Presented by Jennifer Chesney, Associate Vice President, University Digital Strategy and Jonathan Schaeffer, Dean of the Faculty of Science, to the Canadian Bureau of International Education’s 47th Annual Conference, November 19th, 2013
University of Alberta Web Experience Survey ResultsJennifer Chesney
The University of Alberta web experience survey was distributed via targeted email lists and via the UAlberta homepage from February 3, 2011 through February 16, 2011.
Research was sponsored by Jennifer Chesney, Executive Director, University Web Strategy.
Survey management & data analysis provided by Learning Solutions, a unit of the Faculty of Extension, University of Alberta.
The Role of Digital Strategy in External PortfoliosJennifer Chesney
Jennifer Chesney discusses the role and power of digital strategy in external portfolios. She explains that digital strategy impacts more external stakeholders than any other method and owns digital strategy, not IT. Digital strategy at the University of Alberta focuses on goals like championing knowledge sharing and empowering innovation. It has resulted in growth including 9 million pageviews per month on the university website and increasing digital donations over time, especially from mobile. Chesney's vision is for all Canadian universities to have digital strategy in their external portfolios and to collaborate nationally and internationally on digital initiatives.
How University of Alberta professors can leverage social media...Jennifer Chesney
This document provides an overview of how University of Alberta professors can leverage social media. It begins by positioning social media as one of five key areas of the university's web strategy. It then provides guidelines for appropriate social media use and profiles the university's existing social media portfolio, including Facebook, Twitter, YouTube, Foursquare and blogs. The document concludes by offering suggestions for how professors can incorporate specific social media tools into their courses, such as using Facebook groups, Twitter for subject expertise, Foursquare for location-based activities, and wikis for collaborative projects.
Beyond OER: Robin DeRosa's Presentations for #RDRinYVRRobin DeRosa
This document discusses open education including open educational resources (OER), open pedagogy, and open access. It addresses how open education can help make college more affordable by reducing textbook costs, improve learning outcomes through the use of OER, and maximize the impact of research through open access publishing. Specific benefits discussed include increased course completion rates and grades when using OER. The document also defines open pedagogy as promoting accessible, learner-driven, connected, and public education. It advocates opening up to challenge barriers, center learners, facilitate connection, and share work.
Pedagogy in Public: Open Education for Transformational TeachingRobin DeRosa
This document discusses how adopting open education practices can benefit Seminole State College. Open education can help drive down costs for students, improve student success rates, increase engagement, and connect students to their fields. It can also reinvigorate faculty teaching and allow collaboration with other institutions. Adopting open educational resources (OER) like open textbooks instead of expensive commercial textbooks could save students hundreds of dollars per semester. Studies show students perform better and are less likely to drop or fail courses when using OER. The document advocates treating education as a learner-driven process through open pedagogy, emphasizing community and collaboration over content. It discusses using open licenses, digital tools like Domain of One's Own, and publishing student
This document discusses the evolution of virtual engagement strategies in college admissions due to the COVID-19 pandemic. It notes that the pandemic accelerated the transition to digital engagement that was already underway. A spectrum of virtual engagement strategies has emerged, including fully pre-recorded content, live events, and on-demand content. Moving forward, successful strategies will involve the right mix of live, simulated live, and on-demand content. Data and analytics will be important to determine what new strategies are most effective. While admissions remains personal, the how and when of connections is changing.
Equipping the researcher - patterns in the UK and USJisc
UK and US academic practices – Christine Wolff, Ithaka S+R and David Prosser, RLUK
Digital scholarship centres – Harriet Hemmassi, Brown University and Joan Lippincott, CNI
Software carpentry and software skills and practice – Neil Chue Hong, Software Sustainability Institute
Jisc and CNI conference, 6 July 2016
University of Alberta Web Experience Survey ResultsJennifer Chesney
The University of Alberta web experience survey was distributed via targeted email lists and via the UAlberta homepage from February 3, 2011 through February 16, 2011.
Research was sponsored by Jennifer Chesney, Executive Director, University Web Strategy.
Survey management & data analysis provided by Learning Solutions, a unit of the Faculty of Extension, University of Alberta.
The Role of Digital Strategy in External PortfoliosJennifer Chesney
Jennifer Chesney discusses the role and power of digital strategy in external portfolios. She explains that digital strategy impacts more external stakeholders than any other method and owns digital strategy, not IT. Digital strategy at the University of Alberta focuses on goals like championing knowledge sharing and empowering innovation. It has resulted in growth including 9 million pageviews per month on the university website and increasing digital donations over time, especially from mobile. Chesney's vision is for all Canadian universities to have digital strategy in their external portfolios and to collaborate nationally and internationally on digital initiatives.
How University of Alberta professors can leverage social media...Jennifer Chesney
This document provides an overview of how University of Alberta professors can leverage social media. It begins by positioning social media as one of five key areas of the university's web strategy. It then provides guidelines for appropriate social media use and profiles the university's existing social media portfolio, including Facebook, Twitter, YouTube, Foursquare and blogs. The document concludes by offering suggestions for how professors can incorporate specific social media tools into their courses, such as using Facebook groups, Twitter for subject expertise, Foursquare for location-based activities, and wikis for collaborative projects.
Beyond OER: Robin DeRosa's Presentations for #RDRinYVRRobin DeRosa
This document discusses open education including open educational resources (OER), open pedagogy, and open access. It addresses how open education can help make college more affordable by reducing textbook costs, improve learning outcomes through the use of OER, and maximize the impact of research through open access publishing. Specific benefits discussed include increased course completion rates and grades when using OER. The document also defines open pedagogy as promoting accessible, learner-driven, connected, and public education. It advocates opening up to challenge barriers, center learners, facilitate connection, and share work.
Pedagogy in Public: Open Education for Transformational TeachingRobin DeRosa
This document discusses how adopting open education practices can benefit Seminole State College. Open education can help drive down costs for students, improve student success rates, increase engagement, and connect students to their fields. It can also reinvigorate faculty teaching and allow collaboration with other institutions. Adopting open educational resources (OER) like open textbooks instead of expensive commercial textbooks could save students hundreds of dollars per semester. Studies show students perform better and are less likely to drop or fail courses when using OER. The document advocates treating education as a learner-driven process through open pedagogy, emphasizing community and collaboration over content. It discusses using open licenses, digital tools like Domain of One's Own, and publishing student
This document discusses the evolution of virtual engagement strategies in college admissions due to the COVID-19 pandemic. It notes that the pandemic accelerated the transition to digital engagement that was already underway. A spectrum of virtual engagement strategies has emerged, including fully pre-recorded content, live events, and on-demand content. Moving forward, successful strategies will involve the right mix of live, simulated live, and on-demand content. Data and analytics will be important to determine what new strategies are most effective. While admissions remains personal, the how and when of connections is changing.
Equipping the researcher - patterns in the UK and USJisc
UK and US academic practices – Christine Wolff, Ithaka S+R and David Prosser, RLUK
Digital scholarship centres – Harriet Hemmassi, Brown University and Joan Lippincott, CNI
Software carpentry and software skills and practice – Neil Chue Hong, Software Sustainability Institute
Jisc and CNI conference, 6 July 2016
This document discusses the potential for disruptive innovation in Christian higher education through affordable and accessible online education models. It outlines trends driving change, including the rise of online education, growth of global higher education, and consolidation among Christian universities. The document proposes a strategy for Christian universities to pursue a "dual transformation" toward online and campus models, and to partner together in a global online education platform that could provide accredited courses and degrees to millions of students worldwide at an affordable cost.
NITLE Shared Academics: An Open Discussion of the 2014 Horizon ReportNITLE
At a time of rapid, systemic change, decision-makers must be skilled at recognizing patterns that point to the future of higher education. Many resources exist that follow, describe, and analyze trends. One such resource is the NMC Horizon Report. The 2014 Higher Education Edition is a collaborative effort between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI). For more than a decade, the NMC Horizon Project has been researching emerging technologies with the potential to affect teaching, learning, research, creative inquiry, and information management. How might you use this research to make the best possible strategic decisions to ensure mission-driven integration of pedagogy and technology? These NMC Horizon Report slides were used during an discussion led by NITLE Senior Fellow Bryan Alexander in which participants reviewed the Horizon Report, identified local patterns that supported or contradicted the projections described, and evaluated their potential impact for individual programs or institutions.
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.
What Disruptive Innovation Means for ABHE Schools Presented at Association for Biblical Higher Education (ABHE) National Conference in Orlando FL, February, 23, 2018.
The Power of Open Educational ResourcesDavid Wiley
The document discusses the power of open educational resources (OER). It defines OER as educational materials that are freely accessible and allow users perpetual permissions to retain, reuse, revise, remix, and redistribute the resources. The document outlines how OER can improve affordability for students, increase student success rates, invigorate teaching practices, and be adopted at a large scale. Research studies are presented that show positive impacts of OER adoption including improved course completion rates, higher grades, and increased subsequent course enrollment. The potential for entire OER-based degree programs is also discussed.
Students as Contributors: Open Pedagogy & the Learner-Driven CourseRobin DeRosa
This document discusses open pedagogy and learner-driven courses. It notes that textbook prices place a large financial burden on many students and can negatively impact their academic performance. Open educational resources (OER) provide a freely accessible alternative to traditional textbooks. The document advocates for open pedagogy, which empowers students by giving them opportunities to contribute to openly licensed educational content and collaboratively build knowledge in a connected, public manner. When implemented, open pedagogy can help reduce barriers to education while making learning more student-centered and driven by learner needs and contributions.
NITLE Shared Academics: Examining IT and Library Service ConvergenceNITLE
Colleges and universities face a variety of pressures. Two pressure points are adjusting to the evolving landscape of higher education and using finite resources efficiently and effectively. Technology-enhanced “flipped” classrooms, the rise of digital scholarship, and a keener focus on assessment are examples of the former. Space, time, money, and staff expertise are examples of the latter. These pressures become even more pointed at smaller institutions. How have academic library and information technology organizations been contributing toward effective solutions? Some have embraced a path toward greater convergence of IT and library services. Has doing so enabled institutions to adjust sooner and more quickly to shifts in our higher education environment? Has it stimulated innovation? Has it helped eliminate duplicative effort?
NITLE Shared Academics seminar leader Terry Metz delves into these questions, explores why and how the work of technologists and librarians is growing more and more similar, and highlights some colleges that have aligned technology and library talent in more integrated ways. Examine the benefits and challenges of converging IT and library services and consider future implications.
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.
Open Education: Ownership, Access, & the Place of PedagogyRobin DeRosa
This document discusses open education and the benefits of open educational resources (OER) over traditional textbooks. It notes that many students struggle with the high costs of textbooks and that using OER can help improve student outcomes. Studies cited found that students who used OER performed better and had higher completion rates than those using traditional textbooks. The document advocates for "open pedagogy," which treats education as a learner-driven process involving community collaboration rather than a focus only on content. It discusses how open approaches can empower students and connect education to the wider public.
This document provides information about selecting quality electronic learning resources and reviewing online courses. It discusses the Selecting for Quality Learning Resource Network which reviews software, internet, video and online courses across six subject areas. It notes the importance of vetting educational resources and describes standards for online course content, instructional design, student assessment, technology, and course evaluation/support. The document recommends that teachers and students be prepared for virtual learning and that online courses be supplemented with face-to-face support as needed.
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.
Open Educational Practices: Serving Social Justice & Transforming PedagogyRajiv Jhangiani
This document provides an overview of open educational practices and resources. It discusses how the rising cost of higher education has made it inaccessible for many students and outlines strategies to promote the adoption of open educational resources as more affordable alternatives to traditional textbooks. The document presents data showing the cost savings and comparable or improved learning outcomes associated with open resources. It also highlights ways open pedagogy can enhance student learning through collaborative projects and developing digital and communication skills. Overall, the document advocates for open educational practices and resources as a means to increase access, affordability and student success in higher education.
Making a difference with technology-enhanced learning - Esther Barrett, Debbi...Jisc
Led by Esther Barrett, subject specialist - teaching, learning and assessment, Jisc.
With contributions from:
Debbie Baff, senior academic developer, Swansea University
Richard Speight, Digiskills Cymru Project Manager, Unison Cymru
There will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in Wales, Thursday 7 July 2016
This document discusses virtual communities of practice (VCoPs) as a means to engage faculty in the scholarship of teaching. It aims to understand what factors encourage faculty participation in VCoPs and address sustainability issues. The document outlines the benefits of VCoPs for collaboration, professional development, and building relationships. Key factors for successful VCoPs include motivated faculty champions, appropriate technology infrastructure, and a supportive academic culture. Examples of existing VCoPs are provided.
A Challenge to Web Accessibility Metrics and Guidelines: Putting People and P...David Sloan
Paper given at W4A 2012 conference (www.w4a.info), discussing the potential influence of British Standard 8878 and the use of learner analytics to support accessibility policy and activity in large organisations.
Putting the "Public" Back in Public Higher EdRobin DeRosa
The document discusses how adopting open education practices can benefit Keene State College. It argues that open education can help drive down college costs for students, improve student success metrics like course completion rates, increase student engagement, and connect students to their future fields. The document provides examples of how open textbooks and open educational resources have positively impacted other colleges in terms of student performance and perceptions of learning. It advocates for using open pedagogical approaches like collaborative and interactive learning materials to empower students and build connections between the college and the wider public. The document frames open education as a way to increase access, learner-driven experiences, and public collaboration, which can help strengthen public higher education.
Presentation to Quebec VPAs at BCI (Montreal) May 4 2018eCampusOntario
Presentation about the eCampusOntario structure and activities for Vice-Presidents Academic from Quebec universities, at BCI in Montreal on May 4, 2018.
Disruptive Innovation and the Lean Startup Workshop for CCCU COT ConferenceCity Vision University
This document summarizes a presentation about disruptive innovation and the lean startup methodology in higher education. It discusses how disruptive innovations like PCs and mobile phones created new markets by appealing to non-consumers. The presentation advocates adopting lean startup practices like iterative design and customer feedback to develop innovative new programs. It also recommends strategies like unbundling degrees into modular components and incorporating emerging technologies like adaptive learning and competency-based education. The goal is to make higher education more affordable and accessible to more of the global population.
This document summarizes an open online course called #creativeHE that took place from September to November 2015. The course was facilitated by Chrissi Nerantzi, Sandra Sinfield, Sue Watling, Norman Jackson and Nikos Fachantidis and aimed to help participants reflect on creative teaching and learning. Over the course of 8 weeks, participants engaged with topics like creativity in higher education, play and games, using story, and learning through making. The course utilized various online platforms and tools to foster engagement and sharing of ideas. Participation grew over the duration of the course from 41 members initially to over 100 by the end. The community continued collaborating online after the formal course ended.
This document provides an overview of the University of Glasgow's strategy for blended and online learning. It discusses the university's history and vision for placing teaching at the center. The strategy has several strands including engagement with MOOCs, investment in blended and online learning programs, technology enablement, development of physical learning spaces, and staff development. It also highlights strategic enablers like learning and teaching funds and awards that support a culture of innovation.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
This document discusses the potential for disruptive innovation in Christian higher education through affordable and accessible online education models. It outlines trends driving change, including the rise of online education, growth of global higher education, and consolidation among Christian universities. The document proposes a strategy for Christian universities to pursue a "dual transformation" toward online and campus models, and to partner together in a global online education platform that could provide accredited courses and degrees to millions of students worldwide at an affordable cost.
NITLE Shared Academics: An Open Discussion of the 2014 Horizon ReportNITLE
At a time of rapid, systemic change, decision-makers must be skilled at recognizing patterns that point to the future of higher education. Many resources exist that follow, describe, and analyze trends. One such resource is the NMC Horizon Report. The 2014 Higher Education Edition is a collaborative effort between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI). For more than a decade, the NMC Horizon Project has been researching emerging technologies with the potential to affect teaching, learning, research, creative inquiry, and information management. How might you use this research to make the best possible strategic decisions to ensure mission-driven integration of pedagogy and technology? These NMC Horizon Report slides were used during an discussion led by NITLE Senior Fellow Bryan Alexander in which participants reviewed the Horizon Report, identified local patterns that supported or contradicted the projections described, and evaluated their potential impact for individual programs or institutions.
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.
What Disruptive Innovation Means for ABHE Schools Presented at Association for Biblical Higher Education (ABHE) National Conference in Orlando FL, February, 23, 2018.
The Power of Open Educational ResourcesDavid Wiley
The document discusses the power of open educational resources (OER). It defines OER as educational materials that are freely accessible and allow users perpetual permissions to retain, reuse, revise, remix, and redistribute the resources. The document outlines how OER can improve affordability for students, increase student success rates, invigorate teaching practices, and be adopted at a large scale. Research studies are presented that show positive impacts of OER adoption including improved course completion rates, higher grades, and increased subsequent course enrollment. The potential for entire OER-based degree programs is also discussed.
Students as Contributors: Open Pedagogy & the Learner-Driven CourseRobin DeRosa
This document discusses open pedagogy and learner-driven courses. It notes that textbook prices place a large financial burden on many students and can negatively impact their academic performance. Open educational resources (OER) provide a freely accessible alternative to traditional textbooks. The document advocates for open pedagogy, which empowers students by giving them opportunities to contribute to openly licensed educational content and collaboratively build knowledge in a connected, public manner. When implemented, open pedagogy can help reduce barriers to education while making learning more student-centered and driven by learner needs and contributions.
NITLE Shared Academics: Examining IT and Library Service ConvergenceNITLE
Colleges and universities face a variety of pressures. Two pressure points are adjusting to the evolving landscape of higher education and using finite resources efficiently and effectively. Technology-enhanced “flipped” classrooms, the rise of digital scholarship, and a keener focus on assessment are examples of the former. Space, time, money, and staff expertise are examples of the latter. These pressures become even more pointed at smaller institutions. How have academic library and information technology organizations been contributing toward effective solutions? Some have embraced a path toward greater convergence of IT and library services. Has doing so enabled institutions to adjust sooner and more quickly to shifts in our higher education environment? Has it stimulated innovation? Has it helped eliminate duplicative effort?
NITLE Shared Academics seminar leader Terry Metz delves into these questions, explores why and how the work of technologists and librarians is growing more and more similar, and highlights some colleges that have aligned technology and library talent in more integrated ways. Examine the benefits and challenges of converging IT and library services and consider future implications.
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.
Open Education: Ownership, Access, & the Place of PedagogyRobin DeRosa
This document discusses open education and the benefits of open educational resources (OER) over traditional textbooks. It notes that many students struggle with the high costs of textbooks and that using OER can help improve student outcomes. Studies cited found that students who used OER performed better and had higher completion rates than those using traditional textbooks. The document advocates for "open pedagogy," which treats education as a learner-driven process involving community collaboration rather than a focus only on content. It discusses how open approaches can empower students and connect education to the wider public.
This document provides information about selecting quality electronic learning resources and reviewing online courses. It discusses the Selecting for Quality Learning Resource Network which reviews software, internet, video and online courses across six subject areas. It notes the importance of vetting educational resources and describes standards for online course content, instructional design, student assessment, technology, and course evaluation/support. The document recommends that teachers and students be prepared for virtual learning and that online courses be supplemented with face-to-face support as needed.
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.
Open Educational Practices: Serving Social Justice & Transforming PedagogyRajiv Jhangiani
This document provides an overview of open educational practices and resources. It discusses how the rising cost of higher education has made it inaccessible for many students and outlines strategies to promote the adoption of open educational resources as more affordable alternatives to traditional textbooks. The document presents data showing the cost savings and comparable or improved learning outcomes associated with open resources. It also highlights ways open pedagogy can enhance student learning through collaborative projects and developing digital and communication skills. Overall, the document advocates for open educational practices and resources as a means to increase access, affordability and student success in higher education.
Making a difference with technology-enhanced learning - Esther Barrett, Debbi...Jisc
Led by Esther Barrett, subject specialist - teaching, learning and assessment, Jisc.
With contributions from:
Debbie Baff, senior academic developer, Swansea University
Richard Speight, Digiskills Cymru Project Manager, Unison Cymru
There will be a focus how technology can support learning and teaching for a better student experience. Local providers will be sharing how their technology-based approaches have made a difference for learners and teachers.
Connect more in Wales, Thursday 7 July 2016
This document discusses virtual communities of practice (VCoPs) as a means to engage faculty in the scholarship of teaching. It aims to understand what factors encourage faculty participation in VCoPs and address sustainability issues. The document outlines the benefits of VCoPs for collaboration, professional development, and building relationships. Key factors for successful VCoPs include motivated faculty champions, appropriate technology infrastructure, and a supportive academic culture. Examples of existing VCoPs are provided.
A Challenge to Web Accessibility Metrics and Guidelines: Putting People and P...David Sloan
Paper given at W4A 2012 conference (www.w4a.info), discussing the potential influence of British Standard 8878 and the use of learner analytics to support accessibility policy and activity in large organisations.
Putting the "Public" Back in Public Higher EdRobin DeRosa
The document discusses how adopting open education practices can benefit Keene State College. It argues that open education can help drive down college costs for students, improve student success metrics like course completion rates, increase student engagement, and connect students to their future fields. The document provides examples of how open textbooks and open educational resources have positively impacted other colleges in terms of student performance and perceptions of learning. It advocates for using open pedagogical approaches like collaborative and interactive learning materials to empower students and build connections between the college and the wider public. The document frames open education as a way to increase access, learner-driven experiences, and public collaboration, which can help strengthen public higher education.
Presentation to Quebec VPAs at BCI (Montreal) May 4 2018eCampusOntario
Presentation about the eCampusOntario structure and activities for Vice-Presidents Academic from Quebec universities, at BCI in Montreal on May 4, 2018.
Disruptive Innovation and the Lean Startup Workshop for CCCU COT ConferenceCity Vision University
This document summarizes a presentation about disruptive innovation and the lean startup methodology in higher education. It discusses how disruptive innovations like PCs and mobile phones created new markets by appealing to non-consumers. The presentation advocates adopting lean startup practices like iterative design and customer feedback to develop innovative new programs. It also recommends strategies like unbundling degrees into modular components and incorporating emerging technologies like adaptive learning and competency-based education. The goal is to make higher education more affordable and accessible to more of the global population.
This document summarizes an open online course called #creativeHE that took place from September to November 2015. The course was facilitated by Chrissi Nerantzi, Sandra Sinfield, Sue Watling, Norman Jackson and Nikos Fachantidis and aimed to help participants reflect on creative teaching and learning. Over the course of 8 weeks, participants engaged with topics like creativity in higher education, play and games, using story, and learning through making. The course utilized various online platforms and tools to foster engagement and sharing of ideas. Participation grew over the duration of the course from 41 members initially to over 100 by the end. The community continued collaborating online after the formal course ended.
This document provides an overview of the University of Glasgow's strategy for blended and online learning. It discusses the university's history and vision for placing teaching at the center. The strategy has several strands including engagement with MOOCs, investment in blended and online learning programs, technology enablement, development of physical learning spaces, and staff development. It also highlights strategic enablers like learning and teaching funds and awards that support a culture of innovation.
Presentation on UCT MOOCs project to the University of Western Cape's School of Public Health workshop (Emerging models in Public Health education) , 20 May 2015
The Affective-Behaviour-Cognition (ABC) Learning Gains Project involves a collaboration between three UK universities - Open University, Oxford Brookes University, and University of Surrey. The project aims to develop models of learning gains by analyzing secondary data on affect, behavior, and cognition from the Open University's vast learning management system datasets. The project is divided into phases, with Phase 1 involving secondary data analysis led by the Open University and Phase 2 involving in-depth interviews and testing the validity of self-reported learning gains measures led by Oxford Brookes University and University of Surrey. Current progress includes obtaining ethics approval, collecting and analyzing demographic and academic performance data from Arts module AA100 taken by over 3000 students, and
The MOOC movement is only four years old, but has already had a tremendous impact on teaching and learning. While the some of the original hype surrounding MOOCs has not been realized, the reality is that they are here for good and are influencing institutional thinking. This talk will discuss the past, present and future of MOOCs.
#ForOurFuture18 UL System Conference Presentation: Online Learning - Current ...Luke Dowden
Two veterans of online learning will share their thoughts on the current state and the future of online learning. Chief online
learning officers face ongoing challenges growing, sustaining, and innovating online programs. Now that online learning
has entered the mainstream, what is its future? What fads will fade? What trends will be sustained? The audience will be
engaged throughout the presentation with opportunities to discuss the impact online learning has on technological
infrastructure, faculty support, course design, quality assurance / quality control, organizational structures, funding and
grants, and research. By sharing their experiences and insights into the current challenges and future state of online
learning, the presenters will discuss strategic and operational approaches to navigate current and future realities of online
learning. Credit to Dr. Darlene Williams for content on Future Opportunities and Context.
This document discusses pedagogy, retention, attainment, and the use of new technologies in education. It provides examples of how some colleges in Scotland are innovating with blended learning, MOOCs, learning tools, and digital skills development for staff and students. It suggests colleges could make better use of online resources and tools to enhance teaching and learning. The document also discusses the importance of authentic assessment, staff development, analytics, and embracing informal learning opportunities.
Conducting Research on Blended and Online Education, WorkshopTanya Joosten
Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
Open learning in higher education an institutional approachBrian Murphy
The vaue of open learning can be a conflict within higher education instituions. This presentation is the result of an instituional review and research on the open education movement in higher education, given greater impetus by the advent of the MOOC. The journey of exploring MOOCs resulted, ironically, in an enhanced apreciation of OERs and revised strategic thinking of their impact for teaching and research, especially when viewed as a vehicle of co-creation between staff and students. Once value is attached, the principle becimes embedded and accepted rarher than an additional burden of academic endeavour; and the door is opened to the business case for systems, investment and development as well as academic development, support, reward and recognition.
The pilot project aimed to support first-year students' academic transition by training upper-year students as digital champions. The champions offered peer support on developing digital skills and created instructional videos. First-year students found the champions helpful for gaining confidence and advice on assignments. Both groups improved their digital literacies, with champions enhancing leadership and teaching skills. Based on feedback, the university plans to continue and expand the program.
Bb on Tour 2016 | Innovation and Your Institution (Part 1) | Panel SessionBlackboard APAC
This document discusses maximizing student engagement, flexibility and mobility through Blackboard Student and Blackboard Collaborate. It outlines upcoming features for these products including push notifications, discussions integration in Blackboard Student, and breakout rooms in Collaborate. The document reviews resources and support options available and seeks feedback from participants on how Blackboard can best partner with institutions to drive innovation.
Learning Centers 2.0:
Enhancing Student Learning With Technology
Lisa D’Adamo-Weinstein & Craig Lamb
SUNY Empire State College
Wikis, iPods, blogs, texting…our students are using technology in
ways that make our heads spin. The purpose of this institute is to
get a handle on these technological innovations to help our students
learn better as they engage with our learning centers.
Focusing on current theories and best practices in enhancing
student learning through technology, attendees will learn about
new advances, engage in activities, and plan how to implement
technology to enhance learning assistance on their campuses.
This institute is appropriate for learning assistance, tutorial
services, and developmental education faculty and staff who develop
curriculum, workshops, and other resources for students.
Craig Lamb is the Director of Academic Support at Empire State College's, Center for Distance Learning. While Craig
is working primarily with students in need of additional academic support services and academic skill development,
and with faculty interested in delivering their courses content and material in more effective ways to increase student
learning, he is becoming more and more interested in the creative uses of new technology to enhance student learning
both within and outside the online class environment.
Lisa D'Adamo-Weinstein is currently the Director of Academic Support at Empire State College's Northeast Center.
Lisa has also taught and coordinated academic assistance and learning support programs at Indiana University's Student
Academic Center, including an academic retention course for at-risk students. She was the Coordinator of Student-Athlete
Academic Support at American University in Washington, D.C. Most recently, she directed the Academic
Excellence Program at the United States Military Academy, West Point for seven years until moving in August 2006 to
the NY State Capital Region. Lisa has published journal articles for The Learning Assistance Review (published by
the National College Learning Center Association—NCLCA) and is co-author of the book Piecing It Together: A Guide to Student Success.
This document outlines a presentation about using technology in 21st century teaching. It discusses how students' behaviors, needs, and learning styles have changed with increased technology use. Examples are provided of various technologies and online tools that can be used in the classroom, such as Facebook, Dropbox, Google Sites, Google Docs, and Prezi. Ethical considerations around topics like maintaining client confidentiality in the digital age are also addressed. Attendees are encouraged to share their own experiences using technology in the classroom and discuss potential applications.
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Enabling and enhancing student learning and support through technologyJisc
A presentation from Connect More 2020 by Peter Francis, deputy vice-chancellor, Northumbria University.
In recent months universities have rapidly implemented significant and often unplanned changes to the ways in which education is delivered. In large part, the nature of such changes will be temporary, although the significance of such changes may be longer lasting.
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In this session Peter will reflect briefly on his own institution's journey towards technology-enhanced learning and support, one that encompasses a broad array of technological developments, and involved many colleagues and students, the aim of which is the delivery of a high-quality and inclusive student experience for all.
Developing a culture of blended learning innovationJisc
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Jisc conference 2010
TIRF released its 2013 commissioned study, "A Case for Online English Language Teacher Education," at the 2013 TESOL Convention in Dallas, Texas. The research investigated a range of online professional development opportunities offered by institutions around the world.
This presentation features Dr. Denise Murray, author of the study, and TIRF Trustee, Dr. MaryAnn Christison. In addition to conducting an extensive literature review, Dr. Murray analyzed eighteen case reports submitted by providers of online professional development opportunities for language teachers. A free downloadable PDF of the report can be located on TIRF’s website.
MOOC Tales & Trends discusses the definition and history of MOOCs, including various MOOC platforms, trends in the number of learners and characteristics of typical MOOC learners. It also summarizes research on MOOCs and discusses strategies for European universities engaging with MOOCs, including DCU's ventures into MOOC development. Key challenges and opportunities discussed include ensuring quality, facilitating language learning through MOOCs, and integrating social aspects into the MOOC experience.
Similar to Digital Dinosaurs: MOOCs and Digital Strategies at the University of Alberta (20)
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Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
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This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
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Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
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Digital Dinosaurs: MOOCs and Digital Strategies at the University of Alberta
1. E9
Digital
Dinosaurs
MOOCs
and
Digital
Strategies
at
the
University
of
Alberta
Jennifer
Chesney
and
Jonathan
Schaeffer,
University
of
Alberta
2. Digital
Strategy
• First
Canadian
university
with
a
Digital
Strategy
unit
• Amplify
the
UAlberta
brand
interna;onally
To
become
one
of
the
best
examples
of
a
post-‐
secondary
digital
learning
environment
enabled
by
our
web,
mobile,
social
networks
and
IT
systems
capabili;es
3. Digital
Strategy
• Why?
– Digital Strategy impacts more external (and
internal) stakeholders more frequently and
more consistently than any other method of
engagement.
– Transcend and integrate silos of research,
teaching, service, and student engagement
– Majority of your students are Digital Natives
4. Digital
Strategy
• What is its focus?
– Academic & administrative goals fulfillment
– Business process performance & optimization
– User engagement & loyalty
– Web/mobile strategy & product development
– Digital learning environment & products
– Social media mash-up strategy
– Digital analytics & advertising
5. SeDng
the
Stage
As
part
of
your
interna;onal
outreach
strategy,
how
many
of
you
are
already
using
or
are
considering
using
MOOCs?
Do
you
really
know
what
you
are
geDng
in
to?
(We
do!)
6. MOOCs
•
Massive
– Scale
to
100s
of
1000s
•
Open
– Available
for
free
to
anyone
•
Online
– All
material
available
over
the
Internet
•
Course
– University
level
7. •
•
•
•
•
•
•
The
Campus
Tsunami
(03/05/2012)
Universi;es
Reshaping
Educa;on
(17/07/2012)
The
Year
of
the
MOOC
(12/11/2012)
Revolu;on
Hits
the
Universi;es
(26/01/2013)
Online
Classes
Fuel
a
Campus
Debate
(19/06/2013)
Turning
Educa;on
Upside
Down
(09/10/2013)
Online
Educa;on
as
Agent
of
Transforma;on
(01/11/2013)
8. MOOC
Reality
Whether
you
agree
or
disagree
with
the
idea
behind
MOOCs,
they
have
already
had
one
enormous
benefit:
When
else
has
university
teaching
been
front-‐page
news?
9. What’s
Different?
• Online
courses
have
been
around
for
a
long
;me,
so
what’s
different
now?
• Internet
speed
and
accessibility
• Use
of
social
media
• Be^er
course
development
tools
• Financial
pressures
• Automated
student
assessment
• Machine
learning
behind
the
scenes
10. University
of
Alberta
MOOC
• The
right
reasons
– Explore
new
technologies
– Be
a
research/teaching
leader
– Build
na;onal/interna;onal
reputa;on
– Showcase
our
research
strengths
– Set
a
standard
for
quality
• The
wrong
reasons
– Make
money
– Eliminate
instructors
11. Dino
101:
Dinosaurs!
• Fully
accredited
University
of
Alberta
course
– PALEO
200
(online)
and
PALEO
201
(blended)
•
•
•
•
•
Take
it
any
;me,
any
where,
at
your
own
speed
Interac;ve
quizzes
Online
assessment
On-‐loca;on
filming
High
produc;on
values
12. The
Student
Experience
•
•
•
•
Increased
flexibility
Expanded
course
offerings
Lower
cost
(PALEO
200
at
50%
usual
fee)
One
size
does
not
fit
all
learners
– In-‐class
UofA
experience
(PALEO
201)
– Online
UofA
experience
(PALEO
200)
– Online
interna;onal
experience
(Dino
101)
15. The
Administra;ve
Side:
Investment
in
Digital
Learning
Pilots
• Current
impact
– Blended
pilots
of
large-‐enrollment
courses
– MOOC
pilots
of
new
and
exis;ng
courses
– Digital
Strategy:
producing
a
rigorous,
university-‐
level
learning
experience
• Long-‐term
impact
– New
assessment
&
tes;ng
technologies
– Machine
learning
research
16. The
Administra;ve
Side:
Outreach
Strategy
• Highlight
our
world-‐class
exper;se
while
promo;ng
the
province
to
the
world
• Provincial:
Alberta
has
lowest
PSE
rate
in
Canada
– engage
our
rural
communi;es
• Na;onal:
UAlberta
s;ll
building
its
cross-‐Canada
profile
–
come
for
university,
stay
for
the
jobs!
• Interna;onal:
Provide
paleobiology
course
access
to
the
world.
Who
is
UAlberta?
21. The
Administra;ve
Side:
Crea;ve
Strategy
Pedagogy
+
Forma;ve
&
summa;ve
assessment
approaches
+
Online
consump;on/behavior
strategy
+
Gamifica;on
+
Earned
and
viral
media
strategy
+
High-‐quality
filming
&
edi;ng
produc;on
=
New
higher
standard
of
rigorous
university
MOOC
22. The
Administra;ve
Side:
Crea;ve
Strategy
Keeping
20,000
global
students
engaged
– Address
online
a^en;on
deficit
reality
head-‐on
– Experiment:
“Binge
Theory”
–
put
the
en;re
course
out
there
all
at
once
– Interac;ve
learning
objects
built
in-‐house
– Embedded
interac;ve
learning
object
that
learners
can
“unlock”
over
the
course
lessons
– Aspira;onal
surrogate
26. The
Administra;ve
Side
Crea;ve
Strategy
Keeping
20,000
global
students
engaged
– Commissioned
art
from
leading
paleo
ar;sts
– Sketchbook
sharing
in
forums
between
UAlberta
teaching
assistants
and
students
– Comprehensive
course
notes
for
each
chapter
– On-‐loca;on
filming
throughout
Alberta
– All
paleo
grad
students
encouraged
to
engage
in
the
Coursera
forums
29. Results
So
Far
• Dino
101
first
offering
s;ll
in
progress
• Interim
results
from
op;onal,
opt-‐in
surveys
of
Dino
101
MOOC
students:
– “GeDng
to
know
you”
Survey
• n=3,500;
10
weeks
in
the
field
and
s;ll
open
–
Mid-‐course
Survey
• n=450;
2
weeks
in
the
field
and
s;ll
open
• Have
we
significantly
improved
student
reten;on
for
a
free
course
offering?
– Aspire
to
improve
5-‐10%
reported
comple;on
rates
– Unknown
un;l
Coursera
grading
script
run
in
Dec
2013
30. Dino
101
MOOC
Student
Profile
(1)
Goal
achieved
of
gender
balance
for
a
university-‐level
general
science
elec;ve
43. Where
Is
All
This
Going?
• Once
technology
disrupts
a
market,
it
is
relentless
in
making
drama;c
changes
• Disrup;ve
change
must
happen…
and
soon
– Crea;ng
rich
online
learning
experiences
– Offering
courses
from
other
ins;tu;ons
– Changing
the
in-‐class
experience
– Crea;on
of
virtual
universi;es
• Exci;ng
opportuni;es…
for
teaching
and
research
44. Partnership
Opportuni;es
• We
now
have
exper;se
in
building
online
digital
learning
products
that
engage
an
interna;onal
audience
• Crea;ng
a
not-‐for-‐profit
company
specializing
in
high-‐quality
digital
learning
produc;ons
to
serve
a
broader
audience
45. THANK
YOU!
h.p://dino101.ca
Jennifer
Chesney
Associate
Vice
President,
Digital
Strategy
jchesney@ualberta.ca
Jonathan
Schaeffer
Dean
of
Faculty
of
Science
dscience@ualberta.ca