This document provides an agenda and facts and figures for an online and hybrid course development meeting. The agenda includes discussions on essential elements of online learning, course development cycles, accessibility initiatives, copyright resources, and open educational resources. Facts and figures presented include enrollment numbers in online courses as well as the number of online courses and instructors. The meeting will also cover Oswego's five essential elements for online courses, which are instructor introductions, course overviews, student orientations, online office hours, and assignment calendars. Developing videos for these elements and piloting new collaboration tools are discussed. The document outlines processes for online and hybrid course development and refreshing existing courses.
The application of technology enhanced learning to enhance the ‘student learning journey’, was a presentation to the staff of the University of South Africa on Tuesday 16 September 201
Whether you want explore a new teaching tool or learn strategies for improving teaching effectiveness, OLC has the workshop for you. Come learn about our 2015 online professional development offerings! Q & A welcome.
It’s not too early to plan your 2015 New Year’s Resolution! This webinar is a great opportunity to learn more about ways that the 2015 OLC Institute for Learning offerings can help you continue your professional development.
The application of technology enhanced learning to enhance the ‘student learning journey’, was a presentation to the staff of the University of South Africa on Tuesday 16 September 201
Whether you want explore a new teaching tool or learn strategies for improving teaching effectiveness, OLC has the workshop for you. Come learn about our 2015 online professional development offerings! Q & A welcome.
It’s not too early to plan your 2015 New Year’s Resolution! This webinar is a great opportunity to learn more about ways that the 2015 OLC Institute for Learning offerings can help you continue your professional development.
In the era of shared educational resources and increased open access publications, the use of Institutional Repositories is becoming more and more relevant. Whether course materials, textbooks, syllabi, video lectures and conferences, educational resources can be shared with a community of on-campus and off-campus students, and can be made available to a global audience as well. The potential of institutional repositories to help foster change within the academy is significant. Join us for a presentation and discussion of Otterbein’s Institutional Repository- Digital Commons @ Otterbein! You will learn and brainstorm with our peer faculty on how to make use of this tool to enhance teaching, learning and research.
HBCUs and Online Education: The Center for Excellence in Distance Learning at...Lumen Learning
Are you struggling, like many HBCUs, to develop effective and affordable online education programs? The Center for Excellence in Distance Learning at Wiley College offers a new forum for collaboration, sharing and innovation between HBCUs designed to build capacity in distance learning.
This presentation features Dr. Kim Long of Wiley College sharing their progress building online programs and strengthening students’ success using open educational resources (OER). Dean Hyacinth Burton of Oakwood College and Dr. William Hopper of Florida Memorial University share their experiences working through the Center as a collaborative, affordable and productive path for achieving their institutions’ respective goals for online education. Kim Thanos discusses the innovative partnership between the Center for Excellence and Lumen Learning to provide faculty training, professional development, collaboration and ongoing support for the development of high quality courses using OER.
Open Educational Resources Impact in Community CollegesRobert Farrow
The results of an OER Research Hub survey of college educators based on collaborative work with Community College Consortium for OER (CCCOER). It shows that OER are perceived as having positive effects on teachers and learners.
Are more of your students enrolling in Online or Blended classes? Do you have the skills needed to develop and facilitate interactive online courses based on strong pedagogical principles? Do you need guidance adapting to the rapidly changing technologies required in a digital learning environment?
Join the upcoming Sloan-C Certificate Program Webinar to learn more about Sloan-C Online Teaching Certificate and Sloan-C Advanced Teaching Certificate program options that can meet these online teaching needs.
Sloan-C currently has two different certificate programs based on the Sloan-C pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access.
These research-grounded, practical Certificates include:
Sloan-C Online Teaching Certificate
Online Program – 4 Start Dates Remain in 2014
The Sloan-C Online Teaching Certificate prepares educators to teach and improve online courses with one to one support from an experienced mentor that you select to work with you throughout the duration of the program. Key learning opportunities include a foundation course, three selected electives and a capstone application of key certificate concepts and skills.
Sloan-C Advanced Teaching Certificate
The Sloan-C Advanced Online Teaching Certificate supports educators as they fine tune existing distance learning courses (and/or degree programs) using the Sloan-C Pillars of Quality in Online Education—learning effectiveness, scale, faculty and student satisfaction, and access. This program assumes foundational online teaching expertise and is distinguished by a blended format: face to face collaboration at a Sloan-C conference, continued by online interactions and feedback.
Each Advanced Certificate Program cohort kicks-off at one of the three 2014 Sloan-C Conferences .
Green Funds 2.0 Nitty Gritty Of Campus Sustainability Fund ManagementMieko Ozeki
prepared by Mieko Ozeki, Katherine Walsh (UC Berkeley), Kevin Ordean (Northern Arizona University), Lilith Wyatt (McGill University), Melody Hartke (North American University), and McKenzie Beverage (University of Illinois- Urbana Champaign) and presented at the AASHE 2012 Conference.
A campus sustainability fund (also called green fund) is money available to campus community members for sustainability projects. Money for the fund may be from student fees, administrative budgets, or alumni donations and funding may be allocated in the form of grants or loans. Currently, there are over 175 green/sustainability funds in North America run by 155 institutions. Our goal as session leaders is to educate our audience beyond the basics of sustainability funds, by adhering to an overall theme of “So you have established a sustainability fund, what next?” We will cover case studies from six well-established sustainability funds and address key differences and patterns in how these funds have evolved in their management and processes.
Topics covered include: 1) strategies for soliciting sustainability projects; 2) criteria for projects: what can and cannot be funded; 3) project implementation plans and long-term support of projects beyond initial funding; 4) sustainability fund staffing and committee structures; 5) advising project leaders; and 6) and quantifying and reporting the metrics of funded projects.
Session leaders will break the 60–minute session into three 20-minute sections: (1) project solicitation and developing selection criteria with committees and staff; (2) project implementation, advising project leaders, and reporting structures; and (3) long-term integration of the fund and projects with institutional goals and structures. Each 20-minute section will include presentation from the session leaders and Q&A with the audience. The opening question we plan to answer is “What are we trying to accomplish with these funds?” and the concluding question we plan to answer is “What are the broad educational impacts of sustainability funds?” Post session we intend to create a white paper on best practices of managing a sustainability funds that will include case studies. This workshop is part of a series and a follow-up to Green Funds 1.0: Getting a Fund Started.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
This presentation was part of a week long series promoting Universal Design for Learning. By using active learning strategies in the classroom, instructors can find ways of delving deeper into incorporating the 3 guiding princples of UDL.
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
Administering Student Success Plans with NavianceNaviance
The Stamford Public School District has begun the work toward meeting the Connecticut State Department of Education requirement that each student in grades 6-12 will have an individual student success plan in place by 2012.
To accomplish this work:
• An implementation team has been assembled:
– Middle and high school representatives including teachers, school counselors, and administrators.
– District office staff including program directors.
• A three year action plan and framework is being developed.
• SPS has chosen to use Naviance as a resource to develop these plans.
OER in Repositories and Course Management SystemsUna Daly
Happy Open Access Week 2017! Open Access Week is an international advocacy event meant to highlight the benefits of sharing scholarly and academic work. This year’s theme is “Open in order to …” At CCCOER we are celebrating Open Access Week this month with two organizations that prioritize sharing OER through digital tools.
Join us to hear about how OER repositories and Open Course Management systems can support the development and sharing of OER within colleges and regional consortiums. Our speakers will share how Affordable Learning Georgia and the California Online Education Initiative develop and maintain digital tools to share open course content and academic work.
When: Wednesday, October 25, 2017, 11:00 AM PT (2:00 PM ET)
Featured Speakers:
Jeff Gallant, Program Manager for Affordable Learning Georgia.
Barbara Illowsky, Chief Academic Affairs Officer for the California Community Colleges Online Education Initiative (OEI)
In the era of shared educational resources and increased open access publications, the use of Institutional Repositories is becoming more and more relevant. Whether course materials, textbooks, syllabi, video lectures and conferences, educational resources can be shared with a community of on-campus and off-campus students, and can be made available to a global audience as well. The potential of institutional repositories to help foster change within the academy is significant. Join us for a presentation and discussion of Otterbein’s Institutional Repository- Digital Commons @ Otterbein! You will learn and brainstorm with our peer faculty on how to make use of this tool to enhance teaching, learning and research.
HBCUs and Online Education: The Center for Excellence in Distance Learning at...Lumen Learning
Are you struggling, like many HBCUs, to develop effective and affordable online education programs? The Center for Excellence in Distance Learning at Wiley College offers a new forum for collaboration, sharing and innovation between HBCUs designed to build capacity in distance learning.
This presentation features Dr. Kim Long of Wiley College sharing their progress building online programs and strengthening students’ success using open educational resources (OER). Dean Hyacinth Burton of Oakwood College and Dr. William Hopper of Florida Memorial University share their experiences working through the Center as a collaborative, affordable and productive path for achieving their institutions’ respective goals for online education. Kim Thanos discusses the innovative partnership between the Center for Excellence and Lumen Learning to provide faculty training, professional development, collaboration and ongoing support for the development of high quality courses using OER.
Open Educational Resources Impact in Community CollegesRobert Farrow
The results of an OER Research Hub survey of college educators based on collaborative work with Community College Consortium for OER (CCCOER). It shows that OER are perceived as having positive effects on teachers and learners.
Are more of your students enrolling in Online or Blended classes? Do you have the skills needed to develop and facilitate interactive online courses based on strong pedagogical principles? Do you need guidance adapting to the rapidly changing technologies required in a digital learning environment?
Join the upcoming Sloan-C Certificate Program Webinar to learn more about Sloan-C Online Teaching Certificate and Sloan-C Advanced Teaching Certificate program options that can meet these online teaching needs.
Sloan-C currently has two different certificate programs based on the Sloan-C pillars of quality in online education—learning effectiveness, scale, faculty and student satisfaction, and access.
These research-grounded, practical Certificates include:
Sloan-C Online Teaching Certificate
Online Program – 4 Start Dates Remain in 2014
The Sloan-C Online Teaching Certificate prepares educators to teach and improve online courses with one to one support from an experienced mentor that you select to work with you throughout the duration of the program. Key learning opportunities include a foundation course, three selected electives and a capstone application of key certificate concepts and skills.
Sloan-C Advanced Teaching Certificate
The Sloan-C Advanced Online Teaching Certificate supports educators as they fine tune existing distance learning courses (and/or degree programs) using the Sloan-C Pillars of Quality in Online Education—learning effectiveness, scale, faculty and student satisfaction, and access. This program assumes foundational online teaching expertise and is distinguished by a blended format: face to face collaboration at a Sloan-C conference, continued by online interactions and feedback.
Each Advanced Certificate Program cohort kicks-off at one of the three 2014 Sloan-C Conferences .
Green Funds 2.0 Nitty Gritty Of Campus Sustainability Fund ManagementMieko Ozeki
prepared by Mieko Ozeki, Katherine Walsh (UC Berkeley), Kevin Ordean (Northern Arizona University), Lilith Wyatt (McGill University), Melody Hartke (North American University), and McKenzie Beverage (University of Illinois- Urbana Champaign) and presented at the AASHE 2012 Conference.
A campus sustainability fund (also called green fund) is money available to campus community members for sustainability projects. Money for the fund may be from student fees, administrative budgets, or alumni donations and funding may be allocated in the form of grants or loans. Currently, there are over 175 green/sustainability funds in North America run by 155 institutions. Our goal as session leaders is to educate our audience beyond the basics of sustainability funds, by adhering to an overall theme of “So you have established a sustainability fund, what next?” We will cover case studies from six well-established sustainability funds and address key differences and patterns in how these funds have evolved in their management and processes.
Topics covered include: 1) strategies for soliciting sustainability projects; 2) criteria for projects: what can and cannot be funded; 3) project implementation plans and long-term support of projects beyond initial funding; 4) sustainability fund staffing and committee structures; 5) advising project leaders; and 6) and quantifying and reporting the metrics of funded projects.
Session leaders will break the 60–minute session into three 20-minute sections: (1) project solicitation and developing selection criteria with committees and staff; (2) project implementation, advising project leaders, and reporting structures; and (3) long-term integration of the fund and projects with institutional goals and structures. Each 20-minute section will include presentation from the session leaders and Q&A with the audience. The opening question we plan to answer is “What are we trying to accomplish with these funds?” and the concluding question we plan to answer is “What are the broad educational impacts of sustainability funds?” Post session we intend to create a white paper on best practices of managing a sustainability funds that will include case studies. This workshop is part of a series and a follow-up to Green Funds 1.0: Getting a Fund Started.
Presented at Sloan-C Blended, Milwaukee, WI, July 8th, 2013
With the increase in the diffusion of blended and online programming across higher educational institutions, stakeholders are looking for ways to ensure the quality of the student experience. Quality of blended programs can be ensured through faculty and instructional development and training, faculty and instructor evidence of competence and recognition for excellence, constructive evaluation and feedback on blended and online course design and delivery, and community-building opportunities among instructors and staff. Blended learning is becoming a prominent mode of programming and delivery in education. It is swiftly emerging and transforming higher education to better meet the needs of our students providing them with more effective learning experiences. This movement is leading to a renovation in the way courses are taught and programs support their students. Instructional and faculty development provides the core foundation to institutional programming in providing a framework for implementing blended and online learning pedagogy in the classroom. This student-centered, active learning pedagogy has the potential to alter the traditional classroom by enhancing course effectiveness through increased interactivity leading to superior student outcomes.
A recent study reported that "Respondents ... anticipated that the number of students taking online courses will grow by 22.8% and that those taking blended courses will grow even more over the next 2 years" (Picciano, Seamen, Shea, & Swan, 2012, p. 128). As the demand for blended learning opportunities increases, so does the need for development of instructors to teach and design blended courses and mechanisms to ensure the quality of courses and programs. The University of Wisconsin - Milwaukee (UWM) has been providing instructional development and blended learning opportunities to students for over a decade. Since 2001, UWM has developed 8 blended degree programs. In the fall of 2012, UWM offered approximately 100 blended courses and enrolled 7,655 students (26%) in at least one blended course. UWM continues to see growth, as the nation does, and continues to provide opportunities for students to best meet their needs.
This presentation was part of a week long series promoting Universal Design for Learning. By using active learning strategies in the classroom, instructors can find ways of delving deeper into incorporating the 3 guiding princples of UDL.
A Workshop provided to the Singapore Institute of Management, on 25 August 2021.
Abstract: Technology has changed the way we now teach, particularly as we have now moved much of our teaching online. But that poses some challenges for us, as many of us know how to teach in a face-to-face mode, but it’s not the same when we move online. At least it shouldn’t be, as there is so much more we can do to make it better for our students. This workshop looks at how lecturers can decide on which tools to use when looking to enhance their teaching with technology. Which means, it is about choosing the best teaching techniques within the context of your technology environment. Essentially it is looking to engage students through active, collaborative and authentic learning experiences and choosing the corresponding technology tools to match.
Administering Student Success Plans with NavianceNaviance
The Stamford Public School District has begun the work toward meeting the Connecticut State Department of Education requirement that each student in grades 6-12 will have an individual student success plan in place by 2012.
To accomplish this work:
• An implementation team has been assembled:
– Middle and high school representatives including teachers, school counselors, and administrators.
– District office staff including program directors.
• A three year action plan and framework is being developed.
• SPS has chosen to use Naviance as a resource to develop these plans.
OER in Repositories and Course Management SystemsUna Daly
Happy Open Access Week 2017! Open Access Week is an international advocacy event meant to highlight the benefits of sharing scholarly and academic work. This year’s theme is “Open in order to …” At CCCOER we are celebrating Open Access Week this month with two organizations that prioritize sharing OER through digital tools.
Join us to hear about how OER repositories and Open Course Management systems can support the development and sharing of OER within colleges and regional consortiums. Our speakers will share how Affordable Learning Georgia and the California Online Education Initiative develop and maintain digital tools to share open course content and academic work.
When: Wednesday, October 25, 2017, 11:00 AM PT (2:00 PM ET)
Featured Speakers:
Jeff Gallant, Program Manager for Affordable Learning Georgia.
Barbara Illowsky, Chief Academic Affairs Officer for the California Community Colleges Online Education Initiative (OEI)
Please join the Community College Consortium for Open Educational Resources (CCCOER) for this free, open webinar:
Date: Wednesday, March 11
Time: 10 am PST; 1:00 pm EST
With increasing costs of textbooks and instructional materials, colleges have been promoting adoption of open educational resources to make sure all students have equal access to their required textbooks. However, at many colleges, only a few departments have adopted OER so most students still have expensive textbooks to buy for other courses. With the Zero-Textbook-Cost Degree program, students can be assured that all courses in their degree program will use OER-based materials that do not have additional costs associated with them. Recent data suggests that reducing textbook costs through an OER-degree approach improves student completion rates, decreases withdrawal rates, and positively impacts student persistence and success.
A Zero-Textbook-Cost Degree initiative will be featured in this webinar along with programs at two colleges which are already implementing whole degree programs that feature courses using exclusively OER-based materials.
Featured speakers:
TJ Bliss, Education Program Officer at the Hewlett Foundation
Linda William, Business Faculty, Tidewater College, VA
Kimberly Burkle, Couselor and Instructor at Northern Virginia Community College.
Bb on Tour 2016 | Innovation and Your Institution (Part 1) | Panel SessionBlackboard APAC
In this session we’ve assembled the innovation crew of which you’ll be a key ingredient. Through the session we’ll explore the following topics and facilitate round table discussion amongst the team to unpick and build a plan for seeding Innovation back at your campus.
Strategies for Assessing, Planning, Seeding & Mainstreaming innovation at your institution.
Mobility bringing the University to your students with Bb Student.
Industry Alignment & Graduate Outcomes with Competency Dashboards & MyEDU.
Maximizing Student Engagement and Flexibility with Blackboard Collaborate.
Connected Assessment Ecosystem with Blackboard Collaborate.
Presenters:
Chris Ross, Director, International Solutions, APAC
Mick Garner, Senior Solutions Engineer, ANZ
Blackboard
OER and Accessibility with Open BCcampus and CU PhET SimulationsUna Daly
Please join the Community College Consortium for Open Educational Resources (CCCOER) for aenabld car license free and open webinar on selecting and creating open educational resources that support all learners regardless of disabilities. The mission of the Open Education community is to expand access to education, which highlights the importance of ensuring that OER used in the classroom follow guidelines for accessibility as well as affordability.
Speakers will share their experiences in adapting open textbooks and interactive science simulations to meet the needs of diverse learners. Important standards including the international Web Content Access Guidelines (WCAG 2.0) from the Worldwide Web Consortium will be introduced and the role they play in developing accessible digital content.
Date: Wed, October 14, Time: 10 am PST, 1:00 pm EST
Featured Speakers:
Amanda Coolidge, Open Education Manager, Open BCcampus
Will describe the process of user testing open textbooks with post-secondary students who have print disabilities focusing on lessons learned in this process and how this data fed into the creation of a toolkit on accessibility for open textbook authors.
Emily Moore, Director of Research & Accessibility, PhET Interactive Simulations, University of Colorado Boulder
Will share ways that PhET SIMs teachers currently use to support diverse learners and give an update on the main accessibility efforts in the prototype and development phase. She will also demonstrate a few of the new accessibility features that teachers can look forward to in the future.
Bringing together internal and external students on Blackboard - Brett Fyfiel...Blackboard APAC
With the recent redevelopment of postgraduate courses in project management for the School of Civil Engineering and the Built Environment, new challenges were faced to make units more inclusive of a variety of enrolment preferences. The short term ambitions for the courses included developing units that are delivered both facetoface, and entirely online and have the potential to be scaled to meet the growing demand for continuing professional education. To ensure that students could join either facetoface or online offerings of the same units, the implementation team brought internal and external cohorts together on the same unit sites on Blackboard. The units are currently under evaluation but some early learnings may provide insight into new approaches to blended learning, and how these approaches have facilitated new ways of teaching and learning through tentative academic culture change.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Essential Role of Adjuncts Role of Adjuncts in OER Adoption and DegreesUna Daly
Faculty involvement is critical to the sustainability of OER adoption and degree pathways. More than half of courses at community colleges taught by adjunct faculty and institutional reliance on this faculty pool is growing. It is essential to devise scalable strategies for integrating adjuncts into this transformative work to improve student success.
Join us for this webinar to hear how adjunct faculty can participate and be acknowledged for the essential role that they are playing in developing OER degree pathways at many colleges. Findings and emerging strategies from Achieving the Dream’s Engaging Adjunct Faculty program will be explored with the program director. Dean of Information Technology and an adjunct faculty member at Broward College, an OER Degree Initiative grantee, will share how adjunct faculty have been involved in the development and teaching of their Business Administration OER degree pathway.
When: Wednesday, Dec 6th 11am PT/ 2pm ET
Featured Speakers:
Jon Iuzzini: Associate Director, Adjunct Faculty Initiative, Achieving the Dream
Tom Ayers: Dean of Information Technology, Broward College
Claudine Dulaney: Adjunct Business Faculty, Broward College
Introducing the PASS program: Pre-arrival success strategies for studentsLearningandTeaching
PASS (Pre-Arrival Success Strategies) is a free online course for students who will be studying with the International College of Manitoba (ICM) in subsequent terms. The course is designed for students who wish to get a head start on their studies. The course is led by ICM alumni who mentor prospective students in navigating the complexities of their new education system.
Units are delivered over five weeks and cover a variety of topics, including overviewing the learning management system (Moodle), connecting students with their future classmates, understanding essential elements of course outlines, planning for weekly and term schedules, introducing concepts of academic integrity, and more. Students have flexibility in choosing which units they wish to complete as they accumulate points for each assessment completed - students who complete various achievements earn various rewards.
In these slides, Robert Daudet reviews the course content, shares lessons learned from its first iteration, and reveals what's next for the course.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Jason Rhode
The new Blackboard Portfolio tool released with Blackboard learn in April 2014 is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation at BbWorld16 will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU’s campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
The Blackboard Portfolio tool: Features, uses, and campus-wide implementation...Stephanie Richter
Presented at BbWorld16 - The new Blackboard Portfolio released with Blackboard Learn in April 2014, is much-improved and provides an easy-to-use platform for students to demonstrate and reflect upon what they have learned throughout their university career. Northern Illinois University (NIU) implemented the portfolios campus-wide during 2015, and it was used by thousands of students in a relatively short time. This presentation will provide an overview of the portfolio tool, strategies for developing portfolios that serve different purposes, and best practices for institutional adoption. Sample portfolios and exemplars from faculty who are using Blackboard portfolios in their classes will be shared, along with NIU's campus-wide implementation process. Opportunities and challenges will be discussed to provide insights for others planning to roll-out portfolios at their institutions.
Accessibility for Remote and Hybrid Classes3Play Media
Classrooms are changing – how do we adapt? In this session, Dawn Hunziker and Barbie Lopez from the University of Arizona will share best practices for creating an inclusive classroom. They’ll share tips they’ve learned from building accessible courses for the new era.
Big, Bigger, Too Big: Online Course Sizinggketcham
Cit 2017 course sizing presentation, where we'll review current research findings on online course caps and discuss a theory based approach to guide course sizing.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
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.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
6. WHO’S TAKING ONLINE COURSES?
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
20%
0
1,000
2,000
3,000
4,000
5,000
6,000
7,000
8,000
9,000
Fall 2012 Fall 2013 Fall 2014
Student Enrollment: Overall and Online
All students enrolled, all students total students enrolled in ANY distance education: percentage enrolled:
8. ONLINE PROGRAMS
EXISTING FULLY ONLINE PROGRAMS
Undergraduate:
• Broadcasting and Mass Communications
• Public Justice
• Vocational Teacher Prep
Graduate
• Biomedical and Health Informatics (MS)
• MBA
• MBA Health Services Administration
• Strategic Communications (MS) (SCMA)*
• VTP (MSED)
• Behavioral Forensics (certificate)
• Health and Wellness (advanced certificate)
• Health Information Technology (certificate)
• Integrated Health Systems (certificate)
• Interdisciplinary Trauma Studies (certificate)
• Nursing Home Administrator Licensure (certificate)
13. BACKGROUND
• Increasing need to ensure student engagement in online learning
• Increased focus on course quality in existing Oswego online programs
• “Net Native” generation’s expectations for interactivity and information on demand
• Production quality of MOOCs and leading edge online programs (2U, etc)
14. BACKGROUND
• Development of 5 essential elements with Provost and Dean’s Council
• Provost’s communication of the 5 essential elements to Faculty Assembly
15. 5 ESSENTIAL ELEMENTS
• Online instructor introduction ( “meet your instructor” video)
• Online course guided tour (“about this course” video)
• Online student orientation (video)
• Online office hours
• Calendaring of assignments for mobile learning access
16. ESSENTIAL ELEMENTS: MEET YOUR INSTRUCTOR
• Rationale: humanize online learning and minimalize transactional distance issues between students and
faculty
• Action: create a short video with standard elements (examples: research interests; favorite elements of
teaching; scholarly background; outside interests)
• Benefits: supports the concept of teaching presence (Garrison, 2007)
• STATUS: CREATING FOR NEW COURSES AND COURSE REFRESHES
17. ESSENTIAL ELEMENTS: ABOUT THIS COURSE
• Rationale: explains the purpose of the course; discusses learning outcomes; alignment within a major
• Action: create a short video to explain what the course is about and who should take it
• Benefits: allows students to understand the intent of the course upfront
• STATUS: CREATING FOR NEW COURSES AND COURSE REFRESHES
18. ESSENTIAL ELEMENTS: STUDENT ORIENTATION
• Action: replaces existing generic Blackboard orientation created by Open SUNY
• Rationale: provide an Oswego focused student orientation to using Blackboard
• Benefits: provides an accurate, Oswego themed orientation to orient students to using Blackboard
• STATUS: IN DEVELOPMENT
20. ESSENTIAL ELEMENTS: ONLINE OFFICE HOURS
• Rationale: provide an opportunity to answer student questions and build a sense of community
• Action: offer workshops and job aid videos on Bb Collaborate; Google Hangouts
• Benefits: bridges transactional distance for students; provide an upfront opportunity to identify issues
within the early part of the semester.
• STATUS: READY FOR PILOT FALL 2017
23. BLACKBOARD COLLABORATE ULTRA - PRODUCT OVERVIEW
• Redesigned User Interface
• Java not needed
• Current Features
• Audio, Video, Recording
• Polling, Breakout Rooms
• Chat
24. BLACKBOARD COLLABORATE ULTRA - PRODUCT OVERVIEW
• Missing Features
• Limited to 100 participants
• No private chat
• Course room only
• No instructor room
• No ability to create individual sessions
29. BLACKBOARD COLLABORATE ULTRA - PILOT PARTICIPATION
• Currently 1 class and 2 departments using Ultra
• If you want to use Ultra too:
• Send email to bbhelp-list@ls.oswego.edu
30. ESSENTIAL ELEMENTS: M-LEARNING
ASSIGNMENT CALENDAR
• Rationale: provide critical course information to students in a “just in time” manner via mobile apps
(Blackboard Student)
• Action: develop workshops and job aids for faculty utilization of assignment due dates. Promote
awareness of app to students.
• Benefits: reaching students where they are, on devices/apps they use
STATUS: FALL 2017 PILOT*
*pending details of SUNY/Blackboard contract negotiation
32. BLACKBOARD LEARN MOBILE
• Course notifications
• Announcements
• Assignments - available, due, and past due
• New content added
• Tests - available, due, and past due
• Item graded
33. ONLINE COURSE DEVELOPMENT CYCLE
• Formal proposal and chair support via course request form
• Contact Greg or Theresa
• Gain approval from chair
• Faculty developer and chair sign development agreement
• ID partner assigned
• ID partner and faculty developer create project plan that includes 3 of the 5 Essential Elements - video, office
hours and setting due dates - accessibility and quality (OSCQR rubric - Open SUNY Course Quality Review
(OSCQR) Rubric)
35. TIMELINE
• Minimum of 12 months in advance of delivery to integrate the appropriate Essential Elements
+Accessibility as part of the online course
• Instructor identified and committed
• Dates for new online course proposals:
• August 15 for following Fall (8/15/2017 for Fall 2018 delivery)
• December 15 for following Winter
• January 15 for following Spring
• May 15 for following Summer
36. COURSE REFRESH PROCESS
-COURSE LIFECYCLE MANAGEMENT
• Course creation date/”freshness” (last revision date)
• High impact gen ed
• Supports a fully online program
• Review against accessibility goals
• Review against course quality rubric
• Integrate 5 essential elements
• Course refresh stipends available
• Formal proposal and chair support via course request form
• Contact Greg or Theresa
• Gain approval from chair
• Faculty developer and chair sign development agreement
• ID partner assigned
• ID partner and faculty developer create project plan that includes 3 of the 5 Essential Elements - video, office hours and setting
due dates - accessibility and quality (OSCQR rubric - Open SUNY Course Quality Review (OSCQR) Rubric)
37. HYBRID COURSE DEVELOPMENT CYCLE
• Formal notification of new hybrid courses in advance of delivery
• Faculty cohort workshops
39. HYBRID COURSE DEVELOPMENT CYCLE
• “Born Digital means Born Accessible”: accessibility initiative
• (Office of Instructional Technology; “Reimaging the Role of Technology in Higher Education”)
• Accessibility goals and drivers
• Access for all
• Universal Design for Learning (UDL)
• Lawsuits in Higher Ed
• Accessibility awareness initiative
• Breakout sessions
• CELT Accessibility Badges
• Integrating accessibility awareness into course development cycle
• Accessibility Guide
41. COPYRIGHT & ONLINE TEACHING
• Ad hoc group formed to discuss copyright in online learning environments (comprised of a few
librarians & Theresa Gilliard-Cook)
• Our goal: to create a resource guide / FAQ for faculty that answers questions you have about copyright
• Ex. How can I digitize something I own (like a VHS) and put it online for my students?
• What questions do you have about copyright?
42. WHAT ARE OERS?
• Can describe any type of educational resource - textbooks, videos, labs, even entire courses!
• Are usually created by educators, libraries, museums / archival organizations, government agencies,
publishers, etc.
• Can be used and shared freely
• Can be revised or remixed with other materials
• Usually have Creative Commons licenses or are in the public domain
43. WHY SHOULD YOU USE OERS?
Benefits for your students
• You will save your students money.
• Consumer prices for college textbooks increased 88 percent over
the last decade.
• Stats professor David Usinski (Erie CC) has saved his students over
$52,000 since Fall 2013 by using OERs.
• They can help support student success and retention.
• Dr. Usinski has seen:
• Pass rates increase from 67% to 87%.
• Fail rates fall from 22% to 11%.
• Withdrawal rates fall from 11% to 2%.
Source: Gardner-Athey, K. (2016). Open educational resources [PowerPoint
slides]. Personal communication.
Benefits for you
• Pedagogical freedom: you can modify or update them to
meet your instructional needs.
• Most OERs can be modified. You can also mix and match
various OERs to meet your needs. This frees you from
an expensive textbook that dictates the topics you
discuss in class, and the order the textbook demands.
• Your students will have immediate and lasting access to
the resources.
• Students often have to wait for student loan
dispersements or other financial assistance in order to
purchase their textbooks. By adopting OERs in your
class, your students will have access on the first day of
class – you’ll know everyone is on the same page.
44. HOW CAN I FIND OERS?
Check out the library’s resource guide:
http://libraryguides.oswego.edu/oer
45. WHY SHOULD YOU USE OERS?
Benefits for your students
• You will save your students money.
• Consumer prices for college textbooks increased 88 percent over
the last decade.
• Stats professor David Usinski (Erie CC) has saved his students over
$52,000 since Fall 2013 by using OERs.
• They can help support student success and retention.
• Dr. Usinski has seen:
• Pass rates increase from 67% to 87%.
• Fail rates fall from 22% to 11%.
• Withdrawal rates fall from 11% to 2%.
Source: Gardner-Athey, K. (2016). Open educational resources [PowerPoint
slides]. Personal communication.
Benefits for you
• Pedagogical freedom: you can modify or update them to
meet your instructional needs.
• Most OERs can be modified. You can also mix and match
various OERs to meet your needs. This frees you from
an expensive textbook that dictates the topics you
discuss in class, and the order the textbook demands.
• Your students will have immediate and lasting access to
the resources.
• Students often have to wait for student loan
dispersements or other financial assistance in order to
purchase their textbooks. By adopting OERs in your
class, your students will have access on the first day of
class – you’ll know everyone is on the same page.
46. ON THE HORIZON
• SUNY Oswego @Syracuse Metro Center –hybrid programs initiative
• 2 year course rotation coordination for online, evening and Metro Center degree programs