The document discusses various definitions of quality in different contexts such as manufacturing, education, and online education. It notes there are multiple stakeholders who may have differing views of quality in higher education. Quality in online education is defined as having three major components - high levels of learning, teaching, and course design. Expectations about completion rates, student satisfaction, and faculty expectations are also discussed as factors relating to quality in online education.
This document provides an overview of e-assessment. It discusses the origins and evolution of assessment, as well as key concepts. It outlines different assessment methods like diagnostic, formative, and summative assessment. The document explores reasons for and advantages of e-assessment, such as increased frequency and objectivity. It also notes potential disadvantages like greater opportunity for cheating. It describes various e-assessment resources and approaches used in Pakistan. Finally, it stresses the important role technology can play in evaluating instruction and driving educational effectiveness.
Assessing Information Literacy From the Ground Upfreeweb
The document discusses the development of an information literacy assessment program at Ferris State University. It describes creating learning outcomes based on information literacy competency standards and developing a question bank to assess student skills. Assessments are administered using Survey Monkey before and after library instruction. The program aims to close the assessment loop by using data to improve instruction. Starting small and gaining faculty buy-in were keys to success. Next steps include expanding assessments to more classes and adapting for distance learning. The overall goal of establishing a culture of assessment on campus to improve information literacy is being accomplished.
This document provides examples of eLearning strategies and e-assessment, including:
1. Potential problems and solutions from an academic's perspective when implementing eLearning. Examples of solutions include communities of practice and social networks.
2. Examples of e-assessments using learning management systems, social media, virtual worlds, audience response systems, wikis, e-portfolios, and blogs. Assessments can incorporate applets, simulations, scenarios, and games.
3. Statistics on usage of the Transforming Assessment website which provides resources and examples of e-assessments. The site has had over 5,000 visits from 69 countries since 2010.
The document summarizes the results of a survey on the use of adaptive learning technology in K-12 education which found that 40% of respondents reported using adaptive learning software, with the top grades being 3-5, and that while educators saw benefits like personalized learning, there were also challenges around technology infrastructure and aligning software with pedagogical approaches.
Presentation for Queensland VDC
Topics covered include:
What is e-Assessment?
Issues and concerns around using eAssesments
Mobile evidence capture and submission
Principles for developing self paced assessment tasks
(Quizzes, Scenarios, Decision making trees)
Webinar based assessment and peer review
Using discussion forums to uncover student ?stories? and understanding
Tools and approaches for Student placement reporting
Group work projects ? measuring contributions
Other interesting approaches from the field.
Benefits and learning outcomes include:
* Understanding and application of various types e-assessments
* Application of relevant e-Assessment approaches to specific training context
The document discusses e-assessment, which refers to using computers and software to assess students' work. It provides benefits like clearer questions with multimedia, instant results and feedback, and reduced paper usage. Types of e-assessment include e-testing (online exams), computer-based assessment (automated marking of assignments), and e-portfolios (uploading work in various formats). Benefits are outlined for students, teachers, and administrators, while also noting some disadvantages like technical issues and lack of partial credit for explanations.
The document discusses various definitions of quality in different contexts such as manufacturing, education, and online education. It notes there are multiple stakeholders who may have differing views of quality in higher education. Quality in online education is defined as having three major components - high levels of learning, teaching, and course design. Expectations about completion rates, student satisfaction, and faculty expectations are also discussed as factors relating to quality in online education.
This document provides an overview of e-assessment. It discusses the origins and evolution of assessment, as well as key concepts. It outlines different assessment methods like diagnostic, formative, and summative assessment. The document explores reasons for and advantages of e-assessment, such as increased frequency and objectivity. It also notes potential disadvantages like greater opportunity for cheating. It describes various e-assessment resources and approaches used in Pakistan. Finally, it stresses the important role technology can play in evaluating instruction and driving educational effectiveness.
Assessing Information Literacy From the Ground Upfreeweb
The document discusses the development of an information literacy assessment program at Ferris State University. It describes creating learning outcomes based on information literacy competency standards and developing a question bank to assess student skills. Assessments are administered using Survey Monkey before and after library instruction. The program aims to close the assessment loop by using data to improve instruction. Starting small and gaining faculty buy-in were keys to success. Next steps include expanding assessments to more classes and adapting for distance learning. The overall goal of establishing a culture of assessment on campus to improve information literacy is being accomplished.
This document provides examples of eLearning strategies and e-assessment, including:
1. Potential problems and solutions from an academic's perspective when implementing eLearning. Examples of solutions include communities of practice and social networks.
2. Examples of e-assessments using learning management systems, social media, virtual worlds, audience response systems, wikis, e-portfolios, and blogs. Assessments can incorporate applets, simulations, scenarios, and games.
3. Statistics on usage of the Transforming Assessment website which provides resources and examples of e-assessments. The site has had over 5,000 visits from 69 countries since 2010.
The document summarizes the results of a survey on the use of adaptive learning technology in K-12 education which found that 40% of respondents reported using adaptive learning software, with the top grades being 3-5, and that while educators saw benefits like personalized learning, there were also challenges around technology infrastructure and aligning software with pedagogical approaches.
Presentation for Queensland VDC
Topics covered include:
What is e-Assessment?
Issues and concerns around using eAssesments
Mobile evidence capture and submission
Principles for developing self paced assessment tasks
(Quizzes, Scenarios, Decision making trees)
Webinar based assessment and peer review
Using discussion forums to uncover student ?stories? and understanding
Tools and approaches for Student placement reporting
Group work projects ? measuring contributions
Other interesting approaches from the field.
Benefits and learning outcomes include:
* Understanding and application of various types e-assessments
* Application of relevant e-Assessment approaches to specific training context
The document discusses e-assessment, which refers to using computers and software to assess students' work. It provides benefits like clearer questions with multimedia, instant results and feedback, and reduced paper usage. Types of e-assessment include e-testing (online exams), computer-based assessment (automated marking of assignments), and e-portfolios (uploading work in various formats). Benefits are outlined for students, teachers, and administrators, while also noting some disadvantages like technical issues and lack of partial credit for explanations.
Building the Excellence Mindset Webinar with John WinkDreamBox Learning
Excellence is not a goal or even a result. It is within every student and every teacher, and the job of a leader is to create the conditions where the adults in the building work collaboratively to pull the excellence out of every student and every adult in the building. In this webinar, superintendent John Wink shared what it takes to build a growth mindset. He explored a range of strategies to use to cultivate the excellence mindset at your school, including:
Changing our language
Embracing the power in making mistakes
Teaching tenacity
Promoting perseverance
Empowering teachers to take calculated risks and chase growth
Learn how to provide targeted supports to help your teachers become excellent teachers. This webinar is designed for district and building administrators, teacher leaders, instructional coaches, and educators.
Mega-metacognition - learning how to learn in a digital ageJisc
Facilitators:
Penny Langford, head of learning, Milton Keynes College
Paula Han, teacher training Manager, Milton Keynes College
Mel Villa-Buil, iLearn support coach, Milton Keynes College
Melanie Gibbard , iLearn coordinator, Milton Keynes College
Aniesa Shah, teaching and learning manager, Milton Keynes College
This is an interactive, participatory session which allows delegates to experience how technology can support a project-based, enquiry-led, collaborative approach. It will demonstrate how different types of technology can support students to develop wider skills.
We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.
ITC12 Five Effective Practices for eLearning Professional DevelopmentBarry Dahl
This document outlines 5 effective practices for professional development in online education. Practice #1 involves administrators participating in collaborative online conferences to discuss topics like e-learning quality. Practice #2 brings these conferences on-site in a customizable format. Practice #3 provides accessibility training for online faculty. Practices #4 and #5 involve webinars and peer/external course reviews respectively to improve course design quality. The document advocates setting clear expectations for students, faculty and administration to improve the online experience.
Bridging the Accessibility Gap: Improving Communication and Collaboration wit...Patrick Loftus
When it comes to accessibility at your institution, how confident are you that administration, faculty, and disability services are all on the same page?
Utah Valley University's (UVU) Accessibility Services Department is working to promote universal access for all students by tying accessibility for students with disabilities to the university's Inclusion Initiative action plan.
Based on a campus-wide faculty survey at UVU, this session will strategize ways to get buy-in from the top down by getting familiar with institutional and departmental goals, clearly demonstrating the close connection between accessibility and fulfillment of those goals, and understanding it’s not always what we say but how we say it that matters most.
Covered in this session:
How to alleviate faculty concerns regarding accessible curriculum
How to tie accessibility to institutional and departmental goals
What to say and how to say it to get buy-in from the top down
This document outlines the agenda and content for a webinar on e-assessment. The webinar will include presentations on understanding e-assessment, using e-assessment in practice, and assessment features in ScaffoldLMS. It will involve polls, discussions, and demonstrations of assessment tools in ScaffoldLMS. The goal is for participants to learn about the benefits and challenges of e-assessment, considerations for online assessment design and delivery, and how ScaffoldLMS can support assessment activities.
1. The document discusses classroom response systems, also known as clickers, which allow teachers to gauge student understanding and collect data in real time through wireless devices.
2. While studies show clickers can improve student engagement and performance, the literature provides mixed results on their effectiveness in enhancing learning.
3. Clickers are used most in middle and high school science and math classes, and least in social studies.
Learning in the 21st Century: 2009 Trends Update Data and DiscussionBlackboard
Learning in the 21st Century: 2009 Trends Update, examines the growing student interest in online learning and how schools are meeting that demand. This report, which is the third in a series of reports published by Project Tomorrow®, a national education nonprofit organization, in collaboration with Blackboard, examines the Speak Up 2008 survey data collected online in Fall 2008 from more than 335,000 K-12 students, teachers, administrators and parents from across the nation.
Through this report you will gain insight, from schools and districts across the nation, about why students and teachers want access to classes online, the current challenges faced by districts with online learning implementations, and how online learning presents unprecedented opportunities for meeting the needs of our 21st century learner.
More at www.blackboard.com/k12/education21c
How can schools collaborate with vendors / developers to create tools when they don't already exist? This ATLIS 2016 presentation explores best practice and insights learned from a 4 year collaboration between Swift Education Systems and Atlanta's The Westminster School to develop a wireless mobile language lab solution for the school's 1-to-1 MacBook program.
The document discusses hybrid and online courses, providing pros and cons of each approach. It addresses topics like course structure, collaboration tools, testing considerations, and the process for getting hybrid and online course proposals approved. Faculty are provided guidance on tasks like creating looped assignments, groups, and quizzes as well as amending syllabi to meet distance learning requirements.
Open Education 2011: A case study in OER within the LMSJohn Rinderle
This document discusses integrating Open Educational Resources (OER) within learning management systems (LMS). It explores using the IMS Basic LTI standard to bring OER into the LMS in a way that is convenient for students and instructors. Challenges discussed include technical issues, user experience complexity, and data/privacy concerns. The document advocates for improved user experience, learning analytics, and an "OER app store" approach to make OER easier to find, use, and evaluate within the familiar environment of the LMS.
Tracking Progress for Tier 2 Students in Response to Intervention (RTI)DreamBox Learning
Thera Pearce presented a webinar on tracking progress for Tier 2 students in Response to Intervention (RTI). She discussed that RTI is a framework used within a Multi-Tiered System of Supports (MTSS) to provide data-driven problem solving and increasingly intensive supports. She reviewed the problem solving model used in RTI and tools for progress monitoring student performance such as curriculum-based measures, formative assessments, and online progress tracking systems. DreamBox Learning was highlighted as an example of a digital math program that can provide individualized instruction and progress monitoring for students receiving Tier 2 interventions.
This presentation was prepared for the Internet Marketing course. The business model mentioned in these slides does not exist. Also, the website is only a mock up to demonstrate how the online business would operate. This project is only for the educational purpose.
Open Education 2011: Openness and Learning AnalyticsJohn Rinderle
1) The document discusses using learning analytics to improve open educational resources (OER) by creating feedback loops between data collection, analysis, and continuous improvement of OER.
2) It proposes developing common data standards, analytics-enabled OER, and shared analytics platforms to better measure the effectiveness and impact of OER.
3) The goal is to turn teaching into a community-based research activity where OER are continuously evaluated and improved based on data and evidence of student learning outcomes.
To click or not to click? Managing Classroom Response System in a large classCIT, NUS
By Victor Tan. Department of Mathematics, NUS.
http://www.youtube.com/watch?v=vLjUralh7ZA&p=83FA1CD871F4A4E5
There are many clear advantages of using Classroom Response System (CRS) in class. When it is used effectively, CRS will promote active learning, and students will be more engaged during the lecture. However, it takes huge courage for a lecturer or module coordinator to take the first step to implement CRS in their classroom teaching. Other than having to manage the system while delivering the lecture at the same time, there are many logistical issues involved, such as the issuing and collecting the clickers. In this talk, I will share with the audience my experience of using and managing CRS in a math module of more than 400 students.
The document summarizes survey results from the University of Regina regarding online learning. It shows that between 2004-2014 enrollment increased from 547 to 4362 students and courses increased from 22 to 112. The survey found that most students were satisfied with their online courses, though some felt instructors took too long to respond. Flexibility of location and time was the most important factor for students choosing online courses. The majority of students felt that a combination of quizzes and assignments was the best way to assess learning rather than a single final exam.
The document discusses adaptive learning and key questions about adaptive learning systems. It defines adaptive learning as "a technology that automatically adapts learning delivery to an audience or an individual." It then lists eight key questions to help define the type of adaptive learning system, including what data drives adaptation, what is adapted (content, sequence, etc.), how recommendations are made (rules-based vs algorithms), applications, scalability, and openness of content and data models. The document then profiles CogBooks as an adaptive learning authoring and delivery platform that intelligently personalizes for each student, is robust and cloud-based, supports open content and data models, and is used widely in higher education and corporations.
The document discusses the challenges and opportunities of e-assessment for learning, including balancing constructivist learning approaches with institutional reliability needs. It provides examples of formative and summative computer-assisted assessment tools and strategies across various subjects. The findings suggest that formative assessment may not significantly improve outcomes but has potential with further optimization of assessment strategies.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
Remote learning teachers version 25 minMaina WaGĩokõ
This document outlines a presentation on remote pedagogy given by Dr. Maina WaGioko. The presentation covers digital literacy, learning environments for remote instruction, lesson building blocks, and resourcing decisions. It discusses interacting with and creating content using technology. It also addresses digital citizenship concerns like safety, ethics and cybercrimes. Different stages of remote instruction are outlined for early years, middle school, and secondary levels. Tools for instruction, discussion, assessment and reflection in remote settings are suggested. Finally, contact information is provided for Dr. WaGioko as an innovative learning facilitator.
The document discusses reciprocal teaching, a reading technique where teachers and students engage in a dialogue to understand a passage. It involves four steps: predicting what will come next in the text, clarifying unfamiliar words or ideas, generating questions about the passage, and summarizing the main points. For each paragraph, students predict, clarify, question, and summarize to bring meaning to the text through group collaboration led by the teacher or among students.
This document debunks 10 common myths about e-learning. It discusses that e-learning requires teachers to develop new skills in instructional design, technology literacy, and communication. It also requires students to be self-directed, motivated learners with access to technology. Simply adding an online component does not instantly improve learning - instructional design is key. E-learning has potential benefits if implemented properly, such as increasing engagement, allowing students to learn at their own pace, and enabling teacher-student collaboration through discussion forums and sharing of materials. However, e-learning does not reduce teacher workload or replace the need for teachers. Good e-learning involves redesigning classroom courses and active facilitation from instructors.
Building the Excellence Mindset Webinar with John WinkDreamBox Learning
Excellence is not a goal or even a result. It is within every student and every teacher, and the job of a leader is to create the conditions where the adults in the building work collaboratively to pull the excellence out of every student and every adult in the building. In this webinar, superintendent John Wink shared what it takes to build a growth mindset. He explored a range of strategies to use to cultivate the excellence mindset at your school, including:
Changing our language
Embracing the power in making mistakes
Teaching tenacity
Promoting perseverance
Empowering teachers to take calculated risks and chase growth
Learn how to provide targeted supports to help your teachers become excellent teachers. This webinar is designed for district and building administrators, teacher leaders, instructional coaches, and educators.
Mega-metacognition - learning how to learn in a digital ageJisc
Facilitators:
Penny Langford, head of learning, Milton Keynes College
Paula Han, teacher training Manager, Milton Keynes College
Mel Villa-Buil, iLearn support coach, Milton Keynes College
Melanie Gibbard , iLearn coordinator, Milton Keynes College
Aniesa Shah, teaching and learning manager, Milton Keynes College
This is an interactive, participatory session which allows delegates to experience how technology can support a project-based, enquiry-led, collaborative approach. It will demonstrate how different types of technology can support students to develop wider skills.
We will discuss how metacognition is an important skill for students to develop alongside independent and collaborative learning. Delegates will develop ideas for how to use technology to support project-based, enquiry and active learning.
ITC12 Five Effective Practices for eLearning Professional DevelopmentBarry Dahl
This document outlines 5 effective practices for professional development in online education. Practice #1 involves administrators participating in collaborative online conferences to discuss topics like e-learning quality. Practice #2 brings these conferences on-site in a customizable format. Practice #3 provides accessibility training for online faculty. Practices #4 and #5 involve webinars and peer/external course reviews respectively to improve course design quality. The document advocates setting clear expectations for students, faculty and administration to improve the online experience.
Bridging the Accessibility Gap: Improving Communication and Collaboration wit...Patrick Loftus
When it comes to accessibility at your institution, how confident are you that administration, faculty, and disability services are all on the same page?
Utah Valley University's (UVU) Accessibility Services Department is working to promote universal access for all students by tying accessibility for students with disabilities to the university's Inclusion Initiative action plan.
Based on a campus-wide faculty survey at UVU, this session will strategize ways to get buy-in from the top down by getting familiar with institutional and departmental goals, clearly demonstrating the close connection between accessibility and fulfillment of those goals, and understanding it’s not always what we say but how we say it that matters most.
Covered in this session:
How to alleviate faculty concerns regarding accessible curriculum
How to tie accessibility to institutional and departmental goals
What to say and how to say it to get buy-in from the top down
This document outlines the agenda and content for a webinar on e-assessment. The webinar will include presentations on understanding e-assessment, using e-assessment in practice, and assessment features in ScaffoldLMS. It will involve polls, discussions, and demonstrations of assessment tools in ScaffoldLMS. The goal is for participants to learn about the benefits and challenges of e-assessment, considerations for online assessment design and delivery, and how ScaffoldLMS can support assessment activities.
1. The document discusses classroom response systems, also known as clickers, which allow teachers to gauge student understanding and collect data in real time through wireless devices.
2. While studies show clickers can improve student engagement and performance, the literature provides mixed results on their effectiveness in enhancing learning.
3. Clickers are used most in middle and high school science and math classes, and least in social studies.
Learning in the 21st Century: 2009 Trends Update Data and DiscussionBlackboard
Learning in the 21st Century: 2009 Trends Update, examines the growing student interest in online learning and how schools are meeting that demand. This report, which is the third in a series of reports published by Project Tomorrow®, a national education nonprofit organization, in collaboration with Blackboard, examines the Speak Up 2008 survey data collected online in Fall 2008 from more than 335,000 K-12 students, teachers, administrators and parents from across the nation.
Through this report you will gain insight, from schools and districts across the nation, about why students and teachers want access to classes online, the current challenges faced by districts with online learning implementations, and how online learning presents unprecedented opportunities for meeting the needs of our 21st century learner.
More at www.blackboard.com/k12/education21c
How can schools collaborate with vendors / developers to create tools when they don't already exist? This ATLIS 2016 presentation explores best practice and insights learned from a 4 year collaboration between Swift Education Systems and Atlanta's The Westminster School to develop a wireless mobile language lab solution for the school's 1-to-1 MacBook program.
The document discusses hybrid and online courses, providing pros and cons of each approach. It addresses topics like course structure, collaboration tools, testing considerations, and the process for getting hybrid and online course proposals approved. Faculty are provided guidance on tasks like creating looped assignments, groups, and quizzes as well as amending syllabi to meet distance learning requirements.
Open Education 2011: A case study in OER within the LMSJohn Rinderle
This document discusses integrating Open Educational Resources (OER) within learning management systems (LMS). It explores using the IMS Basic LTI standard to bring OER into the LMS in a way that is convenient for students and instructors. Challenges discussed include technical issues, user experience complexity, and data/privacy concerns. The document advocates for improved user experience, learning analytics, and an "OER app store" approach to make OER easier to find, use, and evaluate within the familiar environment of the LMS.
Tracking Progress for Tier 2 Students in Response to Intervention (RTI)DreamBox Learning
Thera Pearce presented a webinar on tracking progress for Tier 2 students in Response to Intervention (RTI). She discussed that RTI is a framework used within a Multi-Tiered System of Supports (MTSS) to provide data-driven problem solving and increasingly intensive supports. She reviewed the problem solving model used in RTI and tools for progress monitoring student performance such as curriculum-based measures, formative assessments, and online progress tracking systems. DreamBox Learning was highlighted as an example of a digital math program that can provide individualized instruction and progress monitoring for students receiving Tier 2 interventions.
This presentation was prepared for the Internet Marketing course. The business model mentioned in these slides does not exist. Also, the website is only a mock up to demonstrate how the online business would operate. This project is only for the educational purpose.
Open Education 2011: Openness and Learning AnalyticsJohn Rinderle
1) The document discusses using learning analytics to improve open educational resources (OER) by creating feedback loops between data collection, analysis, and continuous improvement of OER.
2) It proposes developing common data standards, analytics-enabled OER, and shared analytics platforms to better measure the effectiveness and impact of OER.
3) The goal is to turn teaching into a community-based research activity where OER are continuously evaluated and improved based on data and evidence of student learning outcomes.
To click or not to click? Managing Classroom Response System in a large classCIT, NUS
By Victor Tan. Department of Mathematics, NUS.
http://www.youtube.com/watch?v=vLjUralh7ZA&p=83FA1CD871F4A4E5
There are many clear advantages of using Classroom Response System (CRS) in class. When it is used effectively, CRS will promote active learning, and students will be more engaged during the lecture. However, it takes huge courage for a lecturer or module coordinator to take the first step to implement CRS in their classroom teaching. Other than having to manage the system while delivering the lecture at the same time, there are many logistical issues involved, such as the issuing and collecting the clickers. In this talk, I will share with the audience my experience of using and managing CRS in a math module of more than 400 students.
The document summarizes survey results from the University of Regina regarding online learning. It shows that between 2004-2014 enrollment increased from 547 to 4362 students and courses increased from 22 to 112. The survey found that most students were satisfied with their online courses, though some felt instructors took too long to respond. Flexibility of location and time was the most important factor for students choosing online courses. The majority of students felt that a combination of quizzes and assignments was the best way to assess learning rather than a single final exam.
The document discusses adaptive learning and key questions about adaptive learning systems. It defines adaptive learning as "a technology that automatically adapts learning delivery to an audience or an individual." It then lists eight key questions to help define the type of adaptive learning system, including what data drives adaptation, what is adapted (content, sequence, etc.), how recommendations are made (rules-based vs algorithms), applications, scalability, and openness of content and data models. The document then profiles CogBooks as an adaptive learning authoring and delivery platform that intelligently personalizes for each student, is robust and cloud-based, supports open content and data models, and is used widely in higher education and corporations.
The document discusses the challenges and opportunities of e-assessment for learning, including balancing constructivist learning approaches with institutional reliability needs. It provides examples of formative and summative computer-assisted assessment tools and strategies across various subjects. The findings suggest that formative assessment may not significantly improve outcomes but has potential with further optimization of assessment strategies.
Strategies and Tips for Engaging Today’s StudentsCengage Learning
Presented by: Pat Galitz, Business Administration faculty member at Southeast Community College
View our one-hour webinar with Pat Galitz as she shares strategies and tips for teaching online discussion–based courses. You’ll see examples of activities and assignments that really work in the online environment as well as innovative techniques for getting students engaged in your online course. We will show you various resources and tools that you can use including examples from 4LTR Press, a student-tested, faculty approved solution from Cengage Learning.
Remote learning teachers version 25 minMaina WaGĩokõ
This document outlines a presentation on remote pedagogy given by Dr. Maina WaGioko. The presentation covers digital literacy, learning environments for remote instruction, lesson building blocks, and resourcing decisions. It discusses interacting with and creating content using technology. It also addresses digital citizenship concerns like safety, ethics and cybercrimes. Different stages of remote instruction are outlined for early years, middle school, and secondary levels. Tools for instruction, discussion, assessment and reflection in remote settings are suggested. Finally, contact information is provided for Dr. WaGioko as an innovative learning facilitator.
The document discusses reciprocal teaching, a reading technique where teachers and students engage in a dialogue to understand a passage. It involves four steps: predicting what will come next in the text, clarifying unfamiliar words or ideas, generating questions about the passage, and summarizing the main points. For each paragraph, students predict, clarify, question, and summarize to bring meaning to the text through group collaboration led by the teacher or among students.
This document debunks 10 common myths about e-learning. It discusses that e-learning requires teachers to develop new skills in instructional design, technology literacy, and communication. It also requires students to be self-directed, motivated learners with access to technology. Simply adding an online component does not instantly improve learning - instructional design is key. E-learning has potential benefits if implemented properly, such as increasing engagement, allowing students to learn at their own pace, and enabling teacher-student collaboration through discussion forums and sharing of materials. However, e-learning does not reduce teacher workload or replace the need for teachers. Good e-learning involves redesigning classroom courses and active facilitation from instructors.
This document discusses physiological and psychological factors related to reading readiness in children. It covers topics like phonemic awareness, visual discrimination, levels of comprehension, developing reading skills through activities like reading aloud and teaching letters, sight words, and phonics. Determining a child's reading level and addressing factors such as visual, auditory, and speech abilities as well as their interest, intelligence, readiness, and attitude are important aspects of developing reading skills. The goal is for children to go beyond just distinguishing sounds and letters to comprehending what they read.
Anothe presentation which can be your reference in making your report in your EDUC 7A classes (Developmental Reading) this is the chapter 3 which focuses on what is developmental reading at its stages and the skills you need to have for proficient reading and of course the problem most kids are facing in terms of reading.
Frederic Bartlett first proposed schema theory in 1932 to explain how people's prior knowledge influences their recall and understanding of new information. Schema theory suggests that people organize knowledge into mental structures called schemata, which represent their generic understanding of the world. Schemata guide how people encode, organize, and retrieve new information based on their previous experiences. Later, schema theory was applied to understanding processes like reading, where top-down knowledge schemata are used to interpret new textual information.
This document discusses various obstacles to reading achievement in children. Physical obstacles include visual or auditory impairments that make it difficult to differentiate letters. Psychological obstacles involve a lack of self-confidence or negative personality traits in the child or teacher qualities like lack of competence. Environmental factors also impact reading, such as poor lighting or seating at home. Socioeconomic status, commercial influences, and school reading programs can additionally influence a child's ability to read.
The document discusses different techniques for improving reading comprehension, including cloze procedure and semantic webbing. Cloze procedure involves systematically deleting words from a text and having students use context clues to fill in the blanks. Studies have found cloze procedure to be an effective technique. Semantic webbing involves organizing and integrating information from a text by eliciting concepts and relationships from students in response to a core question. Both techniques aim to make students more aware of meaning and relationships within a text to improve comprehension.
This is my slide deck from my session at the North Carolina Reading Conference last week in Raleigh, NC. I do staff development to schools and districts all over the country about best practices in literacy instruction. This topic is one of my most requested.
San Juan College - Quality in Online Learningxlents
This document discusses quality in online education. It begins by defining quality in different contexts such as manufacturing and education. It then discusses the debate around quality in online learning, with some seeing it as inferior to face-to-face ("e-atheists") and others touting its benefits without evidence ("e-zealots"). It also examines definitions of quality in online education and factors like course design, teaching, and learning. Finally, it discusses expectations for completion rates in online courses and potential best practices to improve rates.
MCCVLC Webinar - Good Practices in Online Delivery of Developmental EdBarry Dahl
This document discusses online delivery of developmental education courses. It begins by outlining an upcoming webinar series. It then summarizes a keynote speech where the speaker said there are no best practices for online developmental education due to abysmally low completion rates compared to face-to-face courses. However, case study data from Lake Superior College shows completion, withdrawal, and grade distribution rates that are comparable between online and face-to-face developmental courses. The document concludes by highlighting strategies an instructor uses to support student success in online developmental writing courses.
The document discusses various myths and realities about e-learning. It provides a survey about faculty and students' perceptions on different aspects of online education such as the importance of a sense of community, rates of plagiarism, and satisfaction with online versus in-person courses. It also examines myths around online faculty workload, the role of accessibility, and the sufficiency of quality standards. Respondents are asked to rate whether various statements about online education are myths or realities.
J. Sargeant Reynolds Community College developed a mandatory online student orientation called CDL 001 based on institutional research showing students who took online courses early and in higher proportions were less likely to succeed. Research also found that students struggling with life factors like time management had lower success rates. The program covers online resources, research skills, and time management. Evaluation found most students felt more prepared for online classes after completing CDL 001 and had high success and persistence rates. Faculty and staff who took a special session also felt better able to advise students on online learning.
Online Tests: Can we do them better? | Bopelo Boitshwarelo, Jyoti Vemuri, Han...Blackboard APAC
The use of e-assessment methods to facilitate and evaluate learning is a growing trend in the higher education space. In particular, the use of online tests has increased rapidly concomitant with the expansion of digital technologies for teaching purposes. Online tests, in the context of this presentation, refer to computer assisted-assessment where the deployment and marking is automated and typically involves objective types of questions such as multiple choice questions (MCQs), true/false questions, matching questions as well as predetermined short answer questions. The growing sophistication of Learning Management Systems(LMSs) such as Blackboard provide an increasing capacity for different types of online tests to be deployed, administered and marked efficiently. Additionally, most major textbook publishers and authors in certain disciplines provide online question banks that can easily integrate with LMSs meaning less time is spent on creating tests from scratch.
With these trends in mind, questions arise around the efficacy of online tests in higher education.
In this presentation we will share findings of a study investigating practices around online tests. First, we will explore what the literature reveals about the role of online tests in higher education and particularly how online tests are used to lead to student learning through formative assessment processes and feedback practices. Secondly, the presentation will review the practices around online tests at the Charles Darwin University Business School and discuss emerging issues. Thirdly, the presentation will distil some preliminary guiding principles around designing, developing, administering and reviewing online tests for effective learning and assessment. Finally, ongoing and further research by the team on the topic of online tests will be highlighted.
K-12 Leadership Roundtable: Managing to Growth and Performance Improvements w...Blackboard
The document discusses a new report from Blackboard and Project Tomorrow on justifying investments in educational technology using return on investment (ROI) and value on investment (VOI) analyses. The report provides real-world examples from district leaders on factors driving online learning projects, defines ROI and VOI in an education setting, and introduces a new "Online Learning Justification Ladder" tool to help structure ROI and VOI analyses. Districts interviewed for the report include Baltimore City Public Schools, Fairfax County Public Schools, and Jefferson County Public Schools.
The document discusses various initiatives at Lake Superior College to support their online and virtual campus programs. It provides details on the growth of online course enrollment, student demographics, priorities like accessibility and tutoring. It also describes programs like online student mentors, developmental courses, and efforts to improve retention and course completion rates.
Imran oomer sample project impact measurement in educationioomer
The document describes a pilot study conducted by Lend-A-Hand India to develop an impact measurement system for its Plan100 program. The study aimed to define student outcomes, develop an assessment tool, execute a pilot with over 100 students, and review preliminary findings. Key findings were that IBT students placed more importance on skills like career planning, business skills, and teamwork. IBT students also showed higher levels of entrepreneurial spirit, pride, and comfort working in groups compared to non-IBT students. The study provides recommendations to leverage areas of high impact and address gaps in moderate to low impact areas to refine the program.
What are some of the key features of competency-based education for those who are considering this approach? This powerpoint describes the approach, and details some of the elements to explore.
SCDICT 2011 Keynote - Exploring Models of Effective Primary and Secondary E-L...Michael Barbour
Barbour, M. K. (2011, April). Exploring models of effective primary and secondary e-learning. An invited keynote presentation to the Southern Central Divide Information Communication Technology Professional Development Cluster’s Leading Innovation in a Broadband World conference, Ashburton, New Zealand.
This document summarizes the California eLearning Census conducted by Brian Bridges to analyze online and blended learning in California K-12 schools. The census found that 18,500 students participated in full-time virtual learning, 76,300 students participated in blended learning models, and 17,500 students took online courses over the summer of 2011. Most blended learning utilized the self-blend model with an average of 400 students per district. The census confirmed predictions that blended learning would dominate over full-time virtual schools with 90% of students learning online at their school campus.
This document discusses measuring program objectives for a new Master's in Marketing degree via online assessment. It outlines creating program objectives and mapping them to two direct and two indirect measures. Direct measures include entrance and exit exams, with a goal of 80% of students scoring over 73%. Indirect measures include mid-term and end-of-program surveys, with a goal of 80% of students agreeing or strongly agreeing that they can apply program learning outcomes. The document then discusses using case analysis as one direct measure, outlining four cases and central questions. It provides results from the first exam that were skewed and adjustments made going forward. Finally, it covers setting up the case analysis in an LMS like Blackboard, including why cases
Notes: What Do You Do When You Do What You Do with Student Ratings?Thomas J. Tobin
This document summarizes a presentation on using student ratings to evaluate teaching effectiveness. It discusses that while students are not experts, they can provide valuable feedback on course organization, communication, interactions and workload. Research shows ratings are more reliable with multiple classes and relate to learning outcomes and peer/administrator ratings. Formative feedback throughout a course allows instructors to improve, while end-of-course surveys alone do not benefit students. The presenter advocates focusing ratings on facilitation of learning, communication and respect, and collecting formative feedback using closed-ended questions to avoid bias from open responses.
The document discusses the importance of using data to guide instruction. It outlines key findings from research showing that formative assessment and involving students in their own learning can significantly improve student achievement. However, several inhibiting factors are also identified, such as teachers focusing more on work quantity than quality of learning. The document advocates using frequent, in-depth data analysis to inform instruction and differentiate based on student needs.
This document discusses three questions about learning:
1. What learning in schools should look like and how to measure success. It discusses different stakeholders' perspectives on defining success.
2. How schools currently measure learning success through frameworks evaluating vision, platforms, and practices.
3. New emerging learning design approaches like challenge-based learning, flipped classrooms, digital portfolios, personalized learning, connectivism, and symphonies of teaching and learning. It provides brief overviews of each approach.
Effective Practices in the Online Delivery of Developmental EducationBarry Dahl
This document discusses effective practices for delivering developmental education courses online. It begins by outlining a discussion where an expert claimed completion rates for online developmental courses were much lower than face-to-face courses. However, data from Lake Superior College showed comparable completion rates and passing grades between online and face-to-face developmental courses. The document then lists effective practices for online developmental education, including strong instructor presence, clear expectations, emphasis on time flexibility, timely feedback, early alert systems, online orientations, tutoring, mentors, examples, self-assessment, and frequent assignments. It concludes by discussing alternatives like MOOCs, competency-based models, and personalized learning.
Similar to DLA2011 Five Myths about e-Learning (20)
SNHU HEaRT Program - D2L Excellence AwardBarry Dahl
Short presentation by Stacey Rosenberg of SNHU about their D2L Excellence Award winning program titled Higher Education and Real-world Training (HEaRT)
D2L Connection: Alberta - Readspeaker Breakout SessionBarry Dahl
Presented at the #D2LConnection at SAIT on March 9, 2018 by Michael Hughes of ReadSpeaker.
How to Deploy & Support a Universal Design for Learning Strategy with TTS Technology within D2L’s Learning Environment.
D2L Connection: Alberta 2018 - Action Research - Jennefer RousseauBarry Dahl
Presented at SAIT on March 9, 2018 by Jennefer Rousseau of Bow Valley College.
Action Research: Tinkering with Universal Design Ideas
Description: At Bow Valley College, School instructors are encouraged to use universal design for learning practices in their class. Jennefer Rousseau, an advocate for UDL, was eager to use the D2L discussion board as a means to implement “rotating notetaking”. In an epic fail, Jennefer decided to use action research to customize a UDL idea to meet the needs of her specific learners. Come listen to her journey and perhaps even influence her research.
Ten Bright Ideas to Make your Brightspace Courses More Accessible to Students...Barry Dahl
February 2018 version, with notes, Barry Dahl.
Presented at D2L Connection: 2018 Ontario Edition at Sheridan College. March 2, 2018. Guest presenter: Brielle Harrison of D2L.
Brightspace Webinar - Feb 13, 2018 - Evaluating Quality of Online TeachingBarry Dahl
Two useful documents will be shared in this webinar. The first is a five-part Pre-Evaluation Worksheet. The second document is a five-category rubric for evaluating teaching performance of online instructors. These documents are sharable and editable. Use these documents to start or build upon your existing online faculty evaluation process.
Jekyll Island off the coast of Georgia offers beautiful beaches, wildlife, and history. The Jekyll Island Club founded in 1886 was a vacation spot for wealthy families like the Rockefellers and Vanderbilts. Majestic live oak trees covered in Spanish moss and resurrection ferns can be seen throughout the island. A unique attraction is Driftwood Beach known as the Elephant Graveyard for its formations of driftwood scattered along the shore. Visitors can enjoy fresh local seafood like a Low Country Boil of shrimp, potatoes, and sausage eaten on the docks near the historic Jekyll Island Club.
eLearning A to Z - MidSouth Distance Learning Conference 2013Barry Dahl
The document discusses perspectives on online learning from both supporters ("e-learning zealots") and critics ("e-learning atheists"). E-learning zealots tout the benefits of online learning without evidence, often starting sentences with stories of individual students. E-learning atheists are skeptical of online education and believe it cannot replace traditional college experiences. The document also examines arguments about the flexibility and quality of online learning.
Mandatory Web Accessibility Training for Online FacultyBarry Dahl
This document outlines the need for mandatory web accessibility training for online faculty. It discusses how accessibility supports inclusion for people with disabilities and is recognized as a basic human right. Examples of accessibility include alternative text, navigation via keyboard, captions, and color choices that don't hinder users. The document recommends knowledge training in web accessibility be required and suggests using existing online training resources and creating a Desire2Learn course with assessments to provide this training.
1) Studies have found that students are slightly more likely to fail or withdraw from online courses compared to face-to-face courses at community colleges. However, comparisons of completion rates need to account for differences in student demographics and other factors.
2) Expectations for online course completion rates should consider differences in student populations, instructor experience, and course lengths. Shorter online courses may help address interruptions in students' lives from family or work issues.
3) Improving support systems, early intervention, orientation, and professional development can help increase online completion rates. The goal should be enabling student success rather than comparing raw completion statistics between online and face-to-face courses.
Are We Amusing Ourselves to Death? OCICU ConferenceBarry Dahl
This document summarizes a presentation given using clicker technology. It discusses various demographic questions answered by the audience through clickers, including gender, age, technology use, and social media habits. Several quotes and perspectives are presented on topics like education, entertainment, and the impact of emerging technologies.
This document provides information and suggestions for customizing course home pages and personalizing the learning experience for students in Brightspace. It discusses using widgets, layout options, and replace strings to create a more engaging and relevant home page. It also explains how instructors can utilize intelligent agents to automatically send reminders or messages to students based on defined criteria like lack of login or course activity.
The document provides guidance on building effective home pages in the D2L learning environment. It recommends considering students' needs and wants like course information, materials, and updates. It suggests maximizing the home page with a news section, important dates, content and resource links, and RSS feeds. The document also outlines layout options and using custom web pages as home pages.
Dr. Linda Baer - D2L Keynote Asia-Pac Conference - 9/15/12Barry Dahl
The document discusses several topics related to higher education:
1. It discusses the completion challenge facing higher education institutions, including low completion rates, the need to better align K-12 and postsecondary education to support college readiness, and the need for adults to have opportunities to return to college.
2. It discusses the capacity challenge, including the need to build organizational capacity, attract talent and develop skills, increase collaboration, and shift institutional culture.
3. It discusses the funding challenge facing higher education institutions, including state budget cuts and the rising costs of college leading to increased student debt.
4. It discusses the innovation challenge, including the need to move beyond isolated "islands of innovation" and overcome
Intelligent agents in Desire2Learn can automate notifications when certain criteria are met, such as a student not logging in or entering a course. The agents check for predefined criteria on a set schedule and send customized emails to specified recipients. Examples include sending reminders to students who are inactive or messages with encouragement and resource links after poor performance. While agents increase communication, their use requires effective management to avoid over-messaging students.
Governors Sate U - Are We Amusing Ourselves to Death?Barry Dahl
Postman argued that television had become the primary medium of communication and shaped public discourse in a way that prioritized entertainment over substance. He believed television encouraged passive consumption of information rather than active engagement. While new technologies like the internet could potentially encourage more creativity and interaction, there was also a risk they could further distract and amuse people without adding real value. Postman's final message was that emerging technologies should be evaluated based on whether they enrich public discourse or simply aim to amuse and distract.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Training: ISO/IEC 27001 Information Security Management System - EN | PECB
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
4. Online Courses and Developmental Education Data from Lake Superior College 2009-2010 academic year #1
5.
6. “Best Practices” NCDE Director, Dr. Hunter Boylan Keynote speech: “Best Practices in Developmental Education.” During Q & A, he was asked to share examples of good practice in offering developmental courses via online delivery.
8. He Continued He went on to say that the completion rates (or success rates) in online developmental courses “are abysmal. Way below the rates for on-ground courses. ”
9. Case Study – Lake Superior College Developmental Math Sequence – 3 courses First taught online during Fall 2002 As of Spring 2010, a total of 91 online sections have been taught. MATH 0450 Pre-Algebra MATH 0460 Algebra I MATH 0470 Algebra II
10. Case Study – Lake Superior College Developmental Writing Sequence – 2 courses First taught online during Spring 2004 As of Spring 2010, a total of 23 online sections have been taught. ENGL 0450 Writing I ENGL 0460 Writing II
11. Case Study – Lake Superior College Developmental Reading Sequence – 2 courses First taught online during Spring 2005 As of Spring 2010, a total of 17 online sections have been taught. READ 0460 Reading II
12. AY 2010 Student Completion Results 510 students enrolled in online sections 2,226 students enrolled in on-ground sections Course withdrawal rates were identical at 15.7% for both groups.
15. AY 2010 Results More A’s were given in online courses: 25.1% online 21.3% on-ground More F’s were given in on-ground courses: 17.5% on-ground 16.8% online GPA in these courses: 2.37 for online 2.31 for on-ground.
16. My Retort Completion rates (or success rates) in online developmental courses “are no more abysmal than and NOT way below the rates for on-ground courses. ” At least that is true for Lake Superior College
19. Through the use of rubrics and standards related to the quality of online courses (i.e. Quality Matters™), we are sufficiently addressing the questions about e-learning quality Reality Myth
20.
21. Learning Level Is Low Learning Assessment Teaching Level Is High Course Design Meets Standards QualityMatters® Performance Eval
22. Learning Level Is High Learning Assessment Teaching Level Is High Course Design Below Standard QualityMatters® Performance Eval
23. Learning Level Is Low Learning Assessment Teaching Level Is Low Course Design Meets Standards QualityMatters® Performance Eval
45. Conflicting Cottage Industries “Digital Net-Gennials” are loosely defined as being born from 1980 (or ‘82) to 2000. So, many of this “group” are between 25 and 30 years old. “Non-traditional” age students are usually defined as being 25 years and older.
58. 59 PSOL Basics There are 72 questions that comprise the PSOL. Average completion time is 15 minutes. NOTE: questions are answered on a 7-point Likert scale, where 7 is high.