This study explored blending synchronous and asynchronous learning in an online graduate course about online learning environments. The 15-week course included weekly asynchronous discussions and synchronous video meetings. Student reflection papers collected throughout the course showed that synchronous meetings provided a stronger sense of connection but required more structure from the instructor. The findings suggest that as online courses incorporate more synchronous tools, designers need to balance structure and flexibility to support diverse student experiences and identities. Universities also need more flexible approaches to online learning beyond traditional models. Overall, the study provided lessons for designing blended online courses that combine asynchronous and synchronous activities.
This is a talk about activity systems analysis and its application for design research. This talk was prepared for students and faculty at Florida State University.
E-Learning Social Network Analysis for Social Awareness by Niki LambropoulosNiki Lambropoulos PhD
E-Learning Social Network Analysis for Social Awareness by Niki Lambropoulos
Presentation delivered at the Images of Virtuality Conference
Athens, 23-24 April, 2009
http://www.imagesofvirtuality.org/
OLC Research Summit - Part 2: Meet The DETA Research Tanya Joosten
SUMMIT
OLC Research Summit - Part 2: Meet The DETA Research Toolkit 2.0
Date: Tuesday, November 17th
Time: 3:30 PM to 4:15 PM
Conference Session: Concurrent Session 7
Session Modality: Virtual
Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee)
Track: Research, Evaluation, and Learning Analytics
Location: Zoom Room 1
Session Duration: 45min
Brief Abstract:
This session will spotlight The National Research Center for Distance Education and Technological Advancements (DETA) Research Toolkit, a resource to support research conducted at the course, program, institutional, or cross-institutional levels.
This is a talk about activity systems analysis and its application for design research. This talk was prepared for students and faculty at Florida State University.
E-Learning Social Network Analysis for Social Awareness by Niki LambropoulosNiki Lambropoulos PhD
E-Learning Social Network Analysis for Social Awareness by Niki Lambropoulos
Presentation delivered at the Images of Virtuality Conference
Athens, 23-24 April, 2009
http://www.imagesofvirtuality.org/
OLC Research Summit - Part 2: Meet The DETA Research Tanya Joosten
SUMMIT
OLC Research Summit - Part 2: Meet The DETA Research Toolkit 2.0
Date: Tuesday, November 17th
Time: 3:30 PM to 4:15 PM
Conference Session: Concurrent Session 7
Session Modality: Virtual
Lead Presenter: Tanya Joosten (National Research Center for Distance Education and Technological Advancements (DETA) and the University of Wisconsin-Milwaukee)
Track: Research, Evaluation, and Learning Analytics
Location: Zoom Room 1
Session Duration: 45min
Brief Abstract:
This session will spotlight The National Research Center for Distance Education and Technological Advancements (DETA) Research Toolkit, a resource to support research conducted at the course, program, institutional, or cross-institutional levels.
Do Doctoral Students Use an Online Network for Mentoring?Alana James
This is the first 6 months findings from a professor trying to implement an online social network for doctoral students that she mentors in education and business.
To a large extent, current tutorial dialogue systems lack the ability to gauge students’ level of mastery over the curriculum. Human tutors do gauge the level of knowledge and understanding of their tutees to some degree, although they are not very adept at diagnosing the causes of student errors.
We propose integrating a student model that evaluates the student’s understanding of curriculum elements into tutorial dialogue and that doing so can address these differences between human and simulated tutors.
Taking evidence-based professional learning conversations online: Implicatio...mddhani
Presented in one of the parallel sessions during the 15th International Conference on Education 2010 at Universiti Brunei Darussalam.
Presenter/courtesy of Michael Moroney, Lecturer, Universiti Brunei Darussalam.
Social Capital in Twitter Conversations among TeachersMartin Rehm
Social networking sites (SNS) provide a ready-made environment to acquire and share new information, while collaborating in social networks of diverse groups of people. This study focuses on the creation and distribution of social capital within SNS, such as Twitter. Social capital has been repeatedly proposed as a valuable theoretical concept to analyze SNS. Moreover, previous research has greatly contributed to our understanding of how individuals communicate via Twitter. Yet, past studies remained inconclusive about the precise role of social capital in SNS. Additionally, little is known about whether and how teachers use SNS (e.g. Twitter) to share and collect information. The present study addresses these shortcomings by providing empirical evidence from two hashtag conversations, namely #edchat and #edchatde. Both aim at teachers and cover the latest trends and developments in the field of (new) media in teaching and learning processes. We collected longitudinal ego-network data from 22.05. – 06.11.2014, yielding more than 144,000 Tweets from about 52,000 Twitter users. Building upon the work of Tsai and Goshal (1998), who acknowledged social network analysis as a valuable tool to assess (aspects of) of social capital, we determined egos’ betweenness and closeness centrality measures. Moreover, we also determined their hub and authority scores (Kleinberg, Kumar, Raghavan, Rajagopalan, & Tomkins, 1999), as well as brokerage roles (De Nooy, Mrvar, & Batagelj, 2011). Finally, we also assessed the existence and relevance of structural holes (e.g. Burt, 2009) in the emerging network structures of the hashtag conversations. The results show that there are overarching similarities among the Twitter conversations on how social capital is created and distributed. However, we also revealed decisive differences with respect to brokerage roles, as well as hub and authority scores. Based on these findings we will formulate recommendations for future studies, as well as discuss preliminary implications for practitioners.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
Do Doctoral Students Use an Online Network for Mentoring?Alana James
This is the first 6 months findings from a professor trying to implement an online social network for doctoral students that she mentors in education and business.
To a large extent, current tutorial dialogue systems lack the ability to gauge students’ level of mastery over the curriculum. Human tutors do gauge the level of knowledge and understanding of their tutees to some degree, although they are not very adept at diagnosing the causes of student errors.
We propose integrating a student model that evaluates the student’s understanding of curriculum elements into tutorial dialogue and that doing so can address these differences between human and simulated tutors.
Taking evidence-based professional learning conversations online: Implicatio...mddhani
Presented in one of the parallel sessions during the 15th International Conference on Education 2010 at Universiti Brunei Darussalam.
Presenter/courtesy of Michael Moroney, Lecturer, Universiti Brunei Darussalam.
Social Capital in Twitter Conversations among TeachersMartin Rehm
Social networking sites (SNS) provide a ready-made environment to acquire and share new information, while collaborating in social networks of diverse groups of people. This study focuses on the creation and distribution of social capital within SNS, such as Twitter. Social capital has been repeatedly proposed as a valuable theoretical concept to analyze SNS. Moreover, previous research has greatly contributed to our understanding of how individuals communicate via Twitter. Yet, past studies remained inconclusive about the precise role of social capital in SNS. Additionally, little is known about whether and how teachers use SNS (e.g. Twitter) to share and collect information. The present study addresses these shortcomings by providing empirical evidence from two hashtag conversations, namely #edchat and #edchatde. Both aim at teachers and cover the latest trends and developments in the field of (new) media in teaching and learning processes. We collected longitudinal ego-network data from 22.05. – 06.11.2014, yielding more than 144,000 Tweets from about 52,000 Twitter users. Building upon the work of Tsai and Goshal (1998), who acknowledged social network analysis as a valuable tool to assess (aspects of) of social capital, we determined egos’ betweenness and closeness centrality measures. Moreover, we also determined their hub and authority scores (Kleinberg, Kumar, Raghavan, Rajagopalan, & Tomkins, 1999), as well as brokerage roles (De Nooy, Mrvar, & Batagelj, 2011). Finally, we also assessed the existence and relevance of structural holes (e.g. Burt, 2009) in the emerging network structures of the hashtag conversations. The results show that there are overarching similarities among the Twitter conversations on how social capital is created and distributed. However, we also revealed decisive differences with respect to brokerage roles, as well as hub and authority scores. Based on these findings we will formulate recommendations for future studies, as well as discuss preliminary implications for practitioners.
2022_01_21 «Teaching Computing in School: Is research reaching classroom prac...eMadrid network
2022_01_21 «Teaching Computing in School: Is research reaching classroom practice?». Sue Sentance, director of the Raspberry Pi Computing Education Research Centre, University of Cambridge
myDragonNet & Learning Platforms Part 2/2jahardman
An introduction to the myDragonNet Learning Platform one schools answer to a crucial issue facing schools today: how do they build and maintain a electronic Learning Platform that will help them carry out their educational mission. In this half of the presentation we explore the myDragonNet system and explore what it does for all members of a learning community.
intro to online tools for teaching and learning.pdfssuser906a9b
A Teacher is responsible for preparing lesson plans and educating students at all levels.
Teachers must be able to instruct in a variety of subjects and reach students with engaging lesson plans.
We must be study each and every topics in syllabus
We must see videos of various experts for each topic from all units.
Preparation of subject mapping
Ways to use online courses & the web in education and communication; an overview by O'Connor in 2006 (to Moscow State University via a virtual conference)
Inclusive learning design for Online LearnersRichardM_Walker
This talk reflects on the key lessons learned from the University of York’s teaching experience during the pandemic, addressing flexible design and delivery of teaching to support the needs of a fragmented student, located on campus and off site / overseas across different time zones.
It recounts how we have refreshed our inclusive learning strategies in the light of the pivot to online learning delivery.
Blended learning strategies vary according to the discipline, the year level, student characteristics and learning outcomes, and have a student-centred approach to the learning design. Blended learning can increase access and flexibility for learners, increase level of active learning, and achieve better student experiences and outcomes.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
2. Resources You can Access
Related to this research
Yamagata-Lynch, L. C. (2014). Blending Online
Asynchronous and Synchronous Learning. The
International Review of Research in Open and
Distance Learning, 15(2), 189-212.
OIT Faculty Spotlight (2014). Retrieved October 8,
2014, from
https://oit.utk.edu/instructional/spotlight/Pages/d
efault.aspx
Video_LiveOnline@UT. (2014). Retrieved from
http://www.youtube.com/watch?v=TaImS3zKMtI
&feature=youtube_gdata_player
4. Purpose
Explore how synchronous online learning can
complement asynchronous learning in higher
education settings introducing a study about a
15-week online graduate level course
How can the designer/instructor optimize
learning experiences for students who are
studying about online learning environments in a
blended online course relying on both
synchronous and asynchronous technologies?
The course itself was on Online Learning
Environments so I had to practice what I preach
5. Current Trends in Online
Learning
Discussion on pedagogically sound blended online
course design that provides an account beyond
the shortfalls of text-based chat and take
advantage of video conferencing synchronous
communications is a timely topic.
Most conversations are about asynchronous tools
such as Palloff and Pratt (2007), Gayol (2010), and
Garrison and Cleveland-Innes (2005)
Synchronous chat communications introduced as
an optional means to engage students in
discussions; however, there often is a caveat that
synchronous chats are likely to be ineffective
(Hrastinski, 2010, Johnson, 2006; Petty & Farinde,
2013).
6. Discussions on Synchronous
Online Learning
While engaged in synchronous learning when
compared to asynchronous learning participants:
(a) find a stable means of communication, (b)
tend to stay on task, (c) feel a larger sense of
participation, and (d) tend to experience better
task/course completion rates (Chen & You, 2007;
Hrastinski, 2010).
7. Design Decisions
Rely on university supported online instructional
delivery technologies and design course within
the Learning Management System—Blackboard
Discussion Boards and Blackboard Collaborate
Course will be designed 100% online with 50%
asynchronous discussions and 50% synchronous
meetings
8. Typical Week
Based on Course Delivery
Format
Asynchronous discussions on topic and readings
E.g. Topic: Understanding Online Learners—Readings
focused on who are online learners and what barriers
they often encounter; Asynchronous activity involved
participants investigating details regarding induction
programs ranked in US News & World Report and share
what they find common to or not common to readings
Synchronously during class hours after completion
of asynchronous activities
E.g. Summery of readings and asynchronous activities
by instructor, participant breakout team activity
designing 1-day online induction program, present
breakout team progress, whole group discussion, and
participant Q&A with instructor
10. Methodological Stance
Self-study as the instructor/designer of a course
concerned with making private privileged
teaching knowledge public through rigorous and
systematic qualitative research methods
(Loughran, 2007)
As the designer and researcher took a
development research approach (Brown, 1992,
The Design-Based Researcher Collective, 2003)
11. Self-Study Design Question
How can I as the designer/instructor design and
implement a learning environment relying on
both synchronous and asynchronous
technologies for participants to take an active
role in a 15-week course about Online Learning
Environments?
First time I designed and implemented a 100% online
course equally relying on both asynchronous and
synchronous technologies, so I was struck by this
simple question.
12. Methodology
Acted as a participant observer (Glesne, 2011) and
took a critical role in the course design and
instruction
Primary data--student reflection papers collected
at three different times during the semester.
I tested the guiding framework for the reflection
paper in a different study (Yamagata-Lynch, Click,
& Smaldino, 2013) where we relied on activity
systems analysis (Engeström, 1987)
All students enrolled in the course completed
assignment, but for the purpose of this study I had
voluntary permission from 8 out of a total 13
students.
13. Participant Reflections guided
by Activity Systems Analysis
Followed methods introduced by Yamagata-Lynch,
Click, and Smaldino (2013)
Participants submitted guided reflections at
beginning, middle, and end of the course
Assignment detail at:
http://it532.lisayamagatalynch.net/632_online_learner_s
elf_reflction_guide_rubric.docx?attredirects=0
Also reviewed anonymous participant course
evaluations
Engaged in thematic analysis of all text based
data
15. Design Lessons
Participants come to online courses with varied
participatory learning experiences, and need
time to find a new identity as an online learner
Many students assume online learning is
asynchronous learning passive self-paced learning
They needed activities to develop an identity
through asynchronous and synchronous interactions
to find who they are as an online learner
16. Design Lessons
Synchronous delivery modes can provide a
stronger sense of connection among
participants, and a blended online synchronous
and asynchronous course can strengthen social
presence.
Spontaneous environment
Cannot be passive
Experience a variety of communication
Felt stronger connection to others
17. Design Lessons
Participant experiences are greatly affected by
the designer/instructor's ability to bring a sense of
cohesion and structure in the synchronous
learning environments.
Tension between structure and flexibility
Meeting tools
Ground rules
Knowing where the course is heading
Autonomy of not being tied to a campus location
19. Course Design Level
As the number of online courses relying on synchronous
technologies rises in the future, the nature of the tension
between structure and flexibility may evolve
What we know now from past and current research
may no longer be the status quo and online learning
environment scholars need to be willing to
conceptually change their understanding related to
synchronous online learning
Need to identify when and how much structure within a
flexible system is appropriate for their participants
based on who the participants are, the course
schedule, the content, and the affordances of the
synchronous communication technologies
20. Program Design Level
Using the sole perspective of a brick and
mortar institution as the primary vantage point
for addressing future developments in online
learning limits the potential transformation that
it can bring to instructor and student
experiences within universities
21. Future Questions
How can higher education institutions provide
meaningfully structured learning experiences within
flexible online learning spaces, while not being
burdened by their historical highly structured brick
and mortar infrastructure?
How can faculty and university support staff work
together to transform faculty into designers of
online courses and share their experiences in a
scholarly manner?
How can both course and program level design
lessons that are discovered through developmental
research and self-studies be shared as design
knowledge based on precedents?