We recently hosted a drinks and networking event for education professionals - and polled our guests on their expectations for the development of e-learning penetration. This is the summary output from that poll.
Cairneagle Education Insight - 7 Major Shifts for UK Education - June 2013Ian Koxvold
Our assessment of the seven major factors driving large changes in education practises: student devices, digital content, blended learning, realtime student-level assessment, "big data" analysis, interfunctional school systems and a tougher sell to schools.
The document summarizes strategies for leveraging technology in challenging budget times presented by Dr. Cable Green. It discusses:
1) Adopting cloud-based systems to reduce costs of licenses, hosting, help desks, and professional development.
2) Increasing the use of open educational resources and open textbooks to reduce costs for students and increase access to educational materials.
3) Implementing a strategic technology plan with five strategies including treating IT as a centrally funded service and increasing online student services and professional development.
When forced into a corner we do have options: I suggest we choose to be activ...Charles Darwin University
A presentation to the English Australia Ed Tech Symposium - Plenary Address.
Abstract: Those institutions that have pivoted rapidly from teaching face-to face to teaching fully online have learned many lessons over the last 18 months, both good and bad. But for some, this has been nothing new, instead it’s simply been business as usual. We have seen that those who fared better have well established frameworks in place to mediate their technology-enhanced learning offerings. That is, they have recognised processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within a number of quality tools, that are designed to provide institutions with clear guidelines as to what need to be in place to facilitate a robust and consistent approach to teaching with technology. Once present, it makes it easier to undertake online teaching that does more than just mimic face-to-face practice, providing a robust platform to allow innovative pedagogies to thrive. Typically, this means the online learning has, or can become far more, active, collaborative and authentic. This presentation with share some of the things that have been observed across the higher education sector over the last 18 moths that we can all learn from.
Pre K 12 Ndlw Power Point Elluminate Mondayvideoreg
Sponsored & Hosted by: Elluminate, Inc. (http://www.elluminate.com/)
This webinar will explore how the use of related information, communication, and educational technologies are being used to support and improve Pre K-12 / home school based learning and student achievement. Specific areas of interest may focus on professional development for trainers/educators, cooperative models for developing and distributing instructional materials, best practices around all aspects of blended learning, content management, reusable content, development tools, learning governance, intelligent tutors and other related topics.
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
The strategic technology plan outlines five strategies to leverage technology and reduce costs: 1) Create online teaching tools for anytime learning, 2) Create online student services, 3) Create lifelong learning for faculty/staff, 4) Use data to improve student success and efficiency, 5) Treat IT as a centrally funded service. It recommends centralizing systems, sharing resources, and treating technology as a baseline service. Implementing the plan could save millions and increase access for students through online learning and open educational resources.
A keynote presentation for the Online Teaching Pathways for Early-Career Criminologists & Sociologists
by University of Glasgow, Hong Kong University, U21.
Abstract: We have all had to pivot rapidly from teaching face-to face to teaching fully online and have learned many lessons along the way, in a particularly short space of time. In many cases, if our IT groups and vendors had not equally risen to the occasion this would not have been possible. However, what has been observed is that those who have fared better over these recent months have been those institutions with well-established frameworks in place to mediate their technology-enhanced learning (TEL). That is, they have recognised processes that define how they translate what is in policy, procedures and planning into practice with appropriate IT scaffolding. Such a framework can be found within a number of TEL quality tools, that are designed to provide an institution with clear guidelines as to what things need to be in place to facilitate a robust and consistent approach to teaching with technology. Once these things are in place it makes it possible to undertake online teaching that does more than just mimic face-to-face practice, but actually provide a the foundation for innovative pedagogies to thrive. One concept associated with this is the notion that students can be productive and typically, this means the TEL has, or can become far more, active, authentic and collaborative.
The document discusses strategies from a strategic technology plan to transform the community and technical college system in Washington state through leveraging technology. The five strategies include: creating online teaching and learning tools; creating a seamless online student services system; creating lifelong learning for faculty and staff; using data to drive improvement; and treating information technology as a centrally funded service. It also discusses recommendations around open educational resources, the role of bookstores in providing open textbooks, and legislation related to online learning.
Cairneagle Education Insight - 7 Major Shifts for UK Education - June 2013Ian Koxvold
Our assessment of the seven major factors driving large changes in education practises: student devices, digital content, blended learning, realtime student-level assessment, "big data" analysis, interfunctional school systems and a tougher sell to schools.
The document summarizes strategies for leveraging technology in challenging budget times presented by Dr. Cable Green. It discusses:
1) Adopting cloud-based systems to reduce costs of licenses, hosting, help desks, and professional development.
2) Increasing the use of open educational resources and open textbooks to reduce costs for students and increase access to educational materials.
3) Implementing a strategic technology plan with five strategies including treating IT as a centrally funded service and increasing online student services and professional development.
When forced into a corner we do have options: I suggest we choose to be activ...Charles Darwin University
A presentation to the English Australia Ed Tech Symposium - Plenary Address.
Abstract: Those institutions that have pivoted rapidly from teaching face-to face to teaching fully online have learned many lessons over the last 18 months, both good and bad. But for some, this has been nothing new, instead it’s simply been business as usual. We have seen that those who fared better have well established frameworks in place to mediate their technology-enhanced learning offerings. That is, they have recognised processes that define how they translate what they have in policy, procedures and planning into practice. Such a framework can be found within a number of quality tools, that are designed to provide institutions with clear guidelines as to what need to be in place to facilitate a robust and consistent approach to teaching with technology. Once present, it makes it easier to undertake online teaching that does more than just mimic face-to-face practice, providing a robust platform to allow innovative pedagogies to thrive. Typically, this means the online learning has, or can become far more, active, collaborative and authentic. This presentation with share some of the things that have been observed across the higher education sector over the last 18 moths that we can all learn from.
Pre K 12 Ndlw Power Point Elluminate Mondayvideoreg
Sponsored & Hosted by: Elluminate, Inc. (http://www.elluminate.com/)
This webinar will explore how the use of related information, communication, and educational technologies are being used to support and improve Pre K-12 / home school based learning and student achievement. Specific areas of interest may focus on professional development for trainers/educators, cooperative models for developing and distributing instructional materials, best practices around all aspects of blended learning, content management, reusable content, development tools, learning governance, intelligent tutors and other related topics.
To refresh our courses one first needs to pause and take stock
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. Moving forward, we see L&T using new and more engaging forms of technology, designed to help our students not just learn disciplinary skills, but to find new ways of engaging with their peers. Improvement is a deliberate act that involves planning and execution. We need to find the new tools and techniques to help us with our teaching. We will look at some possible affordances you can enjoy when you are ready to pause and take stock.
The strategic technology plan outlines five strategies to leverage technology and reduce costs: 1) Create online teaching tools for anytime learning, 2) Create online student services, 3) Create lifelong learning for faculty/staff, 4) Use data to improve student success and efficiency, 5) Treat IT as a centrally funded service. It recommends centralizing systems, sharing resources, and treating technology as a baseline service. Implementing the plan could save millions and increase access for students through online learning and open educational resources.
A keynote presentation for the Online Teaching Pathways for Early-Career Criminologists & Sociologists
by University of Glasgow, Hong Kong University, U21.
Abstract: We have all had to pivot rapidly from teaching face-to face to teaching fully online and have learned many lessons along the way, in a particularly short space of time. In many cases, if our IT groups and vendors had not equally risen to the occasion this would not have been possible. However, what has been observed is that those who have fared better over these recent months have been those institutions with well-established frameworks in place to mediate their technology-enhanced learning (TEL). That is, they have recognised processes that define how they translate what is in policy, procedures and planning into practice with appropriate IT scaffolding. Such a framework can be found within a number of TEL quality tools, that are designed to provide an institution with clear guidelines as to what things need to be in place to facilitate a robust and consistent approach to teaching with technology. Once these things are in place it makes it possible to undertake online teaching that does more than just mimic face-to-face practice, but actually provide a the foundation for innovative pedagogies to thrive. One concept associated with this is the notion that students can be productive and typically, this means the TEL has, or can become far more, active, authentic and collaborative.
The document discusses strategies from a strategic technology plan to transform the community and technical college system in Washington state through leveraging technology. The five strategies include: creating online teaching and learning tools; creating a seamless online student services system; creating lifelong learning for faculty and staff; using data to drive improvement; and treating information technology as a centrally funded service. It also discusses recommendations around open educational resources, the role of bookstores in providing open textbooks, and legislation related to online learning.
This presentation was provided by Teri Gallaway of LOUIS (The Louisiana Library Network) during a NISO Training Thursday, Discovery & Assessment of OER Materials, held on April 27, 2017
This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.
- The pandemic has caused Australian higher education to rapidly transition to online learning. While many institutions had robust online systems, the transition was not always elegant.
- The ways we teach and assess are changing, with a greater emphasis on active, authentic, and collaborative modes. This has required new online tools and techniques.
- Educational designers have played a key role in upskilling academic staff and helping them transition content online, but some designers report bearing the brunt of stressed academics' frustrations.
- Moving forward, it will be important to consolidate gains from increased online training while ensuring quality is not abandoned, and to identify opportunities for educational designers from their increased contributions.
Presentation material for International stakeholders related to e-learning and digital textbook in September, 2013.
- Memory of 2011 and 2013 in IMS LIA
- Smart on ICT Open Forum at Seoul from 2011-2012
- Standardization effort from Korea
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching and assessment. Therefore we have had to find new tools and techniques to help us with these new tasks online. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations
The document summarizes trends in online learning and discusses strategies for implementing successful online education programs. Key points include:
- Online learning in K-12 has grown rapidly in recent years and is expected to continue growing. Nearly 30% of higher ed students took an online course in 2009.
- Effective online courses require high-quality content, strong teacher-student interaction, proctored assessments, and support for struggling students. Student self-motivation and time management are important skills.
- Research on an online math course found no significant difference in performance between online and face-to-face students. Policymakers are encouraged to expand access to online learning options.
Disrupting Independent Study: Online Learning's Promise, Potential, and Pitfallsbbridges51
The document discusses several key issues regarding online learning:
1) Online course enrollment has grown rapidly in recent years at both the college and K-12 levels and is projected to continue growing substantially.
2) While online learning provides benefits like flexibility and access to courses, studies have found mixed results on student performance and completion rates in online K-12 courses compared to traditional courses.
3) It is important to evaluate the quality and standards of online course content, instructional design, assessments, and technology to ensure they effectively support student learning.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
With the ubiquitous nature of social media effecting all areas of society, how do we as academic researchers need to respond to this challenge to use social media to promote our practice. This presentation will provide some clues.
1) Open educational resources (OER) are teaching, learning, and research materials that are freely available or have been released under open licenses. Using and contributing to OER can help lower costs for students and increase access to education.
2) Adopting open textbooks for high-enrollment courses could save Washington state community college students over $7 million per year in textbook costs. Using open online courses from sources like MIT OpenCourseWare could increase access and completion rates.
3) Transitioning to OER requires a cultural shift toward sharing educational content as a public good. It means rethinking intellectual property and content as resources for benefiting all students rather than competitive advantages for institutions.
The document discusses the growth of online learning and its potential to disrupt traditional education models. It provides statistics showing large yearly increases in online course enrollment in higher education and K-12. While online learning is currently meeting the needs of "non-consumers", the document suggests it may soon compete for all students as quality and affordability improve. Standards for high-quality online courses are outlined to help educators evaluate options.
Digital education at Manchester Metropolitan University: responding to the gl...Jisc
A presentation from our joint building digital capability and digital experience insights community of practice event May 2021.
Presented by Professor Helen Laville, provost, Kingston University and Professor Mark Stubbs, assistant director, learning and research technologies (LRT), Manchester Metropolitan University.
How can technology help us meet the needs of a wider range of learners?Jisc
Chair: Julia Taylor, subject specialist (accessibility and inclusion), Jisc.
Speakers:
Mike Sharples, The Open University / FutureLearn
Mike Snowden, University of Huddersfield
One of the arguments often made for technology-enhanced learning is that it enables greater flexibility for learners and institutions, enabling learners to vary the mode, pace and place of their learning, and making it easier for non-traditional and geographically distributed students to participate and be supported. In order for this to happen, though, we need to explore new models of provision and delivery, making the most of what technology can offer.
In this workshop presenters from a range of HE providers will share how they design learning opportunities and support that is flexible enough to meet the needs of a wide range of students, and will consider the impact on providers and students.
Delegates will discuss how these insights can be applied in their own situations.
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
Presentation during Open Access Week celebrations at Wits University, Johannesburg, South Africa
Goal of the presentation: Address broader aspects of openness in higher education
Building a Learning Platform fit for 2017Lewis Carr
Most learning platforms still approach content like it's 2004 instead of being suited for today. Nano content, or small pieces of visual/interactive media mapped to learning outcomes, can better engage today's internet-savvy learners. Moodle is often used like a file dump instead of leveraging tools in Office 365/Google. The five rules of nano content are that it must be small, mapped to an outcome, demonstrate understanding, be reflective/social, and mobile-friendly. A new approach is needed to cultivate learner creativity using nano content on platforms like Moodle.
The document discusses the E-Learning Baseline at UCL, which outlines minimum expectations for e-learning provision across all taught programs and modules. It establishes baseline requirements for campus-based courses and additional Baseline+ requirements for wholly online courses. The baseline addresses orientation, accessibility, legal, and communication elements that should be included in Moodle courses. It can be used as a guide for online course design and implementation. Support is available to help instructors understand and apply the baseline standards to their courses.
Findings from the pilot of staff in UK higher educationJisc
The document summarizes findings from a pilot survey of teaching staff in UK further and higher education about their digital experiences. Some key findings include:
- College teachers reported lower access to resources like e-books and relied more on virtual learning environments for collaboration compared to university teachers.
- Students generally rated their institution's digital environment more positively than teachers at the same institutions.
- College teachers received more guidance on digital skills but university teachers reported wanting more time and support for digital innovation.
- Both college and university teachers expressed a need for more opportunities to develop digital skills as well as flexible support like mentors to help apply new skills.
The document discusses innovation in distance learning based on a study of opinions from experienced distance learning leaders around the world. It summarizes their responses to questions about the most significant innovations in distance learning from 1988-2008, factors affecting the level of innovation, and the greatest challenge facing distance learning over the next decade. The responses highlighted many technological innovations like the internet, learning management systems, and mobile learning. Non-technological innovations included shifts to more student-centered and collaborative learning models. Barriers to innovation included lack of institutional support and risk aversion. The biggest future challenge was identified as addressing language barriers.
How are students’ expectations and experiences of their digital environment c...Jisc
Speakers:
Sarah Knight, head of change - student experience, Jisc
Malcolm Murray, e-learning manager - computing and information services, Durham University
Candace Nolan-Grant, learning technology specialist, Durham University
Corinne Walker, learning resources manager, Oldham Sixth Form College
Student digital experience insights survey 2020: UK higher education (HE) sur...Jisc
The document summarizes findings from the 2020 Student Digital Experience Insights Survey conducted in UK higher education. Some key findings include: most students have laptops and smartphones to access learning materials; access to online resources and wifi is generally good but inconsistent; students report getting feedback on their work monthly but less frequent collaboration; and support for developing digital skills could be improved. The COVID-19 pandemic highlighted needs like more recorded lectures, laptop loans, and support for remote access. Overall it assessed the student digital experience and opportunities to improve digital learning, teaching, and skills support.
This presentation was provided by Teri Gallaway of LOUIS (The Louisiana Library Network) during a NISO Training Thursday, Discovery & Assessment of OER Materials, held on April 27, 2017
This document discusses the challenges teachers face when creating open educational resources (OERs). It notes that creating high-quality OERs requires a significant investment of teachers' time. While technology could help address this issue, it also introduces new constraints. The document proposes two approaches to reduce the time cost for teachers: developing time-saving technologies and using crowdsourcing approaches to engage learners in enriching OER content through activities like proposing alternative quiz questions.
- The pandemic has caused Australian higher education to rapidly transition to online learning. While many institutions had robust online systems, the transition was not always elegant.
- The ways we teach and assess are changing, with a greater emphasis on active, authentic, and collaborative modes. This has required new online tools and techniques.
- Educational designers have played a key role in upskilling academic staff and helping them transition content online, but some designers report bearing the brunt of stressed academics' frustrations.
- Moving forward, it will be important to consolidate gains from increased online training while ensuring quality is not abandoned, and to identify opportunities for educational designers from their increased contributions.
Presentation material for International stakeholders related to e-learning and digital textbook in September, 2013.
- Memory of 2011 and 2013 in IMS LIA
- Smart on ICT Open Forum at Seoul from 2011-2012
- Standardization effort from Korea
Our digital ecologies are changing because the way we are wanting to teach and examine is changing. We are seeing a much greater emphasis being placed on active, authentic and collaborative modes of teaching and assessment. Therefore we have had to find new tools and techniques to help us with these new tasks online. But the reasons to engage with these new tools needs to be based on sound pedagogical foundations
The document summarizes trends in online learning and discusses strategies for implementing successful online education programs. Key points include:
- Online learning in K-12 has grown rapidly in recent years and is expected to continue growing. Nearly 30% of higher ed students took an online course in 2009.
- Effective online courses require high-quality content, strong teacher-student interaction, proctored assessments, and support for struggling students. Student self-motivation and time management are important skills.
- Research on an online math course found no significant difference in performance between online and face-to-face students. Policymakers are encouraged to expand access to online learning options.
Disrupting Independent Study: Online Learning's Promise, Potential, and Pitfallsbbridges51
The document discusses several key issues regarding online learning:
1) Online course enrollment has grown rapidly in recent years at both the college and K-12 levels and is projected to continue growing substantially.
2) While online learning provides benefits like flexibility and access to courses, studies have found mixed results on student performance and completion rates in online K-12 courses compared to traditional courses.
3) It is important to evaluate the quality and standards of online course content, instructional design, assessments, and technology to ensure they effectively support student learning.
Presentation for the Open Education Week about the State of Open Education global and TU Delft on Monday 9th of March 2015 for the Open Education Week Seminar at TU Delft
With the ubiquitous nature of social media effecting all areas of society, how do we as academic researchers need to respond to this challenge to use social media to promote our practice. This presentation will provide some clues.
1) Open educational resources (OER) are teaching, learning, and research materials that are freely available or have been released under open licenses. Using and contributing to OER can help lower costs for students and increase access to education.
2) Adopting open textbooks for high-enrollment courses could save Washington state community college students over $7 million per year in textbook costs. Using open online courses from sources like MIT OpenCourseWare could increase access and completion rates.
3) Transitioning to OER requires a cultural shift toward sharing educational content as a public good. It means rethinking intellectual property and content as resources for benefiting all students rather than competitive advantages for institutions.
The document discusses the growth of online learning and its potential to disrupt traditional education models. It provides statistics showing large yearly increases in online course enrollment in higher education and K-12. While online learning is currently meeting the needs of "non-consumers", the document suggests it may soon compete for all students as quality and affordability improve. Standards for high-quality online courses are outlined to help educators evaluate options.
Digital education at Manchester Metropolitan University: responding to the gl...Jisc
A presentation from our joint building digital capability and digital experience insights community of practice event May 2021.
Presented by Professor Helen Laville, provost, Kingston University and Professor Mark Stubbs, assistant director, learning and research technologies (LRT), Manchester Metropolitan University.
How can technology help us meet the needs of a wider range of learners?Jisc
Chair: Julia Taylor, subject specialist (accessibility and inclusion), Jisc.
Speakers:
Mike Sharples, The Open University / FutureLearn
Mike Snowden, University of Huddersfield
One of the arguments often made for technology-enhanced learning is that it enables greater flexibility for learners and institutions, enabling learners to vary the mode, pace and place of their learning, and making it easier for non-traditional and geographically distributed students to participate and be supported. In order for this to happen, though, we need to explore new models of provision and delivery, making the most of what technology can offer.
In this workshop presenters from a range of HE providers will share how they design learning opportunities and support that is flexible enough to meet the needs of a wide range of students, and will consider the impact on providers and students.
Delegates will discuss how these insights can be applied in their own situations.
The document discusses licensing issues for TU Delft's MOOCs. It proposes that while course contents can be openly licensed, supporting the learning experience through services and teaching efforts is more difficult to license openly. It presents a model distinguishing between educational resources, services, and teaching efforts. It concludes contents can be shared openly, but licensing the learning experience is more complex, creating a paradox for reusability. The next steps are continuing the open mission while offering top MOOCs to new areas, maintaining high open standards, and combining MOOCs with open educational resources.
Presentation during Open Access Week celebrations at Wits University, Johannesburg, South Africa
Goal of the presentation: Address broader aspects of openness in higher education
Building a Learning Platform fit for 2017Lewis Carr
Most learning platforms still approach content like it's 2004 instead of being suited for today. Nano content, or small pieces of visual/interactive media mapped to learning outcomes, can better engage today's internet-savvy learners. Moodle is often used like a file dump instead of leveraging tools in Office 365/Google. The five rules of nano content are that it must be small, mapped to an outcome, demonstrate understanding, be reflective/social, and mobile-friendly. A new approach is needed to cultivate learner creativity using nano content on platforms like Moodle.
The document discusses the E-Learning Baseline at UCL, which outlines minimum expectations for e-learning provision across all taught programs and modules. It establishes baseline requirements for campus-based courses and additional Baseline+ requirements for wholly online courses. The baseline addresses orientation, accessibility, legal, and communication elements that should be included in Moodle courses. It can be used as a guide for online course design and implementation. Support is available to help instructors understand and apply the baseline standards to their courses.
Findings from the pilot of staff in UK higher educationJisc
The document summarizes findings from a pilot survey of teaching staff in UK further and higher education about their digital experiences. Some key findings include:
- College teachers reported lower access to resources like e-books and relied more on virtual learning environments for collaboration compared to university teachers.
- Students generally rated their institution's digital environment more positively than teachers at the same institutions.
- College teachers received more guidance on digital skills but university teachers reported wanting more time and support for digital innovation.
- Both college and university teachers expressed a need for more opportunities to develop digital skills as well as flexible support like mentors to help apply new skills.
The document discusses innovation in distance learning based on a study of opinions from experienced distance learning leaders around the world. It summarizes their responses to questions about the most significant innovations in distance learning from 1988-2008, factors affecting the level of innovation, and the greatest challenge facing distance learning over the next decade. The responses highlighted many technological innovations like the internet, learning management systems, and mobile learning. Non-technological innovations included shifts to more student-centered and collaborative learning models. Barriers to innovation included lack of institutional support and risk aversion. The biggest future challenge was identified as addressing language barriers.
How are students’ expectations and experiences of their digital environment c...Jisc
Speakers:
Sarah Knight, head of change - student experience, Jisc
Malcolm Murray, e-learning manager - computing and information services, Durham University
Candace Nolan-Grant, learning technology specialist, Durham University
Corinne Walker, learning resources manager, Oldham Sixth Form College
Student digital experience insights survey 2020: UK higher education (HE) sur...Jisc
The document summarizes findings from the 2020 Student Digital Experience Insights Survey conducted in UK higher education. Some key findings include: most students have laptops and smartphones to access learning materials; access to online resources and wifi is generally good but inconsistent; students report getting feedback on their work monthly but less frequent collaboration; and support for developing digital skills could be improved. The COVID-19 pandemic highlighted needs like more recorded lectures, laptop loans, and support for remote access. Overall it assessed the student digital experience and opportunities to improve digital learning, teaching, and skills support.
1) The document discusses a program called Stepping into Your Future that provides online test preparation courses in math and English to help students in California pass high school exit exams.
2) It describes the collaborative development process involving multiple colleges and organizations. Courses were piloted in 2007-2009 and have since expanded statewide.
3) Evaluation found the program increased student retention and pass rates on exit exams, with over 5,000 students enrolled in 2008. It provides a cost-effective way to deliver test preparation at scale statewide.
Define your pedagogical approach; Define your business model; Define (inter)national opportunities and threats; Define institutional opportunities and threats; Define student attractors and deterrents; Review your pedagogical model; Review your business model
1. A survey of over 37,000 students and 1,900 teachers across the UK found differences in digital experiences between further education (FE) colleges and higher education (HE) universities.
2. Teachers at FE colleges reported lower access to digital resources like e-books and lecture capture compared to university teachers.
3. Both students and teachers were more positive about their institution's digital environment than teachers, indicating teachers have a more critical view.
4. Digital teaching practices differed between sectors, with college teachers more likely to use live polls/quizzes and provide digital feedback.
The CLRN is a state-funded education technology service established in 1999 to review supplemental electronic learning resources in California. It has since expanded to reviewing full online courses and providing tools and events to support digital and blended learning. The CLRN uses a rigorous 8-step review process to evaluate courses based on alignment with state standards and best practices. It provides certified reviews to help identify high-quality online learning options for California students and teachers.
This document outlines the holistic approach to delivering student services for online learners at the Regents Online Campus Collaborative (ROCC), the 6th largest system of higher education in the US. It discusses ROCC's vision, mission, and enrollment data. It also identifies retention as the #1 challenge for online student services and proposes addressing the 60% online failure rate through 5 variables: course content, design, delivery, instruction, and participants. Finally, it outlines enhancements to online student services including orientation, faculty awareness, student involvement, and career services.
Developed for an Instructional Forum at Mountain View College, this presentation covers trends in eLearning, district initiatives, and campus efforts to support teaching and learning as a whole.
Technology (when strategically and practically applied) provides increased accessibility and quality to Higher Education. This presentation was made by USHE Assistant Commissioner and Chief Information Officer Dr. Steve Hess to the State Board of Regents October 29, 2010.
Ivy Tech Community College is looking to expand its online course offerings to support students and the state of Indiana. A SWOT analysis identified strengths in growing online student enrollment, as well as opportunities to provide workforce training. Challenges include the perceived lower quality of online education and developing a unique value proposition. The document recommends Ivy Tech further analyze how online learning aligns with its strategic plan to best serve students.
How are students’ expectations and experiences of their digital environment c...Jisc
Speakers:
Ruth Drysdale, senior co-design manager, Jisc
Natalie Norton, head of technology enhanced learning and digital literacies, University of Winchester
Universities and colleges are increasingly working in partnership with their students on the development of their digital environment. But do we really know how students are using technology and how are their expectations changing? In this workshop we will hear from staff and their students on how they are using the Jisc student and staff digital experience tracker to support the development of their digital student experience.
The document discusses the educational technology graduate programs at Boise State University. It provides an overview of the various degree and certificate programs offered, including online and hybrid options. It also shares data on student enrollment trends, revenue generated, and innovative learning opportunities provided to students. Challenges facing the programs are outlined as well as ways the department is linking research, policy, and practice through partnerships and studies.
A presentation sharing the findings from our 2020 student digital experience insights surveys together with an overview of our new questions for the 2020-21 surveys of students, teaching and professional services staff and researchers.
The session will offer opportunities for colleagues to share their experiences of how students are adapting to the changes bought about by the pandemic.
By Ruth Drysdale, senior consultant - data and digital capability, Jisc and Sarah Knight, head of data and digital capability, Jisc
K-12 Leadership Roundtable: Effective Use of Educational TechnologyBlackboard
The document discusses effective use of educational technology within an interconnected ecosystem. It describes educational technology as including more than just software and hardware, but as a combination of technology, human capital investments, and scalable processes. It outlines key elements of the educational technology ecosystem as people, processes, and technology, and how they relate to alignment, capacity, and delivery. It then describes nine effective practice areas that educational technology draws from in order to be successfully implemented within a district.
Learner digital experience insights survey 2020: UK further education (FE) su...Jisc
The document summarizes findings from Jisc's 2020 learner digital experience insights survey of UK further education. It outlines that most FE learners have smartphones and laptops to access learning remotely. It also discusses themes around learners' technology use, their organization's digital provision and support, how technology is used for learning, and developing digital skills. Key findings show areas of strong digital access for learners as well as gaps, such as inconsistent support from instructors and a need for more digital skills training. The COVID-19 pandemic highlighted additional needs like laptop loans and better remote systems access.
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1. Attendees of a Cairneagle education drinks event in August 2014 estimated that e-learning
penetration across all categories would double from c.20% now to c.40% in
three years’ time
(%)
100
90
80
70
60
50
40
30
20
10
0
Penetration of e-learning in each segment, now and in 2017
In the survey we defined e-learning
to comprise electronic self-study
content, webinars, MOOCs, practice
tools, electronic assessment, etc.
Primary Education Secondary Education ELT Vocational Education Higher Education Low value corp./
Source: Cairneagle e-Survey (n=24)
prof. training
High value corp./
prof. training
Now In 2017 Interquartile range of estimates
Cairneagle Education Drinks 28 August 2014 0
2. Lack of delivery & management skills and sector-wide inertia are seen as the
biggest constraints on higher e-learning penetration
Overall severity of constraints
Technology
quality
and maturity
Content
quality
Learner
appetite
No/small constraint
Medium constraint
Severe constraint / blocker
Source: Cairneagle e-Survey (n=24)
(Number of citations) Killer apps that will drive
mainstream adoption
Enduring constraints that will
hold back mainstream adoption
Primary • Gamification (x6)
• Monitoring tools (x3)
• Teacher inertia, politics (x7)
• Budget (x3)
• Infrastructure (x2)
Secondary
• Personalised learning and
diagnostics (x4)
• Accredited courses (x2)
• Teacher inertia, politics (x5)
• Budget (x4)
• Space in the curriculum (x3)
ELT • Audio/video apps (x4)
• Face-to-face video (x2)
• Development cost (x3)
• Teacher and publisher inertia (x4)
• Infrastructure (x2)
Vocational
• Video content and
simulations (x4)
• Assessment (x2)
• Quality and availability of content (x2)
• Suitability and recognition (x2)
• Cost
Higher Education
• MOOCs / 100% online
courses (x3)
• Affordability
• Inertia, lack of awareness (x3)
• Credibility (x2)
• Perception and quality of online delivery
compared to physical experience (x2)
Low value
corporate training
• Video (x3)
• Affordable blended learning
(x2)
• Dull content (x4)
• Time and access (x2)
High value
corporate training
• Business simulations (x2)
• Video
• Post-training communities
• Relevance and credibility (x4)
• Institutional inertia (x2)
Delivery and
management
skills
Cairneagle Education Drinks 28 August 2014 1