colleges and organizations. Shapiro also has experience in faculty roles, fundraising, and previously served as the Assistant Director of Career Services and Adjunct Faculty at Touro College.
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
This document discusses open education in health professional programs. It begins by outlining the driving forces for open education, including recommendations from educational organizations. Two models are described that can facilitate open education: constructivism and sociocultural theory. An example is provided of an undergraduate nursing program that used online problem-based learning. Students found benefits like accessibility and efficiency, while relationship development and visual cues were challenges. The document concludes with a call for examples from other programs and discussion of implementation strategies and new technologies.
A Hybrid Model to Teacher Certification - HollarCOHERE2012
This document summarizes a hybrid teacher certification program at Central Washington University. It has three main components: a two-week summer academy, a year-long internship with a mentor teacher, and online coursework. The program aims to fill needs for certified teachers in high-need areas and rural schools in Washington state. It employs an online and hybrid instructional model to provide an efficient, low-cost way for students to earn certification while completing internships in their home communities. However, the program faces drawbacks like a lack of face-to-face interaction and challenges assessing teacher dispositions online. Moving forward, the program aims to improve rigor and balance between its components to better prepare teacher candidates.
From CMS to Learning and Teaching: Trends in Digital Learning Content and Web 2.0 Integration presented at Sloan-C conference in Orlando, November 30, 2009, by Rob Abel, CEO, IMS Global Learning Consortium
30,000 iPads: A Licence to Thrill - 7th Wave ConferenceLynnae Rankine
The University of Western Sydney embarked on a strategy to blend all its programs in 2012. Within that it decided to provide all students and all staff with iPads. The magnitude and the speed of the iPad deployment provided huge challenges to all sections of the university, especially IT and learning and teaching. It also challenged the prevailing orthodoxy of on campus lectures and classes and central controlled application usage. This bold initiative has stretched people to the limit, fermented a creative environment and on most measures has gone surprisingly well. Learn of the how’s, the outcomes, as well as some of
the dramas along the way.
This document summarizes a presentation by four pre-service teachers at Red River College on infusing global and technology education into teacher education. It discusses how their program incorporates global education and technology standards, and examples of projects they have done to gain experience, including collaborating with a school in Texas, delivering professional development to northern Manitoba teachers, and presenting to instructors on using iPads. The presentation emphasizes the importance of these skills for new teachers to be globally competitive and able to infuse technology into any curriculum.
Online Teaching during Crises and Its Possible Impacts on Higher EducationQingjiang (Q. J.) Yao
Online teaching has been an auxiliary method in higher education for years, and its quality in comparison with traditional face-to-face teaching has been a long-time topic of scholarly examination and debate. This study aims at accessing the extent research about the comparison in qualities of online and face-to-face teachings, their practices in the ongoing pandemic period, and the possible impacts of the large-scale practice of online teaching during this COVID pandemic on higher education in the long run.
NACOL Blended Learning: The Convergence of Online and Face-to-Face Educationlhmiles2
This document discusses blended learning, which combines online and face-to-face education. Blended learning is likely to become the predominant teaching model as it utilizes the best aspects of both online and in-person instruction. The document provides examples of how some schools and programs are already implementing blended learning approaches and explores benefits such as engaging students, meeting individual needs, and using online content and curricula to supplement classroom teaching.
Models of Blended Learning Webinar_June2011Blackboard
This document discusses different models of blended learning and examples of their implementation. It begins by outlining the challenges districts face in meeting student demand for online learning. It then discusses two models of blended learning implemented at Deltona High School and Kamehameha Schools, focusing on their approaches, lessons learned, and next steps. These include integrating online curriculum, providing professional development for teachers, and expanding hybrid and online course offerings. The document concludes by providing contact information for people involved in these programs and resources for learning more about blended learning.
Final defense PhD powerpoint (Sample) Bindu Ranaut
The document summarizes a study that examines completion rates of developmental English, reading and math courses delivered online, blended or face-to-face at a South Florida community college. It provides background on the problem, reviews relevant literature on topics like community college students and developmental education, describes the research questions and methodology, and presents initial results from analyzing course completion data. The results show that of over 16,000 student records analyzed, most were enrolled in face-to-face courses, with some in blended and fewer in online. Statistical analysis using chi-square tests was conducted to compare completion rates across delivery methods for different courses.
Global Education Conference 2013 Presentationebrownorama
This document summarizes a presentation on infusing global and technology education into teacher education. It discusses introducing pre-service teachers to concepts like global education, project-based learning, the ISTE standards, and the Horizon Report. It provides examples of projects completed by the presenters, including collaborating with a school division to provide professional development to teachers, participating in a global youth debate, and presenting to other educators on using iPads. The goal is to prepare new teachers to incorporate global topics and technology into any curriculum and be competitive in their fields.
Distance technology, also known as distance education, allows formalized learning and teaching to occur remotely using electronic communication methods. Over 30% of all college students in the US are enrolled in some form of distance education, with rates increasing significantly in the past decade. Graduate students have the highest rates of online participation at 36%. Convenience, flexibility, and the ability to accelerate studies while maintaining career and personal obligations are common motivations for choosing distance education.
Learning Continuity: A Discussion with Susan Patrick, CEO of iNACOLBlackboard
Schools across the nation are preparing for the possibility that H1N1 will hit their student population, causing student and staff absences or quarantines. Forward-looking districts are planning now to ensure learning continuity not only for this pandemic, but for future extended student absences.
Using examples and models from online learning can provide a framework for learning continuity during student absences and potential flu dismissals.
Susan Patrick, CEO of the International Association for K-12 Online Learning, reviews short and long-term frameworks to help schools provide learning continuity through online learning. Susan has traveled the world identifying case studies for academic continuity and recently briefed the Department of Education on recommendations for uninterrupted student learning.
During her travels, Susan identified that schools widely regarded as excellent share the following practices:
• Train every teacher to teach online
• Offer online learning in 100% of secondary schools
• Provide all instructional materials digitally and online
• Use a learning management system accessed by every teacher and secondary school to deliver course materials and track student progress.
A Blackboard client, Briarcliff Manor School District, will also share how they will be using Blackboard to prepare for possible extended student absences.
A Synchronous Online Social Work PhD Program Educational Design And Student ...Rick Vogel
The authors evaluate a synchronous online PhD program in social work at Baylor University. They analyze student and faculty responses to the program's design and delivery. The program launched in 2013 using web-based virtual classrooms. The authors examine the program's development, design features, and conceptual frameworks guiding its structure and pedagogy. They analyze data from student course evaluations, focus groups, and faculty surveys to identify strengths and limitations across dimensions of the Community of Inquiry model, including teaching, cognitive, and social presence. The evaluations provide lessons for online PhD program design and delivery.
This document discusses blended learning and factors that contribute to student success in online courses. It notes that virtually all growth in college enrollment is occurring online. Key factors for online student success include having a strong academic self-concept, technology skills, communication skills, an internal locus of control, and self-directed learning abilities. Blended learning models are presented as allowing flexibility while providing structure through a mix of online and face-to-face interactions. The document provides tips for designing hybrid courses, including taking it easy, focusing on design over technology, using available resources, managing expectations, and anticipating problems.
In this paper, the author provides insights and lessons that can be learned from colleagues at American universities about their online education experiences. The literature review and previous studies of online educations gains are explored and summarized in this research. Emerging trends in online education are discussed in detail, and strategies to implement these trends are explained. The author provides several tools and strategies that enable universities to ensure the quality of online education. At the end of this research paper, the researcher provides examples from Arab universities who have successfully implemented online education and expanded their impact on the society. This research provides a strategy and a model that can be used by universities in the Middle East as a roadmap to implement online education in their regions.
The document discusses the University of Waikato's Mixed Media Pathway program, which uses blended learning for their Bachelor of Teaching degree. It describes how the program allows students to complete most of their studies online or at local schools rather than having to physically attend campus each day. The program was developed in response to teacher shortages and to provide more flexible options for students. While technology plays a role, relationships and support from peers, teachers, and staff are also important factors for student success. Blended learning provides benefits for both students and teaching staff by allowing more flexibility, but also poses challenges in workload management and student support.
Virtual Schools: Potential Solution for Equity and Quality Education for AllDina Ghobashy
In developing countries, public education systems, which enroll about 90 percent of all primary and 70 percent of all secondary students, face multiple challenges from overcrowded classrooms, lack of an incentives structure to shortage of qualified teachers and resources. These problems are expected to become more serious with the projected dramatic increase in the demand for schooling during the next decades. This presentation introduces virtual schools and the promise they hold in alleviating some of the current public education systems problems in achieving access and quality for all.
Strategic Planning for Blended eLearningSandra Wills
The document discusses an evolutionary approach to strategic planning for eLearning at the University of Wollongong. It provides context on the university's multiple campuses and partnerships. It notes that while most Australian universities have general IT and teaching & learning plans, only 11% have separate published plans for IT in teaching and learning. The rest have embedded e-learning strategies in more general documents. The strategic planning process at UOW involved consultation, implementation of a new learning management system, implementing the strategic plan, and evaluation. The plan aimed to increase blended and multi-location subjects and active collaborative learning experiences using e-learning technologies by 2010.
The physical classroom learning nowadays is no longer applicable for the current younger generations (Gen Y). Internet and distance learning which is generally known as online education plays a vital roles in the country’s education system. It is undeniable that online education provides ample of benefits to young learners. Nevertheless, there are also many negative implications from online education. Limited collaborative learning, increase in time and effort are the several negative implications from online education. This study examines the implications of online education among students especially in a private higher learning institution and its effect towards Malaysian national education system. Information has been collected through surveys, interviews and together with secondary data, and were analysed using SPSS. The studies found that there are various serious issues regarding online education and on its effect on the quality of Malaysian Education System to certain extend. Several problems have been identified and these issues have to be solved in order to sustain the quality of education for future generations. Furthermore, Ministry of Higher Education (MOHE) should formulate a standard policy, monitor closely the implementation of online education, evaluate and review the method used in teaching and upgrade to maintain the quality of online education in private higher education institution.
Similar to Blended Learning and Accessibility (20)
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Reimagining Your Library Space: How to Increase the Vibes in Your Library No ...Diana Rendina
Librarians are leading the way in creating future-ready citizens – now we need to update our spaces to match. In this session, attendees will get inspiration for transforming their library spaces. You’ll learn how to survey students and patrons, create a focus group, and use design thinking to brainstorm ideas for your space. We’ll discuss budget friendly ways to change your space as well as how to find funding. No matter where you’re at, you’ll find ideas for reimagining your space in this session.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
2. Who
are
Blended Learning Manager,
@Lynnae_
we? 15 years as an educational
technologist and leader in
higher education
l.rankine@uws.edu.au
Blended Learning Advisor
@GinaSalibaa
Teaching background in
secondary education; leads
teaching development in
blended and fully online at UWS
g.saliba@uws.edu.au
Blended Learning
Professional Developer
Teaching background in
TAFE; certified Blackboard
trainer, leads working party
on accessibility
t.bowring@uws.edu.au
8. Leveraging opportunities…
Fully F2F
(no online
components)
Completely online
(no F2F components)
Technology
enhanced
(no reduction in
F2F contact)
Mostly online
(some F2F
contact)
Blended
Adapted from: Graham, C., Woodfield, W., Harrison, J. (2013) A framework for institutional adoption and implementation of blended learning in higher education. The Internet and Higher Education. Vol 18, pp4-14.
11. Extending to fully online
• Opens up options for
students who cannot
access a UWS campus
including those in
GWS and those
beyond
• Provides programs for
those who prefer to
study online
13. Where are we headed?
• Creating a digital
learning environment
• Supported by engaging
on campus learning
events
• Offering collaborative
formal and social
learning spaces
17. Key considerations for accessibility
Legal
Requirement or
is it?
Cost
Monetary or Man Hrs
Reasonable
adjustment
Is for everyone
Universal Design
There are some
Simple Wins
Students are increasingly seeking to engage in learning when and where they choose and being supported by existing and emerging technologies for learning. Fully online units and courses offer flexibility in mode and place of study and typically involve a mix of synchronous and asynchronous online experiences. Online our students have informal and formal real time online discussions and presentations to foster interactive learning and social connections. There are structured and self-directed learning activities and assessments and students may be participating in simulations, discussions with industry professionals, engaging in interactive case studies, providing peer feedback and accessing interactive learning resources.
When students come to campus they will have active and vibrant learning experiences where they experiment, solve complex problems, discuss, collaborate and present virtually and in person. Their learning occurs in spaces and contexts designed to foster interactive learning.
Nearly 30,000 iPads have been provided to students and continuing staff making learning more accessible anywhere and anytime. In class student response systems using iPads and other mobile devices enable students to provide immediate feedback on their understanding of complex mathematical concepts and pose questions they would like discussed in class.
Students use mobile apps to demonstrate their answer to equations and teaching staff can provide re-usable demonstrations of solving equations and mathematical problems in a more lively manner than has previously been possible. Digital storytelling and screen casting apps are used to practice, review, annotate and listen to the approach being taken to solve an equation or problem. Students save worked through equations or submit as assessment tasks.
When students construct knowledge that is embedded in in practice, they can develop additional layers of meaning and ways to represent that meaning. Students engage in industry projects, work placements or community and workplace practice.
FYI: this image is of students using mobile devices to augment the reality of the community/business they are studying.
UWS is leveraging the opportunities provided by technologies to support learners, many of whom are digitally literate, frequent users of mobile devices, and seeking highly interactive, visual, immediate, and socially engaging learning. At UWS there is a strategic and systematic approach to combining times and modes of learning, integrating the best aspects of face-to-face and online interactions for each discipline, using appropriate ICTs. From 2012, every undergraduate unit is experiencing a curriculum transformation to design student focussed learning experiences that has a blend of these elements. UWS is progressing well with the institutional transformation and we are extending our approach to include fully online units and courses to provide greater access to university study.
We bought a lot of iPads. As of next year we will have 45,000 iPads in use for teaching and learning
Students were asking for it (surveys, feedback)
Students wanted flexibility
Students need the challenge of this approach to learning for future careers
Even fully online students
May want to use engaging, collaborative and exciting on campus spaces
Attend occasional workshops and learning events
Successful to UWS’ transformation to enriched learning has been the great staff and student communities willing to innovate and push the boundaries of what has been previously the norm, and a commitment to learning enhancement.
** Firstly, not every one of our students received an iPad. Only first year students when they enrolled did. **
Inclusiveness, providing educational opportunities for those that may otherwise not be able to
However in saying that, when we think about making our resources accessible we prefer to think of it as accessible for all not just those with disabilities and
prefer the use of the term ‘Universal Design’ which I’m sure many of you would already be familiar with
So, similar to how when a lift is added to a building to provide access for those with disabilities also being useful to able bodied people, adding accessibility options such as captions to videos can also be useful to everyone. I myself have participated in a MOOC that had an academic presenting content via lots of 5 to 10 minute talking head (thankfully captioned) videos. I found it much more productive to read the captions rather than watch the video. One minute to read or five minutes to watch the video.
So I guess the two main points are inclusiveness and if you make it accessible you end up making it more accessible for all
With 30 000 iPads now in the hands of our students as well as other tablets and smart phones etc its easy to get caught up in the wizardry. Doing an activity because you can or because it looks flash. But we should always look back at what we are trying to achieve, what are the learning outcomes that we are that we are trying to achieve and ask ourselves is this the best way to achieve them.
Most importantly that the pedagogy is the driver not the technology
We aim to present the content in multiple ways to ensure all learning styles are catered for
Some of our academics are now adding formative assessments very early in the unit to gauge level of understanding and possibly help determine if its the right course for their students. Can also identify key gaps that may need extra resources
We are seeing the use youTube and OER resources more and more. We find that these are much more effective when they have been contextualised and have activities built around them. The ones that have just been added to a page by themselves as they are tend to not be as effective.
Your video's don't need to be studio quality, in fact student feedback suggests that they would rather see a not so polished video created by their lecturer than a series of more high quality videos by someone they don't know
scaffolding literacy, essay writing, referencing, maths, PASS
consistency in sites, UWS has developed their own basic standards against which sites can be checked against
supports around technologies and tasks show exemplars
qilt
Blended Learning Technology toolkit
sunset tool
Legal Requirement or is it
When I was first asked to chair the accessibility working party I was of the belief that there was a legal requirement for the university and everyone else to make their web content W3C compliant. I’m sure many of you would have heard of the man who successfully sued the Olympic committee over accessibility of their website in 2000 when the Olympics where in Sydney. Then there’s a mountain of websites and documentation relating to accessibility such as
WCAG Web Content Accessibility Guidelines
DDA Disabilities Discrimination Act
NTA National Transition Strategy
AVCC Guidelines to students with disabilities
UWS DAP UWS Disability Action Plan
However when reading all these they don’t give a clear statement on legal requirements and send you on a never ending loop back and forth between each other. So as the chair of the committee I asked the UWS legal team to provide us with a definitive statement. They in turn employed the services of an external law firm who responded with a 15 page document.
Reasonable Adjustment
In short the response was that UWS will meet its legal obligations if it provides reasonable adjustments for students having issues with web accessibility or would be able to demonstrate that doing so would impose an ‘unreasonable hardship’ to UWS.
However the report did go on to suggest that UWS should be proactive in reviewing and working on its accessibility
Universal Design
Spoke about this on previous slide
Simple wins
If done at the time of creation a lot of this is not that hard to do and there are plenty of simple things you can do like alt tags, Structuring content with headings (for Html and word docs)
Retro fitting will obviously be harder so try to build accessibility planning into your content creation process
Cost
The major cost of accessibility be it monetary or man hours is the captioning of video and audio (don't rely on youTube). If you used a script in creating the video use it as the basis of your caption file or add it as a script file.