The document discusses the concept of multi-access learning, which allows students flexible access to courses through face-to-face, online, or hybrid modalities. It notes students strongly prefer having a choice in modality and the importance of this choice. Data from pilot programs found most students' quality of learning stayed the same or increased with multi-access, and it helped with recruitment by attracting more and higher quality applicants. The approach addresses issues with declining enrollments by expanding access to new markets.
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.
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.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
Leveraging D2L to Create an Online Learning CommunityD2L Barry
Leveraging D2L to Create an Online Learning Community to Empower and Connect Learners and Faculty (11am–11:45am ET)
Presenter: Stacy Southerland, PhD, University of Central Oklahoma
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
Presentation given on Dec 13, 2019 at DePaul University for the D2L Connection: Chicago Edition.
Creator and presenter: Barry Dahl, Teaching & Learning Advocate, D2L
Leveraging D2L to Create an Online Learning CommunityD2L Barry
Leveraging D2L to Create an Online Learning Community to Empower and Connect Learners and Faculty (11am–11:45am ET)
Presenter: Stacy Southerland, PhD, University of Central Oklahoma
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
Accessibility Webinar: Making Blackboard Modules and Content Accessible for AllBlackboardEMEA
To support the changes to Disabled Students’ Allowance (DSA) provision meaning English universities need to be ready and able to support learners by September 2016 this presentation provides an overview of inclusive classrooms and outlines the benefits and challenges faced in implementing them.
They will also help institutions towards achieving inclusivity and best practice for all learners through their online and face to face classrooms and provide a practical framework to:
• Assess their pedagogy
• Review their existing content
• Evaluate their institution's technology
http://webinars.blackboard.com/accessibility
Small Signposts: Small Practices that Make a Big Impact for Instructors and S...D2L Barry
Small Signposts: Small Practices that Make a Big Impact for Instructors and Students (2pm–2:20pm ET)
Presenter: Pam Whitehouse, Tennessee Board of Regents
D2L Connection: Worldwide Edition
Wednesday, January 8, 2020
Totally Online
TLC2016 - Experiences and strategies used for implementing a portfolio didact...BlackboardEMEA
Presenters: Bo Lüders
Organisation: University College Southern Denmark (UC Syd)
Description: In this session we will present our experience with using Blackboard Portfolio on a fully 100 % online Teacher training education.
You will be introduced to how the portfolio became a key concept in the pedagogical thinking of the online course and how the portfolio gave educators a completely new and deeper insight in the learning of the students compared to students in traditional face-to-face education.
You will be given examples of the formative evaluation performed in the portfolio and will see examples of portfolios created by students. The portfolios will be in Danish but presenters will translate the structural elements so you can be inspired on the use of portfolios in Blackboard.
E learning perspectives - Rhodes University, Dept of Information SystemsBrenda Mallinson
eLearning Perspectives
Invited presentation to the Virtual Collaboration Honours group
Dept of Information Systems, Rhodes University
Module convener: Chris Upfold
Impact of Distance Education - Vidhyam Academy.pdfVidhyam Academy
Distance Education has Revolutionized Learning, offering flexibility and accessibility to a global audience. Explore the profound impact of Distance Education on traditional classrooms, workforce development, and lifelong learning. Discover how online courses, virtual classrooms, and remote collaboration tools have transformed education, enabling students of all ages to pursue their goals while balancing their busy lives. Stay updated on the latest trends and advancements in distance education to harness its full potential in the digital age.
intro to online tools for teaching and learning.pdfssuser906a9b
A Teacher is responsible for preparing lesson plans and educating students at all levels.
Teachers must be able to instruct in a variety of subjects and reach students with engaging lesson plans.
We must be study each and every topics in syllabus
We must see videos of various experts for each topic from all units.
Preparation of subject mapping
As teachers and students in NZ begin their 2022 school year the presence of Omicron threatens to disrupt their plans. To be best prepared, schools must consider a plan for hybrid learning - which could have much longer lasting benefits than simply addressing the immediate concerns.
The online environment offers unprecedented opportunities for people who would otherwise have limited access to education. If you face any issue related to online exam then avail our instant pay someone to take my online test service at WGU Exams.
@ https://wguexams.com/take-my-online-test-exam-for-me/
Both online education and traditional learning have pros and cons, so it’s important for students to understand both the side of the coin.
vLite™( A Product from Mobiotics) is a DIY Video SAAS Platform
Build your own E-Learning A platform like Khan Academy™ and Udemy™ in 24 hours
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
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.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
38. Open Access -> Open Research
• “The means of
communication should
be held by the public,
the very basis of how we
connect should be a
public utility. That
principle we are trying
to bring to research and
scholarship.”
39. • “The importance of
intellectual property and
the huge gap in our ability
to address it.”
– John Willinsky, October 2012
at UVic
– Archive at tie.uvic.ca
122. Dr. Valerie Irvine
Assistant Professor, EdTech
Co-Director, TIE Research Lab
University of Victoria
http://valerieirvine.ca
@_valeriei
virvine@uvic.ca
123. Learner Preferences for Modality
TOP CHOICE
• 9 out of 15 (60%) ranked multi-access as THE
top choice
• 3 selected blended
• 2 selected F2F
• 1 selected online
124. Learner Preferences for Modality
TOP CHOICE
• 14 out of 15 (93.3%) chose multi-access (F2F
or remote) as 1st or 2nd choice
125. Learner Preferences for Modality
BOTTOM CHOICE
• 9 out of 15 (60%) ranked online as lowest rank
• 4 (25%) selected F2F as lowest
• Last two participants chose blended and
multi-access remote
126. Importance of Choice
• 4.67 on a 5.0 scale for importance of choice in
delivery mode
• 73.3% of learners reported a score of 5.0 (very
important)
– All of these were students who had previously
taken an online course before
• Consistent across both F2F and remote groups
127. Perceptions of Quality
• 8 students (57%) reported quality of learning
increased
• 6 students (42.9%) reported it stayed the
same
• No pattern between group membership as F2F
or remote group
128. Multi-Access Expansion
• 6 out of 8 sections of course from pilot are
offered multi-access
• Master’s cohort
• E-research course
• Pockets around campus and beyond
129. Impact on Recruitment
• #tiegrad Master’s cohort in Higher Ed
• 100 applicants in a 2-week window
• Accepted 22 remote and 4 in person
• 75% rejection rate
• 50% of my PhD applicants wanted multi-access
130. Impact on Recruitment
• #edci515
• Grad course that was able to run vs. not run
• Distributed guests and learners
• Hong Kong – On Campus – Portland – etc.
131. Impact on QUALITY of applicant
• Overall, remote applicants had better profiles
than on-campus for PhD
135. Opportunities
• Social Justice (“but it was important to have this
option available”)
• Universal Design (Anxiety in EDCI 336 & SFU)
• New Markets
• Recruitment & Quality of Those Recruited
• Learner Success & Retention (Life happens…)
– Medical
– 4th year
136. Online Learning
• 25% increase in Higher Ed e-learning market in
2012-2017 (Education Sector Factbook, 2012)
• Full-time students are in the minority (Bates)
• Brick-and-Mortar Universities are sleeping
giants in online learning (Irvine, 2013)
137. Revenue
• 90-95% controlled by government
– 50-60% in grants
– Remainder in regulated domestic tuition
• Ability to increase resources is about
increasing net tuition
138. Decreasing 18-22 demographic nationally.
USask, (2009). Managing enrollment strategically at the University of Saskatchewan 2009 Report.
Available online: http://bit.ly/Ik8ypY
139. ISSUES FACING BRICK &
MORTAR UNIVERSITIES
Current PSE Landscape demonstrates
1. Diminishing funds/cutbacks from the provincial
government;
2. Increase in colleges with degree-granting status
provincially
3. Increase in online programs globally
140. Changes
• Increased student mobility
• Main demand is for credentials and English
• VASTLY increased competition on the
horizon
• Much demand can be satisfied through
branch campuses
141. The connectedness and access topics also came up during my
lunch. My friend commented on how disconnected she
felt from others in her class because she was
completing it online. She mentioned how she often
felt “alone” in her program. This really struck a cord
with me. Also being in an online program on
technology, I have never felt disconnected from my
classmates or professor. Our one hour weekly sessions
provide me with the opportunity to connect with my cohort. I
know they are only a tweet, email, or bluejeans session away if I
want to connect with them. Considering that geographically
some of us are hours away from each other, it really speaks to the
design and effectiveness of the program. There is something to
be said for the connectedness technology brings. I also
appreciate that students have the opportunity to be face-to-face
if preferred. In this sense, the course truly is Multi-Access.
142. Multi-Access Remote
Student
• I think the quality of teaching and learning was not
affected by the course being online. The instructor was
effective in delivering the material and giving appropriate
wait times after asking questions. It was a very
interactive course which I believe would have the same
impact if the course was fully F2F. We are going
towards an online community, and it is great to know
that there are already professors out there that are
equipped with the skills and knowledge to effectively
teach in any setting. Great experience. I wish more
people this year had had the same opportunity.
143. Multi-Access Remote
Student
• I would say that it enhanced it. I felt like I was
in the class with live video and audio feeds,
but at the same time I had access to review
the teaching materials on my own computer
and expand with my own research during the
class without disrupting the flow of the
lesson. For a long class (3 hours +) the
opportunity to access from home was a huge
advantage because the comfortable setting
allowed me to hold focus and breaks were
more refreshing.
144. Multi-Access Remote
Student
• I really enjoyed the multi-access experience. I had ongoing
conversations on instant messenger with a classmate
whilst listening and taking in a presentation for example. If
you're in a face-to-face class you can't just pull out your
laptop and start typing because it's rude, but when you're
using multi-access, you can immediately check out any
thought tangents online whilst keeping up with the
presenter. This makes the learning experience fuller,
because you can check things out as you think of them
instead of forgetting them and not getting around to it
after the class is done. I did feel part of the class as well.
145. Multi-Access Remote
Student
• I also experienced the class from the other side of
the monitor, and I have to say, it feels better on the
technology. I felt the pace of the class was much
slower when I was in the classroom F2F.
• hmmmmm. Personally I am an auditory learner so
this was exponentially better than any previous
online learning courses I have taken.
146. Multi-Access Remote
Student
• It was fairly neutral, overall. I didn't feel like
it was any better or worse in terms of
learning quality, but I did feel that it was
light years more convenient for me. Grow
this opportunity! Offer these kinds of
course mediums as often as possible! They
really do make the grade, and it makes life
for people in rural areas so much easier and
more affordable!
147. Multi-Access Remote
Student
• I commend the individuals who
designed and implemented this
course. It was extremely successful,
and accommodated many students
who would have otherwise faced
serious challenges regarding their
living situations.
148. Multi-Access Remote
Student
• If I lived very close to campus year round, I think I would
have preferred to be in a F2F class or a multi-access class
in which I was in the room. However, I lived in [a town on
the outskirts] and avoiding the 45 minute drive saved me
a lot of money and valuable time that I could spend
being more productive. On top of that, the flexibility that
the multi-access course provided allowed me to move to
another city to prepare for my practicum much further
ahead of schedule than a F2F course would have
permitted. I went to my practicum city 3 weeks before my
start day; while a F2F class would have given me a long
weekend to pack up and move, meet with teachers,
supervisor, and admin, and plan my lessons with no time
to observe.
149. Multi-Access Remote
Student
• I think it contributes to the quality of
learning because it's differentiated
instruction. By having a multi-access course,
students can choose how to participate. I
felt like my needs were met and the video
enhanced the quality of the teaching and
learning. Without video, I wouldn't be able
to concentrate for 3 hours.
150. Multi-Access F2F Student
• This course was amazing. It allowed for
freedom of life - the ability to participate
online and face-to-face was essential in life as
a parent, caregiver for an ailing parent and a
full time student.
151. Multi-Access F2F Student
• I know that the remote group benefitted
from the online aspect of the class for
monetary reasons, which I fully support.
University is expensive, saving money any way
that individuals can, should.”
• “I think [multi-access] would be ESPECIALLY
important for professional development
courses that full-time teachers would want to
take.
152. References
• Irvine, V., Code, J., & Richards, L. (2013). Realigning higher
education through multi-access learning. MERLOT Journal of
Online Learning and Teaching, 9(2).
http://jolt.merlot.org/vol9no2/irvine_0613.htm
• Irvine, V. (2013, July). Multi-access learning. Invited talk to
Blendsync.org. Retrieved from
http://connect.csu.edu.au/p6wu6ey0fhq/
• Irvine, V. (2013, May). The 21st century university. Keynote to
TLT13. Retrieved from http://youtu.be/HZ_msR7YHwY (multi-access
part at 49:36)
153. References
• Irvine, V., & Richards, L. (2013, January). Multi-access learning:
Overview and preliminary project data. Presentation to the
Canadian Institute of Distance Education Research. Retrieved from
http://cider.athabascau.ca/CIDERSessions/irvine2013/sessiondetail
s
• Irvine, V., & Code, J. (2012, May). The 21st-century university:
Implications and benefits of choice of learner access and openness.
Paper presented at the BCNET-HPCS Annual Conference,
Vancouver, Canada.
154. References
• Irvine, V. & Code, J. (2011, January). The 21st Century University.
Presentation to the Change11 MOOC. Retrieved from
http://change.mooc.ca/week16.htm
• Irvine, V. (2009). The emergence of choice in “multi-access”
learning environments: Transferring locus of control of course
access to the learner. In Proceedings of World Conference on
Educational Multimedia, Hypermedia and Telecommunications
2009 (pp. 746–752). Chesapeake, VA: AACE.