Dr. William Preston Davis with Northern Virginia Community College (NOVA) has overseen a program that served over 21,000 online students in 2011 and will share what he's learned about distance education. Dr. Davis will discuss how online proctoring has helped shape his school's web-based pedagogy and give details about the important part that testing plays in their program. The discussion will also include how online proctoring with ProctorU fills an important instructional need in their distance learning curriculum.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This presentation will serve these three purposes and also propose that the OCW Consortium take a leadership role in serving as a clearing house and advocate for the sharing of data and experimental results across institutions, in order to advance the use of open material to fuel education innovation.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
Points of Strength & Distinction at Assiut University Faculty of Education (A...memogreat
Abdallah, M. M. S. (2015). Points of Strength & Distinction at Assiut University Faculty of Education (AUFOE). Presentation made at Quality Assurance Unit, Assiut University Faculty of Education, Capacity Development of Faculties of Education in International approaches to teacher education, as an event in a 6-day visit to Assiut University, Egypt, by a delegation from Stockholm University, Sweden, as part of TEMPUS Exchange Programme (6-12 March, 2015).
The Design of Empowering and Inspirational Open Online Learning ExperiencesGeorge Veletsianos
While conversations in the academic world and the mass media continue to focus on the benefits, challenges, opportunities, and future of Massive Open Online Courses (MOOCs), emerging empirical evidence suggests that the realities of open online learning do not fully match the hopes of open online learning (Veletsianos, 2013). One reason that these hopes remain unrealized appears to be the belief that education is a product that can be packaged, automated, and delivered. This perspective allows for massiveness and efficient delivery, but fosters the development of digital learning environments that fail to engender empowering and inspirational learning experiences. In this presentation, I discussed what our research into open learning experiences reveals about inspiration and empowerment.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
CANeLearn Webinar - Documenting Triage: Detailing the Response of Provinces a...Michael Barbour
Nagle, J., Barbour, M. K., & LaBonte, R. (2020, October). Documenting triage: Detailing the response of provinces and territories to emergency remote teaching [Webinar]. Canadian eLearning Network. https://youtu.be/c1Y5qHVoWss
Presenters:
Lydotta Taylor, REL Appalachia
Eric Cramer, report co-author
The webinar will discuss study results about the use of online and distance learning in high schools in southwest Tennessee. We will focus on the extent to which schools offer courses, reasons why schools provide the courses, and barriers to implementing online and distance learning.
Sustainability as Imperative: The Unavoidable Future for OCWGary Matkin
Online education has clearly become a permanent feature of higher education world-wide. However, as dramatic as the technology-induced changes have been, the pace and impact of technology will intensify over the next fifteen years. Based on currently observable, documented, and quantifiable trends in higher and distance education, this paper will make predictions about the transformations in higher education that are on the horizon, with specific reference to the inexorable expansion of Open Educational Resources (OER), Open CourseWare(OCW), and continuous improvement processes.
The main prediction of this presentation is that, notwithstanding the current confusion over the use of OER and OCW and the present struggles to find resources to sustain the considerable efforts that have been undertaken in the OER movement, OER and OCW are here to stay and will grow rapidly, soon to be a part of every major higher educational institution in the world. The strongest and most obvious trends in higher education all intersect with OER and OCW creating in their addition an “imperative” for these movements.
Points of Strength & Distinction at Assiut University Faculty of Education (A...memogreat
Abdallah, M. M. S. (2015). Points of Strength & Distinction at Assiut University Faculty of Education (AUFOE). Presentation made at Quality Assurance Unit, Assiut University Faculty of Education, Capacity Development of Faculties of Education in International approaches to teacher education, as an event in a 6-day visit to Assiut University, Egypt, by a delegation from Stockholm University, Sweden, as part of TEMPUS Exchange Programme (6-12 March, 2015).
The Design of Empowering and Inspirational Open Online Learning ExperiencesGeorge Veletsianos
While conversations in the academic world and the mass media continue to focus on the benefits, challenges, opportunities, and future of Massive Open Online Courses (MOOCs), emerging empirical evidence suggests that the realities of open online learning do not fully match the hopes of open online learning (Veletsianos, 2013). One reason that these hopes remain unrealized appears to be the belief that education is a product that can be packaged, automated, and delivered. This perspective allows for massiveness and efficient delivery, but fosters the development of digital learning environments that fail to engender empowering and inspirational learning experiences. In this presentation, I discussed what our research into open learning experiences reveals about inspiration and empowerment.
Beyond Accreditation and Standards: The Distance Educator’s Opportunity for L...Gary Matkin
This presentation will provide practical suggestions for distance educators to take a leadership position amidst the call from accrediting bodies for institutions of higher education to become more accountable and transparent. Presentation will address content management, learner feedback, “openness”, and the establishment of infrastructure to meet these new requirements.
The development of the OpenCourseWare (OCW) and Open Educational Resource (OER) movements over the last three years indicates that major universities around the world are already or will soon become producers and publishers of OCW and OER and that these efforts will become permanent features of organizational life in these institutions. Continuing educators will gain institutional credibility by initiating open Web sites. The institutional case for OCW/OER is strong and multifaceted.
This presentation will describe how institutions are effectively using and supporting open Web sites and how such sites intersect with clear trends in higher education. Among the benefits described will be the use of OCW/OER to attract students, serve current students and supplement their learning, support faculty in both course authoring and delivery, facilitate accountability and aid continuous improvement, advance institutional recognition and reputation, support the public service role of institutions, disseminate the results of research and thereby attract research funding, serve as a repository for a wide range of digital assets, serve learning communities of all types, and enhance international service and reputation.
This presentation provides a summary of Massive Open Online Course (MOOC) research and how it’s being organized around the world. MOOCs offer research objects that have the potential to address many of the issues higher education researchers face. They present new and unique opportunities to understand how people learn across a broad spectrum of educational mediums. MOOCs cross the boundaries between formal and informal learning in an unprecedented way, with each MOOC course offering opportunities for researchers to study how people select and engage with learning resources. This presentation will identify important questions: how are these research efforts being focused? What are they trying to learn? What impact are they having? What are they revealing about higher education? It also will explore the current state of MOOC research, summarize the approaches being taken, highlight some of the results that are coming from the research, and make predictions about what we might expect in the future.
In 1990 the Hubble Telescope was launched providing current and future generations of scientists with a view of the cosmos unobstructed by the earth’s atmosphere. Ten years later over 9,000 journal articles had been based on the science delivered by the Hubble. It is the main contention of this presentation that MOOCs (and other forms of Open Educational Resources–OER) will have the same effect on higher education research by providing “massive” responses to exactly the same educational treatments delivered in the same way.
This presentation is intended for UPCEA members who are involved in helping their institutions determine whether to offer or continue to offer MOOCs. It draws on the experience of UC Irvine, an early member of Coursera, which has over ten years of experience in OpenCourseWare (OCW) and Open Educational Resources (OER). To begin, the presentation establishes the context for a full understanding of MOOCS, why they developed, what impact they have had so far, and what their effect might be on higher education and the world, but absent the hype and hyperbole that characterizes current discussions around MOOCS. The advantages and disadvantages of being involved with MOOCs and some strategic reasons to engage in MOOCs will be presented, using illustrations from the UCI experience.
CANeLearn Webinar - Documenting Triage: Detailing the Response of Provinces a...Michael Barbour
Nagle, J., Barbour, M. K., & LaBonte, R. (2020, October). Documenting triage: Detailing the response of provinces and territories to emergency remote teaching [Webinar]. Canadian eLearning Network. https://youtu.be/c1Y5qHVoWss
Presenters:
Lydotta Taylor, REL Appalachia
Eric Cramer, report co-author
The webinar will discuss study results about the use of online and distance learning in high schools in southwest Tennessee. We will focus on the extent to which schools offer courses, reasons why schools provide the courses, and barriers to implementing online and distance learning.
The quarterly Collaborative Meetings are designed for researchers in the field of K-12 online and blended learning. It is a space for researchers to come together, get feedback on their work, and share any opportunities for collaborations for grants, research, publications, etc. These Collaborative Meetings are held in January, April, July, and October.
Beyond Blended: Realigning Higher Education for the 21st Century Learner Thro...Valerie Irvine
Keynote presentation on Beyond Blended to COHERE 2014 conference. See cohere.ca for archived video. Focus is on multi-access learning and supporting learners through personalization, assessment for learning, openness, connected, and access.
Learning Models Evolve with Blended Learning on the RiseBlackboard
K-12 schools and districts understand that a personalized education experience increases student achievement and success, therefore many institutions are harnessing online learning technology to create blended learning programs to help meet diverse student needs. Although blended learning models differ drastically among K-12 institutions and are a product of the unique goals and challenges of the school, the importance of quality and accountability pertains to all. Join us for this webinar featuring Susan Patrick, President and CEO of iNACOL (International Association for K-12 Online Learning) and K-12 school district leaders for a discussion about how K-12 institutions across the globe are successfully implementing diverse blended learning models that maintain quality and accountability and enable student success.
Susan Patrick, President and CEO, International Association for K-12 Online Learning; Amy Hance, Instructional Technology Specialist, Collier County Public Schools
This presentation was provided by Andrew Magda and Nate Ackerly, both of Learning House, during the NISO Virtual Conference, The Computer Campus: Integrating Information Systems and Services, held on August 15, 2018.
OPEN EDUCATION BRIDGING THE GAP INEQUALITY OF HIGHER EDUCATION OPPORTUNITY
(Case: E-Learning Strategy Indonesian Open Distance Education)
Devi Ayuni
Andy Mulyana
Ginta Ginting
UNIVERSITAS TERBUKA, INDONESIA
Conducting Research on Blended and Online Education, WorkshopTanya Joosten
Conducting Research on Blended and Online Education
October 14, 2015 - 8:30am
Lead Presenter: Tanya Joosten (University of Wisconsin - Milwaukee, USA)
Nori Barajas-Murphy (University of La Verne, USA)
Track: Learning Effectiveness
Pre-Conference Workshop
Location: Oceanic 7
Session Duration: 3 Hours
Pre-Conference Workshop Session 3
This workshop consists of practice-based research planning activities to help you prepare for conducting research at the course or program level. Specifically, we will utilize the distance education research model developed by the National Research Center for Distance Education and Technological Advancements (DETA) to guide the development of research plans for blended and online. Attendees will walk away with a research agenda and the necessary tools to help them conduct research on their campus as part of the National DETA Research Center initiative.
The University of Wisconsin-Milwaukee (UWM) established a National Distance Education and Technological Advancement (DETA) Research Center in 2014 to conduct cross-institutional data collection with 2-year and 4-year Institutions of Higher Education (IHEs) funded by the U.S. Department of Education Fund for Improvement of Postsecondary Education (FIPSE). UWM has partnered with the University of Wisconsin System, UW-Extension, Milwaukee Area Technical College (MATC), EDUCAUSE Learning Initiative (ELI), and leaders across the nation to develop a research model. This model is to promote student access and success through evidence-based online learning practices and learning technologies.
The DETA Center looks to identify and evaluate effective course and institutional practices in online learning (including competency-based education) for underrepresented individuals (i.e., economically disadvantaged, adult learners, disabled) through rigorous research. Furthermore, although the research currently is focused on postsecondary U.S. institutions, the DETA Center looks to advance their work in K-12 and internationally -- all are welcome!
This workshop will prepare attendees to take a plan back to their own institution to successfully gather research on blended and online teaching and learning.
For more on DETA, visit http://www.uwm.edu/deta.
The application of technology enhanced learning to enhance the ‘student learning journey’, was a presentation to the staff of the University of South Africa on Tuesday 16 September 201
Similar to Online Proctoring: How NOVA Ensures Academic Integrity (Webinar) (20)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Online Proctoring: How NOVA Ensures Academic Integrity (Webinar)
1. Distance Learning and Online
Exam Proctoring at NOVA
Dr. Wm. Preston Davis
Director of Instructional Services
NOVA Extended Learning Institute
2. Who Are We?
• Northern Virginia Community College is the
second largest community college in the
nation, and grants more Associate Degrees
annually than any other community college.
• NOVA has six campuses in the Northern
Virginia region serving 78,000 students
annually.
• NOVA’s Extended Learning Institute (ELI) is
the distance learning section of the college.
• ELI acts as a “virtual campus” serving over
23,000 students annually.
3. Why Distance Learning?
• During Fall 2010 over 6 million students in the
US were taking at least one online course.
• This represents an increase of almost 10% over
the number of students enrolled in an online
course during Fall 2009.
• More than one-third of all higher education
students now take at least one course online…
and this number is growing very rapidly!
Going the Distance, Online Education in the United States, 2011, Babson Survey Research Group
4. Is Distance Learning Effective?
• US Department of Education, “Evaluation of Evidence-
Based Practices in Online Learning: A Meta-Analysis
and Review of Online Learning Studies” (Sept 2010)
http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf
• Most effective modes of instruction, in descending order:
1. Blended learning/hybrid instruction
2. Online learning
3. Face-to-face/traditional classroom learning
5. Features of an Excellent Online Course
• Multimedia content engaging learners with
multiple learning styles (audio, video, text,
interactivity)
• Faculty to student interaction
• Student to student interaction and peer
collaboration (discussion boards, group projects,
synchronous meetings, social media,…)
• Learning activities, not just delivery of content
• Assessment strategy appropriate to online
instruction
6. Why ELI?
• Supporting access mission of NOVA
– Distance delivery creates greater access for working
adults, homebound people, primary
caregivers, service members, work travelers, etc…
• Meeting the educational needs of the community
– Focus on learning outcomes over tradition
– Leading innovation
– Providing full student services and instructional
resources to distance learners
7. Current Snapshot of ELI
• 2011: served over 21,000 students in online
courses, residing in 45 states
• Offer nearly 400 courses in 60+ disciplines
• 40 degrees and certificates available
completely online
• Courses offered in 8-, 12-, and 16-week
formats with monthly start dates
• Statewide delivery of online courses to 11
partner VCCS colleges
8. ELI’s Shared Distance Learning Initiative
• Deliver online courses to
11 partner VCCS colleges
• Adding an additional VCCS
partner school this year
• Services shared between
schools (including exam proctoring)
9. Why Proctor Exams?
• Higher Education Opportunities Act (HEOA) of
2008 established the requirement to “ensure
that the student enrolled in an online class is the
student doing the coursework.”
– Proctored exams provide a means to verify
student identity and ensure that the work
submitted is their own.
– Proctored exams ensure better exam
integrity.
10. Testing Resources
• Six campus testing centers open Monday -
Saturday
• Exam proctoring available at approved physical
sites anywhere in the world
• Online proctoring via webcam available in most
courses through ProctorU
11. Demand for Online Proctoring
• Fall 2010 - 581
• Spring 2011 - 1033
• Summer 2011 - 1933
• Fall 2011 - 2356
• Spring 2012 - 2850
12. ELI Exams Given By ProctorU
7000
6000
5000
4000
3000
2000
1000
0
2010 (May-Dec) 2011 2012 (projected)
13. What ProctorU Does for NOVA
• ProctorU verifies the student testing is the
student enrolled in the course.
• ProctorU uses webcams and screen-
sharing technology to monitor students
taking exams online.
• ProctorU's proctors can see the
student, see what they are doing and
know who they are.
14. Online Proctoring via ProctorU
• Increases access to testing for distance
learning students, especially during
evening and weekend hours.
• Reduces the impact of distance learning
students on campus testing
centers, especially during end-dates and
finals week.
• Caters to the demonstrated need for
flexibility among distance learners.
15. Value-Added with ProctorU
• Continuity of Services
• Additional Option for Most Online Students
• Customer Service for Students
• Technical Support
• Resource to Enhance Assessment as Part
of a Comprehensive College Testing
Program
16. Questions/Comments?
Dr. Wm. Preston Davis
Director of Instructional Services
wdavis@nvcc.edu (703)323-3511
http://eli.nvcc.edu
Editor's Notes
Assessment strategy includes:Use of multiple assessment techniques in place of high stakes examsGreater reliance on written assignments and threaded discussionUse of test banks, and timed test deliveryProctored course exams